Teacher, Expanded Impact Teacher 4 Science (26-27)

Instructional - Position - Other, please specify

Job Number 4600321427

Start Date

Open Date 05/15/2026

Closing Date 07/15/2026

General Definition of Work

The Expanded Impact Teacher 4 (EIT4), under moderate supervision, with the support of a Multi-Classroom Leader, expands their reach to impact more students by accomplishing 3-4 additional instructional leadership responsibilities above that of a typical teacher position, in alignment with student outcomes listed in the School Improvement Plan. The EIT4 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. This position requires a coaching caseload of 3 teachers. The EIT4 works closely and collaboratively with a team of teachers and other staff members to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child. 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 EIT4/MCL1.

Salary/Status

Certified Schedule/ Full-time, 10 months

Non-Title I School: $11,250 supplemental

Title 1 School: $16,000 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

• Set high expectations of achievement that are ambitious and measurable for students
• Backwards plan to align all lessons, activities, and assessments in designated subject(s)
• Design instruction that is enriched addressing appropriate Depth of Knowledge questioning and personalized (reflecting learning levels and interests of individual students)
• Design assessments that accurately assess student progress
• Use student data to design interventions that improve achievement across multiple classrooms

• Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable. Develop the capacity of their coached teacher(s) to do the same
• Create classroom environments that are conducive to collaborative and individual learning. Develop the capacity of their coached teacher(s) to do the same
• Establish a culture of respect, enthusiasm, and rapport. Develop the capacity of their coached teacher(s) to do the same

• 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

• Hold students accountable for ambitious, measurable standards of academic achievement. Develop the capacity of their coached teacher(s) to do the same
• Identify and address learning needs of individual students. Develop the capacity of their coached teacher(s) to do the same
• Support the development of students' organizational and time-management skills. Develop the capacity of their coached teacher(s) to do the same
• Use a variety of strategies to invest students in their learning. Develop the capacity of their coached teacher(s) to do the same
• Incorporate leveled questioning and discussion in student learning. Develop the capacity of their coached teacher(s) to do the same
• Tailor small group and individual instruction to meet the needs of all students. Develop the capacity of their coached teacher(s) to do the same
• Monitor and analyze student assessment data. Develop the capacity of their coached teacher(s) to do the same
• Create structures to Communicate with students and keep them informed of their progress
• Develop the capacity of their coached teacher(s) to do the same

• Maintain high growth with students assigned to EIT4
• Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction
• Solicit and eagerly receive feedback from supervisors, coached teacher(s), team members to improve professional skills
• Maintain regular communication with families and work collaboratively with them. Develop the capacity of their coached teacher(s) to do the same
• Collaborate with other teachers and staff responsible for the same students' learning and development
• Participate in professional development opportunities at school, in the district, and for the program
• Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school

1. Lead PLC
2. Lead data analysis and responsive planning
3. Instruct/Tutor additional small groups of students
4. Serve as a model classroom for other teachers to observe
5. Beginning Teacher Mentor
6. Committee Lead (ILT, SIT)
7. Lead PD
8. MTSS

• Other duties as assigned by supervisor and approved by the Department of Teacher Leadership

• 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 lectures and demonstrations
• 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

• Bachelor's degree required
• At least 3 years of prior teaching experience with at least 2 years of demonstrated evidence of high-growth student outcomes in relevant subjects
• NC Professional Educator's License in the subject area and grade level appropriate to the school's needs
• Evidence of initiative and leadership of adults
• Equivalent combination of education and experience

• Determined by talent pool screening rubrics

• Note: This position must coach 3 teachers and have release time on a weekly basis that is dedicated to coaching their caseload. This position must be teacher of record for a classroom and teach at least 50% of the day
• Required to teach at least 20% more students that other classrooms of the same grade level or subject area at the same school
• Possess and maintain a valid driver's license or ability to provide own transportation
• Travel to school district buildings and professional meetings