SUMMARY
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 MCL’s standards of excellence. MCLs establish each team member’s roles and goals at least annually, determine how students spend time, and organize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The team uses the MCL’s methods and tools. The MCL co-plans, co-teaches, models, coaches and gives feedback, and leads and supports the team in building a tutoring culture. The MCL also teaches students part of the time. The MCL 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 MCL collaborates with the team, using the team’s ideas and innovations that the MCL agrees may improve learning. The MCL also guides and directs any reach associates with whom they work. The MCL is fully accountable for the learning and development of all students taught by the team members.
RESPONSBILITIES
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 and lead instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students), prioritizing small-group teaching and tutoring and offering 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
• 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 small-group teaching and tutoring in all classrooms, and troubleshoot students’ persistent learning challenges
• Determine how students spend instructional time based on strengths of all adults on the team
• 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
• Participate in professional development opportunities at school

QUALIFICATIONS

• Prior evidence of high-growth student learning in the relevant subjects (in the top 25% compared to other teachers in a state or on national tests)
• Ideally, experience successfully leading a team of adults to accomplish goals, though not necessarily as formal leader
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.

REPORTS TO:
Principal or chief academic officer
HOURS

• Full-time position
• MCL has built-in additional or consolidated planning and collaboration times to complete administrative tasks, analyze data, plan instruction, and manage the team

PAY
Competitive pay for an excellent teacher dependent upon funding, plus benefits and opportunities for pay raises. Pay also varies based on the number of students reached successfully. (supplement ranges from $10,000 to $15,000)

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These are the critical competencies a candidate for this position should have.
Multi-Classroom Leader—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 bias toward planning in order 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.
Cultural Engagement (CE)	Noticing, anticipating, and acting to meet people’s practical and emotional needs, considering the possible effect of culture, past experiences, or personal characteristics—including race, gender, sexual orientation, religious, economic, and/or other backgrounds—in order to create positive impact on individuals and groups.
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 one’s approach to the requirements of a situation and to change tactics.

Adapted from Competence at Work, Spencer and Spencer, 1993