Multi-Classroom Leader

Exempt

General Definition of Work
The Multi-Classroom Leader leads a team of teachers and other staff responsible
for multiple classrooms to meet the leader’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 MCL1 also teaches students her/himself in most
cases, but is assigned a teaching load that enables the MCL1 to perform the team
leadership function well. The team uses the leader’s methods and tools. The MCL
organizes the team to review student progress and change instruction to ensure high progress
learning for every child. The MCL works collaboratively with the team, using the
team’s new ideas and innovations that the leader agrees may improve learning. The MCL
is fully accountable for learning and development of all students taught by the team
members.

Qualification Requirements
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.

Salary
Based on North Carolina Teaching Salary Schedule with an additional stipend.

Reports to
Principal

Essential Functions
Planning and Preparation:

o Set high expectations of achievement that are ambitious and measurable for all students
taught by team.

o Establish methods and create instructional tools and materials that team teachers use in
all classrooms.

o Set direction, verbally and with tools and materials, that clarify content and teaching
process.

o Lead team to: 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.

• Classroom Environment:

o Hold students accountable for high expectations of behavior and engagement that are
ambitious and measurable.

o Create physical classroom environments conducive to collaborative and individual
learning.

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Multi-Classroom Leader
o Establish a culture of respect, enthusiasm, and rapport.

• Instruction:

o Hold students accountable for ambitious, measurable standards of academic
achievement.

o Identify and address individual students’ social, emotional, and behavioral learning
needs and barriers.

o Identify and address individual students’ development of organizational and time
management skills.

o Invest students in their learning using a variety of influence techniques.
o Incorporate questioning and discussion in student learning.
o Incorporate small-group and individual instruction to personalize and tailor instruction

to individual needs.
o Monitor and analyze student assessment data to inform enriched instruction by teacher.
o Communicate with students and keep them informed of their progress.

• Professional Responsibilities:

professional skills.
o 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.

o Determine how students spend instructional time based on instructional skills and
content knowledge of teacher in team.

o 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.

o Allocate non-instructional administrative duties among team of teachers.
o Model instructional tasks to aid team development.
o Clarify and adjust team members’ roles and provide feedback, developmental advice and

assignments to develop their effectiveness.
o 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).
o Provides feedback to the principal concerning dismissal of team members who do not

meet the leader’s standards.
o Participate in professional development opportunities at school.

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o Sustained demonstration of high-progress student outcomes in relevant subjects
(Elementary Education, Math, Science, Social Studies, English/Language Arts) and
evaluations rated as accomplished or higher in the four most recent years

AND/OR
o Evidence of a strong correlation between the Professional Teaching Standards and

motions, frequently requires sitting and occasionally requires standing, walking, stooping,
kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.

• Work has standard vision requirements.
• Vocal communication is required for expressing or exchanging ideas by means of the spoken

Disclaimer
The preceding job description has been designed to indicate the general nature and level of work
performed by employees within this classification. It is not designed to contain or be interpreted as a
comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this
job.

Revised September 2019 Cabarrus County Schools3