Multi-Classroom Leader -Math; SY

Overall Purpose

The Multi-Classroom Leader 2 (MCL
2) is expected to intensively coach 5-8 teachers on his/her caseload and teach students through various models. The MCL 2 is also responsible for leading a team of teachers and other support staff responsible for multiple classrooms as well as teaching students within the team to meet the principal’s standards of excellence. The MCL co-plans, co-teaches, models, coaches, and gives feedback, and leads and supports the team.

The MCL also teaches students part of the time.

Under the school administration's supervision, the MCL establishes each team member’s roles and goals, determines how students spend time, and organizes teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The MCL 2 organizes the team to review student progress and change instruction to ensure high-progress learning for every child. The MCL 2 works collaboratively with the team, using the team’s new ideas and innovations that the MCL 2 agrees may improve learning.

The MCL 2 is accountable for the learning and development of all the teachers and students on their caseload and team. The MCL 2 also provides feedback to the school administration regarding the progress of the students and teachers within their caseload.

• Sets high expectations of achievement that are ambitious and measurable for all students taught by the team
• Establishes methods and creates instructional tools and materials that team teachers use in all classrooms
• Sets direction, verbally and with tools and materials, that clarify content and teaching process
• Plans backward to align all lessons, activities, and assessments; designs instruction that is enriched (developing higher‑order thinking skills) and personalized (reflecting learning levels and interests of individual students); designs assessments that accurately assess student progress; practices teaching strategies; analyzes student work to determine best next steps

• Holds students accountable for high expectations of behavior and engagement that are ambitious and measurable
• Creates physical classroom environments conducive to collaborative and individual learning
• Establishes a culture of respect, enthusiasm, and rapport

• Holds students accountable for ambitious, measurable standards of academic achievement
• Maximizes student learning by incorporating small‑group teaching
• Identifies and addresses individual students’ social, emotional, and behavioral learning needs and barriers
• Identifies and addresses individual students’ development of organizational and time‑management skills
• Invests students in their learning using a variety of influence techniques
• Incorporates questioning and discussion in student learning
• Monitors and analyzes student assessment data to inform engaging instruction and small‑group teaching
• Communicates with students and caregiver(s) to keep them informed of their progress

• Solicits and eagerly receives feedback from supervisor and team members to improve professional skills
• Leads team to maintain regular communication with families, and work collaboratively with them to design learning both at home and at school, and to encourage a home life conducive to learning success
• Organizes and schedules team time to ensure alignment of instructional vision, prioritize small‑group teaching and tutoring in all classrooms, and troubleshoot students’ persistent learning challenges
• Determines how students spend instructional time based on the strengths of all adults on the team
• Allocates instructional process elements (lesson planning, minimal large‑group instruction, a focus on small‑group instruction, individual interventions, data analysis, grading) among the team based on strengths, content knowledge, and professional development goals
• Allocates non‑instructional administrative duties among the team
• Models instructional tasks to aid team development
• Clarifies and adjusts team members’ roles and provides feedback, developmental advice, and assignments to develop their effectiveness
• Par…