General Definition of Work

The Expanded Impact Teacher SE (EITSE), under moderate supervision, expands their reach to impact more students by assuming and maintaining responsibility for at least twenty percent (20%) additional students as compared to the school year prior to accepting this role. The EITSE is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. The EITSE works closely and collaboratively with a team of teachers and other staff members to review student progress and change instruction to ensure high-progress and enriched learning for every child. The EITSE will be a member of a team of teachers led by a Multi-Classroom Leader (MCL).

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 EITSE.

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:

• Set high expectations of achievement that are ambitious and measurable for students
• Plan backward to align all lessons, activities, and assessments in designated subject(s)
• Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interest of individual students)
• Design assessments that accurately assess student progress. Certain assignments may require designing digital assessments

Classroom Environment:

• 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:

• Hold students accountable for ambitious, measurable standards of academic achievement
• Identify and address social, emotional and behavioral learning needs and barriers of individual students
• Identify and address developmental or organizational and time-management skills of individual students
• 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. Provide tutor(s) or teacher associate(s) with student groupings and instructional assignments for follow-up in small groups. Certain assignments may require the use of digital instruction
• Monitor and analyze student assessment data to inform enriched instruction. Certain assignments may require proficiency in monitoring and analyzing digital assessments.
• Communicate with students and keep them informed of their progress

Professional Responsibilities:

• Maintain high growth with students assigned to EITSE and/or team
• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
• 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
• 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
• Assumes and maintains responsibility for at least twenty percent (20%) of additional students as compared to the most recent prior school year in which the teacher did not receive a salary supplement

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 outcomes
• 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 three 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