Interim - Lead Multi-Classroom Teacher - Stratton Elementary (2026-2027)

Metro Nashville Public Schools•Nashville, TN

10d•$53,610•Onsite

About The Position

A multi-classroom leader (MCL) is an instructional leadership role at MNPS. The MCL leads a team of teachers, tutors, and other adults in meeting students’ academic goals. The MCL establishes team members’ goals at least annually; organizes instructional planning, teaching, and support roles according to team members’ strengths, content knowledge, and professional development goals; sets learning-outcome benchmarks; and determines how students spend instructional time. The MCL may provide direct instruction, including by co-teaching with team members, and organizes the team to review student progress and adjust instructional strategies. The MCL is accountable for the learning and development of all students taught by team members and works with the principal to select, evaluate, and develop the team, recommending dismissal of low performers when necessary. The role’s title may vary by school site, but its job description and responsibilities are similar across MNPS schools. The position is based at Stratton Elementary and is designated interim for the 2026–2027 school year. It is school-based, exempt, and has a stated duration of 201/221 days per year. Starting salary is $53,610.04; compensation decisions may consider education, experience, and other qualifications. The stated salary reference for certificated teaching positions is calculated on 201 days.

Requirements

Bachelor’s degree.
Valid Tennessee teaching licensure.
Knowledge of the subject matter and/or grade level being taught.
Superior prior student academic achievement, evidenced by student outcomes in the top 25% for two of the last three years compared with teachers in comparable subjects and grades in a state or nationally, measured by student learning growth.
Experience successfully organizing, coaching, leading, and/or managing a team of adults to accomplish goals.
Experience successfully using data and data systems to make instructional decisions, and ability to coach others in using data to ensure instruction meets the needs of all learners.
Evidence of the ability to set priorities, organize and balance workload, and make difficult decisions.
Professional demeanor, attitude, and maturity to interact with parents, administrators, staff, and community members.

Responsibilities

Set ambitious, measurable achievement expectations for all students taught by the team, including goals for formative and summative assessment results.
Establish methods and create instructional tools and materials for use by team teachers; provide direction that clarifies content and teaching processes.
Lead backward planning to align lessons, activities, and assessments; guide the design of enriched, personalized instruction and assessments that accurately measure student progress.
Lead the team in establishing behavior and engagement expectations, creating classroom environments for collaborative and individual learning, and building a culture of respect, enthusiasm, and rapport.
Lead the team in addressing students’ academic, social, emotional, behavioral, organizational, and time-management needs and barriers.
Use varied techniques to engage students in learning, incorporate questioning and discussion, and provide small-group and individual instruction tailored to student needs.
Monitor and analyze student assessment data to inform instruction, and communicate student progress to students.
Solicit and receive feedback from the supervisor and team members to improve professional skills.
Lead regular communication with families and collaborate with them on learning at home and at school and on supporting a home environment conducive to learning.
Organize and schedule team time to align instructional vision and delivery and address persistent student learning challenges.
Determine how instructional time is used based on team members’ instructional skills and content knowledge.
Allocate instructional responsibilities—including planning, large- and small-group instruction, interventions, data analysis, and grading—according to teachers’ strengths, content knowledge, and development goals.
Allocate non-instructional administrative duties among teachers and other staff.
Model instructional tasks and clarify or adjust team members’ roles; provide feedback, developmental advice, and assignments to build their effectiveness.
Evaluate team members for potential role changes and opportunities for advancement into new or more complex roles.
Work with the principal to dismiss team members who do not meet standards of excellence.
Participate in school professional development opportunities.
Develop and lead a professional learning community within the team and school.