Teacher, Multi-Classroom Leader 2/Exchange (26-27)
Charlotte-Mecklenburg Schools, Charlotte, NC, United States
Overview
This position is funded through exchange for the 26-27 school year.
General Definition of Work
The Teacher, Multi-Classroom Leader 2 (MCL2) under moderate supervision, coaches 7-8 teachers on the caseload using co-teaching, modeling, and small-group strategies to support students and meet the principal's standards of excellence. Intensive coaching cycles occur weekly or bi-weekly. The MCL2 leads a team of teachers and other support staff, influencing practices to improve student outcomes. Responsibilities include establishing team members\' roles and goals, organizing teaching roles to fit strengths and professional development goals, reviewing student progress, and adjusting instruction to ensure progress and increased learning outcomes for every child. The MCL2 collaborates with the team to implement new ideas and innovations to improve teaching and learning. The MCL2 is accountable for the learning and development of all teachers and students on the caseload and team. Daily coaching and preparation time are provided to perform all instructional responsibilities. The MCL2 also provides feedback to the principal in selecting, evaluating, and developing the team. The employee performs school-based work to carry out Board of Education policies under the direction of the principal.
Qualifications
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities. Must be in the CMS Teacher Leader Pathway Talent Pool as an MCL2.
Salary/Status
Certified Schedule/ Full-time, 10 months
Non-Title I School: $13,750 supplemental
Title 1 School: $18,250 supplemental
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 other places as reasonably required from time to time.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Adhere to the North Carolina Professional Teaching Standards
MCL Core Competencies
Lead the Establishment of a Highly Effective PLC Culture
Lead Standards-Aligned and Curriculum Focused Professional Practices
Understand Assessment, Data Analysis, and Action Planning
Ability to Coach Adults, Provide Feedback, Differentiate Support, Lead Change, Influence Others, and Improve Practices and Impact
Provide Quality Professional Development
Planning and Preparation
In addition to individual capabilities, 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
Backwards plan to align all lessons, activities and assessments; support internalization and implementation of grade level curriculum design instruction that is enriched and personalized; design assessments that accurately assess student understanding progress; model and practice teaching strategies; analyze student work to determine appropriate next steps
Classroom Environment
In addition to individual capabilities, 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
Leadership
Design or lead schoolwide initiatives
Serve on curriculum development or assessment committees
Partner with parents and community organizations to extend student learning opportunities
Develop cross-curricular projects that connect multiple subjects and/or grade levels
Instruction
In addition to individual capabilities, build capacity in team members to:
Ensure that instructional strategies, assessments, and resources all align with the school\'s student achievement goals
Define what high-quality instruction looks like across the team with the school principal
In collaboration with the ILT, facilitate analysis and action planning around whole school data and results
Hold students accountable for ambitious, measurable standards of academic achievement
Identify and address learning needs of individual students
Support the development of students\' organizational and time-management skills
Engage students in their learning using a variety of influence techniques
Incorporate leveled questioning and discussion in student learning
Professional Responsibilities
Provide coaching support to teammates, building instructional capacity in a team of 7-8 teachers on the MCL2 caseload
Conduct regular walkthroughs or observations focused on instructional practices, following Teacher Leader Pathway and school program framework
Use data to provide evidence-based feedback
Set clear, teacher-driven goals that are specific, measurable, and grounded in student outcomes and instructional evidence
Maintain high growth with students assigned to team caseload
Solicit and receive feedback from supervisor and team members to improve professional skills
Lead the team to maintain regular communication with families and work collaboratively to ensure student success to design learning both at home and at school
Determine how students spend instructional time based on instructional skills and content knowledge of teachers on the team
Allocate instructional process elements among team of teachers based on teacher strengths, content knowledge and professional development goals
Allocate non-instructional administrative duties among team of teachers
Model instructional tasks to aid team development
Clarify and adjust team members\' roles and provide feedback and developmental advice
Assess team members for potential role changes and opportunities for advancement
Provide feedback to the principal concerning team members
Participate in professional development opportunities at the school, within the district, and for the program
Knowledge, Skills, Abilities
Comprehensive knowledge of the principles, standards, and expectations of curriculum in the assigned area
Comprehensive knowledge of how to utilize data and information to make instructional decisions for students
Knowledge of various learning styles, curriculum development, program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
Knowledge of the subject matter being taught
Technology proficiency and knowledge of digital learning may be required for certain assignments
Excellent computer and reporting skills
Ability to effectively lead/coach other adults to improve student achievement
Ability to set challenging goals and maintain high standards
Ability to plan ahead to reach goals and avoid problems
Ability to set clear expectations and hold others accountable for performance
Ability to adapt one\'s approach to the requirements of a situation
Ability to apply logical thinking to define and administer effective lesson plans and course objectives
Ability to interpret technical instructions and school system policies and procedures
Ability to maintain curriculum guidelines or requirements as established by the State and school system
Ability to interact effectively with principals, co-workers, students and parents
Ability to solve problems involving sensitivity or conflict
Ability to use and apply methods of effective instruction, including lecture and demonstration
Ability to interpret and use assessment results
Ability to work confidentially and with discretion
Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and bring projects to closure
Education And Experience
Bachelor\'s degree required
At least 4 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects required
NC Professional Educator\'s License in the subject area and grade level appropriate to the school\'s needs required
Evidence of initiative and effective leadership/coaching of adults required
Minimum of one year in a formal adult leadership role
Equivalent combination of education and experience
Desired
Determined by talent pool screening rubrics
Special Requirements
Note: The MCL position is a position that is fully released from the classroom
Possess and maintain a valid driver\'s license or ability to provide own transportation
Travel to school district buildings and professional meetings
#J-18808-Ljbffr
This position is funded through exchange for the 26-27 school year.
General Definition of Work
The Teacher, Multi-Classroom Leader 2 (MCL2) under moderate supervision, coaches 7-8 teachers on the caseload using co-teaching, modeling, and small-group strategies to support students and meet the principal's standards of excellence. Intensive coaching cycles occur weekly or bi-weekly. The MCL2 leads a team of teachers and other support staff, influencing practices to improve student outcomes. Responsibilities include establishing team members\' roles and goals, organizing teaching roles to fit strengths and professional development goals, reviewing student progress, and adjusting instruction to ensure progress and increased learning outcomes for every child. The MCL2 collaborates with the team to implement new ideas and innovations to improve teaching and learning. The MCL2 is accountable for the learning and development of all teachers and students on the caseload and team. Daily coaching and preparation time are provided to perform all instructional responsibilities. The MCL2 also provides feedback to the principal in selecting, evaluating, and developing the team. The employee performs school-based work to carry out Board of Education policies under the direction of the principal.
Qualifications
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities. Must be in the CMS Teacher Leader Pathway Talent Pool as an MCL2.
Salary/Status
Certified Schedule/ Full-time, 10 months
Non-Title I School: $13,750 supplemental
Title 1 School: $18,250 supplemental
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 other places as reasonably required from time to time.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Adhere to the North Carolina Professional Teaching Standards
MCL Core Competencies
Lead the Establishment of a Highly Effective PLC Culture
Lead Standards-Aligned and Curriculum Focused Professional Practices
Understand Assessment, Data Analysis, and Action Planning
Ability to Coach Adults, Provide Feedback, Differentiate Support, Lead Change, Influence Others, and Improve Practices and Impact
Provide Quality Professional Development
Planning and Preparation
In addition to individual capabilities, 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
Backwards plan to align all lessons, activities and assessments; support internalization and implementation of grade level curriculum design instruction that is enriched and personalized; design assessments that accurately assess student understanding progress; model and practice teaching strategies; analyze student work to determine appropriate next steps
Classroom Environment
In addition to individual capabilities, 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
Leadership
Design or lead schoolwide initiatives
Serve on curriculum development or assessment committees
Partner with parents and community organizations to extend student learning opportunities
Develop cross-curricular projects that connect multiple subjects and/or grade levels
Instruction
In addition to individual capabilities, build capacity in team members to:
Ensure that instructional strategies, assessments, and resources all align with the school\'s student achievement goals
Define what high-quality instruction looks like across the team with the school principal
In collaboration with the ILT, facilitate analysis and action planning around whole school data and results
Hold students accountable for ambitious, measurable standards of academic achievement
Identify and address learning needs of individual students
Support the development of students\' organizational and time-management skills
Engage students in their learning using a variety of influence techniques
Incorporate leveled questioning and discussion in student learning
Professional Responsibilities
Provide coaching support to teammates, building instructional capacity in a team of 7-8 teachers on the MCL2 caseload
Conduct regular walkthroughs or observations focused on instructional practices, following Teacher Leader Pathway and school program framework
Use data to provide evidence-based feedback
Set clear, teacher-driven goals that are specific, measurable, and grounded in student outcomes and instructional evidence
Maintain high growth with students assigned to team caseload
Solicit and receive feedback from supervisor and team members to improve professional skills
Lead the team to maintain regular communication with families and work collaboratively to ensure student success to design learning both at home and at school
Determine how students spend instructional time based on instructional skills and content knowledge of teachers on the team
Allocate instructional process elements among team of teachers based on teacher strengths, content knowledge and professional development goals
Allocate non-instructional administrative duties among team of teachers
Model instructional tasks to aid team development
Clarify and adjust team members\' roles and provide feedback and developmental advice
Assess team members for potential role changes and opportunities for advancement
Provide feedback to the principal concerning team members
Participate in professional development opportunities at the school, within the district, and for the program
Knowledge, Skills, Abilities
Comprehensive knowledge of the principles, standards, and expectations of curriculum in the assigned area
Comprehensive knowledge of how to utilize data and information to make instructional decisions for students
Knowledge of various learning styles, curriculum development, program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
Knowledge of the subject matter being taught
Technology proficiency and knowledge of digital learning may be required for certain assignments
Excellent computer and reporting skills
Ability to effectively lead/coach other adults to improve student achievement
Ability to set challenging goals and maintain high standards
Ability to plan ahead to reach goals and avoid problems
Ability to set clear expectations and hold others accountable for performance
Ability to adapt one\'s approach to the requirements of a situation
Ability to apply logical thinking to define and administer effective lesson plans and course objectives
Ability to interpret technical instructions and school system policies and procedures
Ability to maintain curriculum guidelines or requirements as established by the State and school system
Ability to interact effectively with principals, co-workers, students and parents
Ability to solve problems involving sensitivity or conflict
Ability to use and apply methods of effective instruction, including lecture and demonstration
Ability to interpret and use assessment results
Ability to work confidentially and with discretion
Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and bring projects to closure
Education And Experience
Bachelor\'s degree required
At least 4 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects required
NC Professional Educator\'s License in the subject area and grade level appropriate to the school\'s needs required
Evidence of initiative and effective leadership/coaching of adults required
Minimum of one year in a formal adult leadership role
Equivalent combination of education and experience
Desired
Determined by talent pool screening rubrics
Special Requirements
Note: The MCL position is a position that is fully released from the classroom
Possess and maintain a valid driver\'s license or ability to provide own transportation
Travel to school district buildings and professional meetings
#J-18808-Ljbffr