Teacher, Multi-Classroom Leader 2 Math (25-26)

Public School of North Carolina•Charlotte, NC

57d

About The Position

The Multi-Classroom Leader 2 (MCL2) is expected to intensively coach 7-10 teachers on his/her caseload and teach students through various models. The MCL2 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. (S)he 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 MCL2 organizes the team to review student progress and change instruction to ensure high-progress learning for every child. The MCL2 works collaboratively with the team, using the team's new ideas and innovations that the MCL2 agrees may improve learning. The MCL2 is accountable for learning and development of all the teachers and students on his/her caseload and team. The MCL2 must be given a healthy balance of teaching/coaching time so (s)he is able to perform all instructional responsibilities that are expected. (S)he also provides feedback to the principal in choosing, evaluating and developing the team.

Requirements

Bachelor's Degree
Knowledge of subject matter being taught
At least 4 years of prior teaching experience with 3 years demonstrated evidence of high-progress student outcomes in relevant subjects
Evidence of initiative and effective leadership/coaching of adults for at least 1-2 years
Technology proficiency and knowledge of digital learning may be required for certain assignments
NC Professional Educators License in the subject area and grade level appropriate to the school's needs.

Nice To Haves

Determined by talent pool screening rubrics

Responsibilities

Set high expectations of achievement that are ambitious and measurable for all students taught by team.
Establish methods and create instructional tools and materials that team teachers use in all classrooms.
Set direction, verbally and with tools and materials, that clarify content and teaching process.
Plan backward to align all lessons, activities and assessments; design instruction that is enriched (developing higher order thinking skills) and personalized (reflecting learning levels and interests of individual students); design assessments that accurately assess student progress; practice teaching strategies; analyze student work to determine best next steps.
Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable.
Create physical classroom environments conducive to collaborative and individual learning.
Establish a culture of respect, enthusiasm and rapport.
Hold students accountable for ambitious, measurable standards of academic achievement.
Identify and address individual students' social, emotional and behavioral learning needs and barriers.
Identify and address individual students' development of organizational and time-management skills.
Invest students in their learning using a variety of influence techniques.
Incorporate questioning and discussion in student learning.
Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs.
Monitor and analyze student assessment data to inform enriched instruction by teacher.
Communicate with students and keep them informed of their progress.
Maintain high growth with students assigned to team caseload.
Follows program framework for observing and provides feedback to team of teachers on case-load.
Provides coaching support to teammates and at least 75% of his/her instructional day is spent building instructional capacity in the team of 7-10 teachers on the MCL2 caseload.
Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
Lead 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.
Determine how students spend instructional time based on instructional skills and content knowledge of teacher in team.
Allocate instructional process elements (lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis, grading, etc.) among team of teachers based on teacher strengths, content knowledge and professional development goals.
Allocate non-instructional administrative duties among team of teachers.
Model instructional tasks to aid team development.
Clarify and adjust team members' roles and provide feedback, developmental advice and assignments to develop their effectiveness.
Evaluate team members for potential roles changes and for increasing job opportunities for team teachers who are ready to advance (to new or more complex roles).
Provides feedback to the principal concerning team members
Participate in professional development opportunities at school, in the district and for the program.