Multi Classroom Leader (MCL) - Instructional Coach (Dabney Elementary)

Vance County Schools•Henderson, NC

1d•Onsite

About The Position

A multi-classroom leader (MCL) serves as an instructional coach and teacher leader at the school level. The focus of this position is to provide instructional coaching support in one or more content areas to a team of teachers while sharing responsibility for the performance and achievement of all students served by the team. Through coaching, collaboration, data analysis, and instructional leadership, the MCL works to improve teacher effectiveness and student outcomes. Within the Vance County Schools Advanced Teaching Roles (ATR) framework and grounded in the Opportunity Culture® model, the Multi-Classroom Leader III at Dabney Elementary School will serve as a full-release instructional leader supporting Grades 3–5 literacy and mathematics instruction. The successful candidate will possess demonstrated expertise in elementary literacy and mathematics, a record of high student growth, and the ability to develop teacher effectiveness through coaching, modeling, collaborative planning, and professional learning. The MCL III is accountable for the success of all students served by the team and will work to ensure every classroom consistently delivers high-quality, standards-aligned instruction aligned to district priorities, the VCS Teaching and Learning Cycle, and school improvement goals.

Requirements

Valid North Carolina teaching license.
Minimum of 3 years successful teaching experience; 5 years preferred.
Demonstrated record of student academic growth.
Extensive knowledge of elementary literacy and mathematics instruction.
Strong communication, facilitation, and relationship-building skills.
Advanced Certification
Effective ratings on an evaluation rubric
EVAAS student growth index score from three previous school years of 1.5 or greater and no individual EVAAS student growth index score below 0 (or equivalent high-growth data if out of state)
Demonstrated mastery of teaching skills

Nice To Haves

Previous instructional coaching or teacher leadership experience.
Experience facilitating PLCs and professional development.
Expertise in the Science of Reading practices.
Expertise in elementary mathematics instruction.
Experience working within an Opportunity Culture® or Advanced Teaching Roles framework.

Responsibilities

Lead a team of Grades 3–5 teachers to improve student achievement in literacy and mathematics.
Establish and communicate clear expectations for high-quality instruction.
Support implementation of district curriculum, instructional frameworks, and assessment practices.
Model effective instructional practices and high-impact lessons.
Provide demonstration lessons, co-teaching opportunities, and classroom support.
Facilitate collaborative planning sessions focused on rigorous, standards-based instruction.
Support teachers in the planning, implementation, and assessment of effective classroom instruction that meets the needs of all learners.
Lead teachers in implementing evidence-based instructional strategies that result in high levels of student engagement and learning.
Ensure instructional decisions are aligned with student needs, school improvement goals, and district priorities.
Support implementation of the VCS Teaching and Learning Cycle through planning, instruction, assessment, reflection, and adjustment.
Promote student discourse, academic conversations, and student ownership of learning across classrooms.
Align all instructional work to school and district goals, frameworks, and resources.
Identify innovative solutions for improving teacher effectiveness and student outcomes.
Serve on the School Leadership Team.
Execute coaching cycles to build teacher capacity both in-person and virtually.
Implement the district coaching framework: See It Name It Do It Follow Up.
Provide ongoing job-embedded coaching through observation, feedback, modeling, and follow-up support.
Conduct classroom observations and provide timely, actionable feedback.
Facilitate reflective conversations that strengthen instructional practice.
Develop teachers’ instructional expertise through individualized coaching cycles.
Support beginning teachers, alternatively licensed teachers, international teachers, and veteran educators.
Build teacher leadership capacity within grade-level and content-area teams.
Foster a culture of continuous improvement, collaboration, and professional growth.
Lead team members in establishing goals aligned to student achievement and professional growth.
Facilitate the development of a growth mindset in self and team members.
Proactively strive to improve instructional and leadership practices.
Lead teachers in analyzing classroom, benchmark, EVAAS, state assessment, and progress-monitoring data.
Facilitate data conversations that focus on student growth and achievement.
Identify instructional trends and develop action plans to address learning gaps.
Monitor student progress and adjust instructional supports based on evidence of learning.
Support intervention and enrichment planning aligned to student needs.
Lead teams in using data to drive instructional decisions.
Maintain accountability for the academic outcomes of all students served by the team.
Monitor progress toward school and district achievement goals.
Utilize student achievement data to measure instructional impact and inform coaching priorities.
Facilitate Professional Learning Communities (PLCs) focused on student outcomes.
Lead planning and data meetings with team members.
Lead curriculum-based professional learning and instructional planning.
Support teachers in implementing research-based literacy and mathematics practices.
Collaborate with school administration to align coaching priorities with school improvement efforts.
Collaborate with school and district leadership to improve teaching and learning.
Attend professional development sessions with the Advanced Teaching Roles Coordinator and others as designated by the district.
Attend district Professional Learning Community (PLC) meetings as established by the district.
Contribute to a positive school culture that promotes excellence, accountability, and collaboration.
Provide instruction to small groups of students as outlined by district expectations.
Co-teach to support teacher and student development.
Support teachers in differentiating instruction to meet diverse learner needs.
Ensure interventions and enrichment opportunities are aligned to student data.
Promote instructional practices that maximize student engagement and achievement.
Maintain coaching documentation within SchoolMint Grow.
Conduct regular classroom observations, coaching meetings, and feedback conferences.
Monitor progress toward teacher growth goals and student achievement targets.
Utilize coaching and performance data to inform support and next steps.
Maintain records and evidence of coaching impact as required by district expectations.