Opportunity Culture in Chatham: Multi-Classroom Leader

Multi-Classroom Leader

An educator in the Multi-Classroom Leader (MCL) role leads a small team of teachers, paraprofessionals, and teaching residents in the same grade or subject to meet the MCL's standards of excellence. MCLs establish each team member's roles and goals at least annually, determine how students spend time, and organize teaching roles to fit each teacher's strengths, content knowledge, and professional development goals.

The team uses the MCL's methods and tools. The MCL co-plans, co-teaches, models, coaches and gives feedback, and leads and supports the team in building a tutoring culture. The MCL also teaches students part of the time. The MCL organizes the team to analyze student learning data and change instruction to ensure high-growth learning for every child, with a focus on small-group teaching and tutoring.

The MCL collaborates with the team, using the team's ideas and innovations that the MCL agrees may improve learning. The MCL also guides and directs any reach associates with whom they work. The MCL is fully accountable for the learning and development of all students taught by the team members.

Responsibilities:

• Planning and Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities

Qualifications:

• Knowledge of subject matter being taught
• Bachelor's degree
• Valid teaching certificate (optional, depending on school context and legal requirements)
• Prior evidence of high-growth student learning in the relevant subjects (in the top 25% compared to other teachers in a state or on national tests)
• Ideally, experience successfully leading a team of adults to accomplish goals, though not necessarily as formal leader
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.

Reports To:

Principal or chief academic officer

Hours:

Full-time position

Pay:
Competitive pay for an excellent teacher dependent upon funding, plus benefits and opportunities for pay raises. Pay also varies based on the number of students reached successfully. (salary differential established by state policy begins at $10,000 for the year)

Critical

Competencies:

• Achievement (ACH):
  The drive and actions to set challenging goals and reach a high standard of performance despite barriers.
• Monitoring and Directiveness (M&D):
  The drive and actions to set clear expectations and hold others accountable for performance.
• Planning Ahead (PLA): A bias toward planning in order to reach goals and avoid problems.
• Impact and Influence (I&I):
  Acting with the purpose of influencing what other people think and do.
• Team Leadership (TL):
  Assuming authoritative leadership of a group for the benefit of the organization.
• Cultural Engagement (CE):
  Noticing, anticipating, and acting to meet people's practical and emotional needs, considering the possible effect of culture, past experiences, or personal characteristics including race, gender, sexual orientation, religious, economic, and/or other backgrounds in order to create positive impact on individuals and groups.
• Initiative & Persistence (I&P):
  The drive and actions to do more than is expected or required in order to accomplish a challenging task.
• Belief in Learning Potential (BLP): A belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates.
• Developing Others (DO):
  Influence with the specific intent to increase the short- and long-term effectiveness of another person.
• Flexibility (FL):
  The ability to adapt one's approach to the requirements of a situation and to change tactics.