Multi-Classroom Leader - 4th​/5th Grade Reading

Overview

POSITION TITLE (Oracle title)

TEACHER

WORKING TITLE

Multi-Classroom Leader (MCL)

SCHOOL/DEPARTMENT

Office of Professional Learning/Specific schools identified in the Grant

LOCATION

Specific schools identified in the Grant

PAY GRADE

Classroom Teacher

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends)

POSITION

PURPOSE:

Leads a small team of teachers and paraprofessionals in a similar grade level or subject area to meet the MCL’s standards of excellence. Establishes each team member’s roles and goals at least annually, determines how students spend time, and organizes teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The team uses the MCL’s methods and tools.

Co-plans, co-teaches, models, coaches and gives feedback, and leads and supports the team in building a tutoring culture. Teaches students part of the time. 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. Collaborates with the team, using the team’s ideas and innovations that the MCL agrees may improve learning.

Guides and directs any Reach Associates with whom they work. Is fully accountable for the learning and development of all students taught by the team members.

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Considerable knowledge of Microsoft Office, specifically Microsoft Word and PowerPoint;
  Google Apps;
• Knowledge of core subject matter being taught;
• Excellent organizational skills;
• Ability to model, coach, and engage in PLCs’ structures and practices;
• Ability to adapt to digital tools and resources;
• Ability to demonstrate 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;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, staff members of external funding agencies, and the community.

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor’s degree from a regionally accredited college or university;
• Five years of teaching experience.

CERTIFICATION AND LICENSE REQUIREMENTS

• Must hold or be eligible for a North Carolina professional educator’s license in assigned teaching area.

PREFERRED QUALIFICATIONS:

• Master’s degree from a regionally accredited college or university;
• Experience successfully leading a team of adults to accomplish goals, though not necessarily as formal leader;
• Prior evidence of high-growth student learning in the relevant subjects (as measured by EVAAS, at least 2 of last 3 years blue growth).

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Planning and Preparation
• • Facilitates PLCs and leads team in data analysis, instructional planning, and differentiating instruction to meet learning needs;
  • Sets high expectations of achievement that are ambitious and measurable for all students taught by team. These expectations should reflect a reduction of subgroup gaps and alignment with the district strategic plan priorities;
  • Establishes methods and create 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;
  • Leads team to:
  • plan backward to align all lessons, activities, and assessments using a standards-based and rigorous curriculum;
  • design and lead instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students), prioritizing small-group teaching and tutoring and offering accelerated learning.
  • design and lead research-based instruction.
  • design assessments that accurately assess student growth
  • prepare to…