General Definition of Work

The Multi-Classroom Leader SE (MCLSE) is expected to intensively coach 3-8 teachers on his/her caseload and teach students through various models. The MCLSE is responsible for leading a team of teachers and other support staff responsible for multiple classrooms. They establish each team member's roles and goals at least annually, align student curriculum with student pacing, provide content knowledge and set professional development goals. The MCLSE organizes the team to review student progress and change instruction to ensure high-progress learning for every child. The MCLSE is accountable for the learning and development of all the teachers and students on their caseload and team. In support of their coaching caseload the MCLSE provides instruction for at least thirty percent (30%) of the instructional day.

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.

Salary/Status

Teacher Salary, 10 months, plus corresponding supplement

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

Planning and Preparation:

Individually and 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
• 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

Classroom Environment:

Individually and 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

Instruction:

Individually and build capacity in team members to:

• Works in the classroom providing instruction for at least thirty percent (30%) of the
• instructional day
• 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

Professional Responsibilities:

• Leads a team of between three and eight teachers
• Maintain high growth with students assigned to team caseload
• Follows program framework for observing and provides feedback to team of teachers on case-load
• 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
• 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.

Knowledge, Skills, Abilities

• Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
• Comprehensive knowledge of staff development practices, procedures, and techniques
• Comprehensive knowledge on 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
• Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications
• Ability to effectively lead/coach other adults to improve student achievement
• Ability to set clear expectations and hold others accountable for performance
• Ability to interpret and use assessment results
• Ability to learn and use specialized tools, equipment or software related to business needs
• Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
• Ability to communicate effectively
• Ability to reason, make judgments, and maintain effective working relationships
• Ability to employ positive communication skills in all settings/mediums
• Ability to problem-solve utilizing sound judgment
• Ability to maintain confidentiality regarding school system business
• Ability to take initiative, work independently, and exercise sound judgement
• Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment

Education and Experience

• Bachelor's degree required
• Valid NC Teaching License, or ability to obtain, in content specific area required
• At least four years of teaching experience required
• Equivalent combination of experience and education

Special Requirements

• Possess and maintain a valid driver's license or ability to provide own transportation
• Travel to school district buildings and professional meetings