JOB DESCRIPTION

JOB TITLE: Teacher - Multi-Classroom Leader (MCL)
REPORTS TO: Campus Principal (and works closely with the Coordinator of Opportunity Culture)
WAGE/HOUR STATUS: Exempt
PAY GRADE: Teacher Pay Scale + MCL Stipend
MCL I Stipend (Leads 2-3 Team Teachers + 40 Hours of Professional Development) $15,000
MCL II Stipend (Leads 4-6 Team Teachers + 40 Hours of Professional Development) $17,000
DUTY SCHEDULE: 187 Days

SPECIAL KNOWLEDGE/SKILLS:

• Experience successfully leading and managing a team of adults to accomplish goals
• Experience facilitating professional learning communities
• Experience analyzing campus data reports
• Evidence of superior prior academic achievements and organizing and influence skills indicating very high potential to perform at this level
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference is given for experience working successfully with those of similar demographics to the desired school placement

PRIMARY PURPOSE:

The Multi-Classroom Leader (MCL) is a teacher who teaches students and leads a small team of teachers, paraprofessionals, and/or teacher residents in the same grade or subject to meet the MCL’s standards of excellence to reach the MCL’s standards of excellence. The MCL serves as an instructional leader and coach, co-plans, co-teaches, models, and gives feedback. The MCL leads PLCs, organizes the team to analyze student learning data, and changes instruction to ensure high-growth learning for every child. The MCL collaborates with the team, using the team’s ideas and innovations that the MCL agrees may improve learning. The MCL is fully accountable for the learning and development of all students taught by the team members. The MCL works collaboratively with the campus administration, campus instructional leadership team, and district leaders to meet the needs of the campus.

PROFESSIONAL RESPONSIBILITIES

• Participate in professional development opportunities
• Solicit and eagerly receive feedback from campus administrators, team members, and the district project director 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 and delivery in all classrooms and to troubleshoot students’ persistent learning challenges
• Determine how students spend instructional time based on instructional skills and content knowledge of team teachers
• Allocate instructional process elements (lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis, grading, etc.) among team teachers based on teacher strengths and student needs, content knowledge, and professional development goals
• Assign non-instructional administrative duties among team members
• Model instructional tasks to aid team development
• Clarify and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop their effectiveness
• Work with principal by sharing evidence and providing input on team members
• Facilitate professional learning activities described in the campus improvement and district strategic plan.

RESPONSIBILITIES FOR MCLS HOSTING TEACHER RESIDENTS(TR):

Note: Not all MCLs will host a teacher resident. All MCL applicants should be prepared to take on the following responsibilities:

• Support the development of a teacher resident through mentoring and providing evaluation feedback for two semesters
• Use co-teaching models engaging both mentor and teacher resident
• Include teacher residents in planning and provide lesson plans in advance
• Establish 1:1 planning time with the teacher resident to review lesson plans
• Complete and submit monthly progress reports
• Attend professional development sessions each semester
• Partner with the university site coordinator to develop the teacher-resident
• Communicate expectations