OPPORTUNITY CULTURE MULTI-CLASSROOM LEADER SECONDARY

OPPORTUNITY CULTURE MULTI-CLASSROOM LEADER

Summary

An educator in the Multi-Classroom Leader (MCL) role leads a small team of teachers and paraprofessionals, in the same grade or subject to support the district’s grounding practice of standards aligned engaging instruction with authentic feedback. MCLs establish each team member’s roles and goals at least quarterly , determine how students spend time, and optimize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The MCL co-plans, co-teaches, models, coaches and gives authentic 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.

Responsibilities

Planning and Preparation

• Set high expectations of achievement that are ambitious and measurable for all students taught by team
• Collaborates with the team to 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 North Carolina Standard Course of Study
  • design and lead instruction that is enriched (developing depth-of-knowledge 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 measure 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’ interpersonal skills, unique life goals, academic skills and specific learning needs and barriers
  • identify and address individual students’ development of organizational and time-management skills
  • incorporate depth-of-knowledge 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 authentic 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
• 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 and at the district

Qualifications

• Knowledge of subject matter being taught
• Bachelor’s degree
• Valid teaching certificate (optional, depending on school context and legal requirements)
• 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.

Hours

• Full-time position (10-month employee)
• MCL has built-in additional or consolidated planning and collaboration times to complete administrative tasks, analyze data, plan instruction, and manage the team

Compensation

• Competitive compensation for an excellent teacher dependent upon funding, plus benefits.
• Base teacher salary according to NCDPI salary scale
• MCL will receive an additional $10,000 salary differential per year

Reports To: Principal