Teacher, Expanded Impact Teacher1/ (26-27)
Young World Physical Education, Charlotte, NC, United States
Teacher, Expanded Impact Teacher 1 (26–27)
Charlotte-Mecklenburg Schools – Charlotte, North Carolina
Job Details
Job ID: 5631575
Application Deadline: Jun 18, 2026 4:59 AM (UTC)
Posted: Apr 07, 2026 12:00 AM (UTC)
Starting Date: Immediately
Salary / Status
Certified Schedule/ Full-time, 10 months
Non-Title I School: $2,250 supplemental
Title 1 School: $2,250 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 such other place(s) as it may reasonably require from time to time.
General Definition of Work
The Expanded Impact Teacher 1 (EIT1), under moderate supervision, with the support of a Multi‑Classroom Leader (MCL), expands their reach to impact more students above that of a typical teacher position in alignment with student outcomes listed in the School Improvement Plan. The EIT1 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. The EIT1 works closely and collaboratively with a team of teachers and other staff members to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child. Employee performs school‑based work to carry out Board of Education policies under the direction of the principal.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Adhere to the North Carolina Professional Teaching Standards
Planning and Preparation
Set high expectations of achievement that are ambitious and measurable for students
Back‑wards plan to align all lessons, activities, and assessments in designated subject(s)
Design instruction that is enriched, addressing appropriate Depth of Knowledge questioning, and personalized (reflecting learning levels and interests of individual students)
Design assessments that accurately assess student progress
Use student data to design interventions that improve achievement across multiple classrooms
Classroom Environment
Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
Create classroom environments that are conducive to collaborative and individual learning
Establish a culture of respect, enthusiasm, and rapport
Leadership
Design or lead school‑wide initiatives
Serve on curriculum development or assessment committees
Partner with parents, community organizations to extend student learning opportunities
Develop cross‑curricular projects that connect multiple subjects and/or grade levels
Instruction
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
Use a variety of strategies to invest students in their learning
Incorporate leveled questioning and discussion in student learning
Provide small‑group support for students from other classes or grade levels
Tailor small group and individual instruction to meet the needs of all students
Monitor and analyze student assessment data
Create structures to communicate with students and keep them informed of their progress
Professional Responsibilities
Maintain high growth with students assigned to EIT1
Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction
Solicit and eagerly receive feedback from supervisors and team members to improve professional skills
Maintain regular communication with families and work collaboratively with them
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
Other duties as assigned by supervisor and approved by the Department of Teacher Leadership
Knowledge, Skills, Abilities
Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
Comprehensive knowledge of 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
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 other adults to improve student achievement
Ability to set challenging goals and reach a high standard of performance despite barriers
Ability to plan ahead in order 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 and to change tactics
Ability to apply logical thinking or reasoning 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 effectively interact 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 lectures and demonstrations
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 successfully bring closure to projects
Education and Experience
Bachelor’s degree required
At least 2 years of prior teaching experience with at least 1 year of 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 leadership of adults required
Equivalent combination of education and experience
Desired
Determined by talent pool screening rubrics
Special Requirements
Coaching other teachers is not an option in this role
Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school
Possess and maintain a valid driver’s license or ability to provide own transportation
Travel to school district buildings and professional meetings
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Charlotte-Mecklenburg Schools – Charlotte, North Carolina
Job Details
Job ID: 5631575
Application Deadline: Jun 18, 2026 4:59 AM (UTC)
Posted: Apr 07, 2026 12:00 AM (UTC)
Starting Date: Immediately
Salary / Status
Certified Schedule/ Full-time, 10 months
Non-Title I School: $2,250 supplemental
Title 1 School: $2,250 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 such other place(s) as it may reasonably require from time to time.
General Definition of Work
The Expanded Impact Teacher 1 (EIT1), under moderate supervision, with the support of a Multi‑Classroom Leader (MCL), expands their reach to impact more students above that of a typical teacher position in alignment with student outcomes listed in the School Improvement Plan. The EIT1 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. The EIT1 works closely and collaboratively with a team of teachers and other staff members to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child. Employee performs school‑based work to carry out Board of Education policies under the direction of the principal.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Adhere to the North Carolina Professional Teaching Standards
Planning and Preparation
Set high expectations of achievement that are ambitious and measurable for students
Back‑wards plan to align all lessons, activities, and assessments in designated subject(s)
Design instruction that is enriched, addressing appropriate Depth of Knowledge questioning, and personalized (reflecting learning levels and interests of individual students)
Design assessments that accurately assess student progress
Use student data to design interventions that improve achievement across multiple classrooms
Classroom Environment
Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
Create classroom environments that are conducive to collaborative and individual learning
Establish a culture of respect, enthusiasm, and rapport
Leadership
Design or lead school‑wide initiatives
Serve on curriculum development or assessment committees
Partner with parents, community organizations to extend student learning opportunities
Develop cross‑curricular projects that connect multiple subjects and/or grade levels
Instruction
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
Use a variety of strategies to invest students in their learning
Incorporate leveled questioning and discussion in student learning
Provide small‑group support for students from other classes or grade levels
Tailor small group and individual instruction to meet the needs of all students
Monitor and analyze student assessment data
Create structures to communicate with students and keep them informed of their progress
Professional Responsibilities
Maintain high growth with students assigned to EIT1
Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction
Solicit and eagerly receive feedback from supervisors and team members to improve professional skills
Maintain regular communication with families and work collaboratively with them
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
Other duties as assigned by supervisor and approved by the Department of Teacher Leadership
Knowledge, Skills, Abilities
Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
Comprehensive knowledge of 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
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 other adults to improve student achievement
Ability to set challenging goals and reach a high standard of performance despite barriers
Ability to plan ahead in order 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 and to change tactics
Ability to apply logical thinking or reasoning 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 effectively interact 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 lectures and demonstrations
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 successfully bring closure to projects
Education and Experience
Bachelor’s degree required
At least 2 years of prior teaching experience with at least 1 year of 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 leadership of adults required
Equivalent combination of education and experience
Desired
Determined by talent pool screening rubrics
Special Requirements
Coaching other teachers is not an option in this role
Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school
Possess and maintain a valid driver’s license or ability to provide own transportation
Travel to school district buildings and professional meetings
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