HERTFORD COUNTY PUBLIC SCHOOLS JOB DESCRIPTION

JOB TITLE:  TEACHER

GENERAL STATEMENT OF JOB

Multi-Classroom Leader (MCL) I, II & III

SUMMARY 

The Multi-Classroom Leader leads a team of 2- 8 teachers and other support staff and is responsible for the student outcomes of all team members. At least annually, (s)he collaborates with the school administration to establish each team member’s roles and goals to determine how students spend time as well as organize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The MCL may also teach a manageable student load that enables her/him to perform the team leadership function effectively within the regular school day. They work collaboratively with the team to develop strategies and tools to improve learning. The MCL facilitates team discussions about student data and progress to change instruction to ensure continuous learning at high levels for every student. The MCL is accountable for the learning and development of all students taught by his/her team members. They provide non-evaluative feedback to the principal about the team’s development and required support. In addition to collaboration with their teacher team, MCLs collaborate with school leaders and other district MCLs to achieve strong student outcomes and teacher development.

ESSENTIAL DUTIES AND RESPONSIBILITIES 

Essential duties and responsibilities include, but are not limited to, the following:

Planning and Preparation 

• Lead team to set a clear and compelling vision that includes ambitious, measurable academic and social-emotional expectations for all students. 
• Establish instructional methods and materials for all team teachers to use in their classrooms, while helping teachers build their capacity to: 
• Create a culture of achievement in each classroom. 
• Plan backward to align all lessons, activities, and assessments 
• Rigorous design instruction (developing higher-order thinking skills) and personalized (reflecting the learning levels and interests of individual students) 
• Design assessments that accurately measure student progress 
• Other duties may be assigned.

Classroom Environment 

Lead team to create physical classroom environments that are welcoming and conducive to collaborative and individual learning by: 

• Holding students to high expectations for behavior and engagement that are ambitious and measurable. 
• Building positive relationships and establishing a culture of mutual respect, enthusiasm, and hard work. 
• Facilitating the development of a growth mindset. 

Instruction 

Lead team to: 

• Hold students accountable for ambitious, measurable standards of academic achievement. 
• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers. 
• Identify and address individual students’ development of organizational and time-management skills. 
• Incorporate a variety of evidence-based instructional strategies that result in high levels of academic achievement. 
• Differentiate instruction. 
• Monitor and analyze student assessment data to inform instruction by the teacher.
• Communicate student progress regularly with students and families. 

PROFESSIONAL AND SUPERVISORY RESPONSIBILITIES 

• Solicit and receive feedback from administrator(s) and team members to improve professional skills. 
• Proactively strive to improve instructional and leadership practice. 
• Organize and schedule team time to ensure alignment of instructional vision and delivery in all classrooms to address students’ persistent learning challenges. 
• Allocate instructional process elements (assessment development, lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis, grading, etc.) among the teacher team based on individual strengths, content knowledge, and professional development goals. 
• Delegate non-instructional administrative duties among a team of teachers and paraprofessionals, in collaboration with the administrative team. 
• Model instructional tasks to aid team development. 
• Clarify and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop teacher effectiveness.
• Evaluate team members for potential role changes, and possible job opportunities for team teachers who are ready to advance to new or more complex roles.
• Participate in and lead professional development at school and within the district. 

QUALIFICATIONS 

• Bachelor’s Degree or higher
• In-depth knowledge of subject area(s) being taught 
• Minimum five (3-5) years of teaching experience 
• At least two (2) years of demonstrated high student growth in relevant subject(s); multiple years preferred 
• NC teacher candidates: Candidates must demonstrate at least one (1) year of high student growth in relevant subjects; “exceeding growth” with their students for at least one (1) year based on EVAAS data 
• NC teacher candidates without EVAAS data: Candidates must demonstrate at least one (1) year of high student growth in relevant subjects; “exceeding growth” with their students for at least one (1) year based on End of Grade/Course data 
• NC student/school support candidates (coaches, administrators, etc.): Candidates must demonstrate at least one (1) year of high student growth in a relevant subject(s); “exceeding growth” (EVAAS data from students/teachers the candidate supported is preferred) 
• Out-of-state candidates: Candidates must demonstrate at least one (1) year of high student growth in relevant subject(s) 
• Ratings of Proficient or better (or the equivalent) in the areas of leadership and instructional facilitation on the most recent end-of-year summative evaluation 
• Experience successfully leading and managing adults to accomplish goals 
• The date will need to be uploaded when applying ( EVAAS data, teacher evaluation, EOC/EOG data)

HOURS 

• Full-time teaching position 
• Built-in planning and collaboration times during the regular instructional day
• Before and after school commitments as necessary 

Reports to the principal