General Definition of Work

The Teacher, Multi-Classroom Leader 2 (MCL2) under moderate supervision, is expected to intensively coach 7-8 teachers on his/her caseload and use co-teaching, modeling, small groups to support students and meet the principal's standards of excellence. Intensive support is defined by conducting complete coaching cycles on a weekly or bi-weekly cadence. The MCL2 is also responsible for leading a team of teachers and other support staff, influencing practices that result in increased student outcomes. The MCL2 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 adjust instruction to ensure progress and increased learning outcomes for every child. The MCL2 works collaboratively with the team, using the team's new ideas and innovations to improve teaching and learning. The MCL2 is accountable for the learning and development of all the teachers and students on his/her caseload and team. The MCL2 must be provided with daily coaching and preparation time so they are able to perform all instructional responsibilities that are expected. The MCL2 also provides feedback to the principal in choosing, evaluating and developing the team. Employee performs school-based work to carry out Board of Education policies under the direction of the principal.

Qualifications

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Must be in the CMS Teacher Leader Pathway Talent Pool as an MCL2.

Salary/Status

Certified Schedule/ Full-time, 10 months

Non-Title I School: $13,750 supplemental

Title 1 School: $18,250 supplemental

Reports To

Principal

Place of Work

The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte-Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.

Essential Functions

• Adhere to all state, federal, and local laws, policies, and procedures
• Adhere to the North Carolina Professional Teaching Standards

MCL Core Competencies

• Lead the Establishment of a Highly Effective PLC Culture
• Lead Standards-Aligned and Curriculum Focused Professional Practices
• Understand Assessment, Data Analysis, and Action Planning
• Ability to Coach Adults, Provide Feedback, Differentiate Support, Lead Change, Influence Others, and Improve Practices and Impact
• Provide Quality Professional Development

Planning and Preparation:

In addition to individual capabilities to do so, build capacity in team members to:

• 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
• Backwards plan to align all lessons, activities and assessments; support internalization and implementation of grade level curriculum 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 understanding progress; model and practice teaching strategies; analyze student work to determine appropriate next steps

Classroom Environment:

In addition to individual capabilities, build capacity in team members to:

• 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

Leadership:

• Design or lead schoolwide initiatives
• Serve on curriculum development or assessment committees
• Partner with parents, community organizations to extend student learning opportunities
• Develop cross-curricular projects that connect multiple subjects and/or grade levels

Instruction:

In addition to individual capabilities, build capacity in team members to:

• Ensure that instructional strategies, assessments, and resources all align with the school's student achievement goals
• With the school principal, define what high-quality instruction looks like across the team
• In collaboration with the ILT, facilitate analysis and action plan around whole school data and results
• Hold students accountable for ambitious, measurable standards of academic achievement
• Identify and address learning needs of individual students
• Support the development of students' organizational and time-management skills
• Invest students in their learning using a variety of influence techniques
• Incorporate leveled questioning and discussion in student learning

Professional Responsibilities:

• Provide coaching support to teammates, building instructional capacity in the team of 7-8 teachers on the MCL2 caseload
• Conduct regular walkthroughs or observations focused on instructional practices, following Teacher Leader Pathway and school program framework
• Use data to provide evidence-based feedback
• Set clear, teacher-driven goals that are specific, measurable, and grounded in student outcomes and instructional evidence
• Maintain high growth with students assigned to team caseload
• Provide coaching support to teammates, building instructional capacity in the team of 7-8 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 ensure student success 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 teachers on the 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
• Assess 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)
• Provide feedback to the principal concerning team members
• Participate in professional development opportunities at the school, within the district, and for the program

Knowledge, Skills, Abilities

• Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
• Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students
• Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
• Knowledge of the subject matter being taught
• Technology proficiency and knowledge of digital learning may be required for certain assignments
• Excellent computer and reporting skills
• Ability to effectively lead/coach other adults to improve student achievement
• Ability to set challenging goals and reach a high standard of performance despite barriers.
• Ability to plan ahead in order to reach goals and avoid problems
• Ability to set clear expectations and hold others accountable for performance
• Ability to adapt one's approach to the requirements of a situation and to change tactics
• Ability to apply logical thinking or reasoning to define and administer effective lesson plans and course objectives
• Ability to interpret technical instructions and school system policies and procedures
• Ability to maintain curriculum guidelines or requirements as established by the State and school system
• Ability to effectively interact with principals, co-workers, students and parents
• Ability to solve problems involving sensitivity or conflict
• Ability to use and apply methods of effective instruction, including lecture and demonstration
• Ability to interpret and use assessment results
• Ability to work confidentially and with discretion
• Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and successfully bring closure to projects

Education and Experience

• Bachelor's degree required
• At least 4 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects required
• NC Professional Educator's License in the subject area and grade level appropriate to the school's needs required
• Evidence of initiative and effective leadership/coaching of adults required
• Minimum of one year in a formal adult leadership role
• Equivalent combination of education and experience

Desired

• Determined by talent pool screening rubrics

Special Requirements

• Note: The MCL position is a position that is fully released from the classroom
• Possess and maintain a valid driver's license or ability to provide own transportation
• Travel to school district buildings and professional meetings

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