Multi-Classroom Leader pool

POSITION TITLE Multi-Classroom Leader

SCHOOL Assigned School:

• Newlin Elementary
• Andrews Elementary
• Broadview Middle
• Turrentine Middle

SALARY Teacher Salary Schedule, local supplement, and additional salary differential.

FLSA STATUS Exempt

REPORTS TO Principal

SUPERVISES None

WORK WEEK SCHEDULE Monday - Friday

WORK HOURS 40

NUMBER OF MONTHS PER YEAR 10

General Definition of Work An educator in the Multi-Classroom Leader® (MCL) role leads a small team of teachers, paraprofessionals, and teaching residents in the same grade or subject to meet the standards of excellence. These team leaders establish each team members roles and goals at least annually, determine how students spend time, and organize teaching roles to fit each teachers strengths, content knowledge, and professional development goals. The team uses its leaders methods and tools.

Each team leader co-plans, co-teaches, models, coaches, and gives feedback, and leads and supports the team in building a tutoring culture. They also teach students part of the time. The leader 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. The leader collaborates with the team using the teams ideas and innovations that the leader agrees may improve learning. The leader also guides and directs any paraprofessional with whom they work. The team leader is fully accountable for the learning and development of all students taught by the team members.

Qualifications

• Mastery of teaching skills evidenced by a track record of "accomplished" or holds advanced license.
• Masters, NBCT.
• Valid teaching certificate (optional depending on school context and legal requirements).
• Has achieved an average EVAAS growth index of 1.5 or higher over the past three data years with no year below 0.
• If EVASS data is unavailable, candidate must provide clear evidence that they have closed achievement gaps with their student population and/or helped other educators to become more successful.
• Provides Data narrative outlining strategies and practices used to achieve high growth.
• Demonstrated interpersonal and group effectiveness working with adults and students, including interpersonal understanding and action to maintain relationships needed for success in a school or similar environment.

Responsibilities

Planning and Preparation

• 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.
• Lead team to plan backward to align all lessons, activities, and assessments using a high-standards curriculum design.
• Lead instruction that is enriched, developing higher-order thinking skills, and personalized, reflecting learning levels and interests of individual students.
• Prioritize small-group teaching and tutoring and offer accelerated learning.
• Design assessments that accurately assess student growth.
• Prepare to deliver small-group teaching and tutoring.

Classroom Environment

• Lead team 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.

Instruction

• Lead team to hold students accountable for ambitious, measurable standards of academic achievement.
• Maximize student learning by incorporating small-group teaching and tutoring.
• 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 teaching.
• Monitor and analyze student assessment data to inform engaging instruction and small-group teaching and tutoring.
• Communicate with students and keep them informed of their progress.

Professional Responsibilities

• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
• Engage in regular coaching cycles with team teachers.
• 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.
• Organize and schedule team time to ensure alignment of instructional vision, prioritize data-driven targeted instruction, and small-group teaching in all classrooms.
• Troubleshoot students persistent learning challenges.
• Allocate instructional process elements (lesson planning, minimal large-group instruction, a focus on small-group instruction, individual interventions, data analysis, grading, etc.) among team based on strengths, content knowledge, and professional development goals.
• Allocate non-instructional administrative duties among team.
• Model instructional tasks to aid team development.
• Clarify and adjust team members roles and provide feedback, developmental advice, and assignments to develop their effectiveness.
• Actively participate in professional development opportunities offered by the school and district.

Multi-Classroom Leader® Role - Critical Competencies

| Critical Competency | Definition | | :--- | :--- | | Achievement (ACH) | The drive and actions to set challenging goals and reach a high standard of performance despite barriers. | | Monitoring and Directiveness (M&D) | The drive and actions to set clear expectations and hold others accountable for performance. | | Planning Ahead (PLA) | A tendency toward planning to reach goals and avoid problems. | | Impact and Influence (I&I) | Acting with the purpose of influencing what other people think and do. | | Team Leadership (TL) | Assuming authoritative leadership of a group for the benefit of the organization. | | Interpersonal Understanding (IU) | Understanding and interpreting others concerns, motives, feelings, and behaviors. | | Initiative & Persistence (I&P) | The drive and actions to do more than is expected or required in order to accomplish a challenging task. | | Belief in Learning Potential (BLP) | A belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates. | | Developing Others (DO) | Influence with the specific intent to increase the short- and long-term effectiveness of another person. | | Flexibility (FL) | The ability to adapt ones approach to the requirements of a situation and to change tactics. |