Advanced Teacher Role-2026-2027-Position #360061

Reports to: Principal

Term of Employment: 10 months

Qualifications:

• Valid NCDPI Standard Professional II License in Elementary Education or a related area, Bachelor’s degree in elementary education or literacy (Master’s preferred)
• Minimum of 5 years of successful classroom teaching experience
• Demonstrated record of student academic growth (e.g., EVAAS or comparable data)
• Evidence of strong classroom management and effective instructional practices (3 Years of Summative NCEES Data)
• Experience coaching, mentoring, or leading other teachers
• Experience in analyzing and using student data to drive instructional decisions

Nature of Work:

The Advanced Teaching Role (ATR) is a full-release instructional leadership position focused on improving teaching and learning across the school. Individuals in this role are not assigned a roster of students; instead, they work across classrooms and grade levels to support teachers and increase overall student achievement. The ATR serves as an instructional coach and leader, partnering with teachers to strengthen instructional practices through job-embedded support. This includes modeling lessons, co-teaching, observing instruction, and providing ongoing, actionable feedback. The ATR works collaboratively with teachers to plan instruction, analyze student work, and use data to inform instructional decisions.

A key responsibility of this role is supporting schoolwide instructional improvement efforts, including facilitating data-driven decision-making and contributing to the implementation of Multi-Tiered Systems of Support (MTSS). The ATR assists teachers in identifying student needs, developing intervention strategies, and monitoring student progress to ensure all learners receive appropriate support. The ATR collaborates closely with school administration to align instructional practices with district priorities and to support the continuous improvement of teaching and learning. The role includes facilitating collaborative structures such as Professional Learning Communities (PLCs) and leading professional learning opportunities for staff.

This position requires strong interpersonal skills, the ability to build trust with teachers, and the capacity to lead adult learners through change. The work is dynamic and responsive, requiring flexibility to address school needs related to instruction, data analysis, and teacher development. The ATR plays a critical role in building instructional capacity within the school, supporting both beginning and experienced teachers, and ensuring that all students have access to high-quality instruction.

Knowledge, Skills, and Abilities:

• Deep knowledge of effective, research-based instructional practices across content areas
• Strong understanding of curriculum standards, assessment practices, and instructional alignment
• Ability to analyze student data and guide teachers in using data to inform instruction
• Knowledge of Multi-Tiered Systems of Support (MTSS) and intervention strategies
• Skill in coaching adult learners, including providing constructive feedback and facilitating reflective practice
• Ability to model effective instruction and co-teach to support teacher development
• Strong facilitation skills to lead Professional Learning Communities (PLCs) and collaborative team meetings
• Excellent communication and interpersonal skills with the ability to build trust and positive relationships
• Ability to support change initiatives and lead continuous school improvement efforts
• Strong organizational, time management, and problem-solving skills to manage multiple priorities

Essential Job Functions & Responsibilities:

• Provide job-embedded instructional coaching to teachers through modeling, co-teaching, observation, and feedback
• Collaborate with teachers to plan standards-aligned lessons and improve instructional delivery
• Analyze student performance data with teachers to identify trends, gaps, and next instructional steps
• Support the implementation and monitoring of Multi-Tiered Systems of Support (MTSS), including interventions and progress monitoring
• Facilitate Professional Learning Communities (PLCs) focused on student achievement and instructional improvement
• Conduct classroom observations and provide timely, specific, and actionable feedback to teachers
• Model effective instructional strategies and best practices across content areas and grade levels
• Support beginning and struggling teachers through individualized coaching and development plans
• Assist teachers in differentiating instruction to meet the diverse needs of all learners
• Collaborate with school leadership to align instructional practices with school and district priorities
• Lead and/or support professional development sessions aligned to identified instructional needs
• Monitor the implementation of curriculum, instructional frameworks, and assessment practices
• Support teachers in creating and using formative and summative assessments to guide instruction
• Build strong, trusting relationships with staff to foster a culture of continuous improvement
• Maintain documentation of coaching cycles, support provided, and progress toward instructional goals

Physical Requirements:

• This work requires the frequent exertion of up to 10 pounds of force and occasional exertion of up to 25 pounds of force.
• Work regularly requires speaking or hearing, frequently requires walking and sitting and occasionally requires standing, using hands for manual dexterity or to handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms and lifting.
• Work requires preparing and analyzing written or computer data; work has no exposure to environmental conditions; work is generally in a moderately noisy location (e.g. business office, light traffic).