ADULT LEADERSHIP TEACHER ATR MIDDLE GRADES 6-9

Penderlea School

Willard (NC)

On-site

USD 50,000 - 70,000

Full time

14 days+

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Job summary

A leading educational institution in the United States is looking for an Adult Leadership Teacher to provide coaching and co-teaching in a supportive environment. This position requires a Bachelor's education degree and at least five years of teaching experience. Responsibilities include leading a team of teachers, improving student learning outcomes, and collaborating with school leaders. The role offers competitive compensation based on the NC Teacher Scale and includes additional stipends for advanced teaching roles.

Qualifications

Core Subject Matter Expertise in academic subjects.
Demonstrated experience improving student learning.
Valid teacher licensure in K-6 or core content area.

Responsibilities

Lead and coach a team of teachers and paraprofessionals.
Collaborate with school leaders to maximize student impact.
Utilize data to adjust instruction for student needs.

Skills

Lesson Planning

Classroom Management

Instructional Delivery

Communication

Adaptability

Data Analysis

Relationship-Building

Education

Bachelor’s in Education (B.Ed.) or related field with teaching certification

At least five (5) years of teaching experience

Job description

Adult Leadership Teacher ATR Middle Grades 6-9

Job Details:

Job ID: 4282923
Application Deadline: Posted until filled
Re-Posted: May 07, 2025 12:00 AM (UTC)
Starting Date: Aug 1, 2025

Job Description

Position Title: Adult Leadership Teacher

Working Title: Adult Leadership Teacher

School/Department: Pender County Schools

Location: School-Based

Pay Grade: NC Teacher Scale plus ATR Stipends

FLSA Status: Exempt

Reports To: School Principal

Work Week Schedule: Monday - Friday

Work Hours: 8:00 AM - 5:00 PM; some evenings

Months/Yr: 10

Compensation: NC Teacher salary + PCS local supplement + ATR Salary Differential ($15,000)

Position Purpose:

Adult Leadership Teachers are established teacher leaders with demonstrated experience improving the learning of students as evidenced by NC assessment results. They support the capacity building of larger groups of teachers than other ATR roles, providing coaching and co‑teaching for grade‑level or subject‑area teams. They may support one or two schools depending on grade levels or school sizes. Coaching and co‑teaching occur daily in classrooms based on a schedule in collaboration with school leaders to maximize student impact.

The role leads a small team of teachers and paraprofessionals in the same grade or subject to meet standards of excellence. Team members’ roles and goals are established annually, and instructional time and teaching roles are organized to fit each teacher’s strengths, knowledge, and professional development goals. The team uses the CTE’s methods and tools. The teacher co‑plans, co‑teaches, models, coaches, and gives feedback, also teaching students part of the time. The teacher organizes the team to analyze data and adjust instruction for high‑growth learning.

Position Analysis:

The Adult Leadership Teacher serves as lead classroom teacher among a group of teachers and is the teacher of record for all students taught by that group in a subject or grade level, one or two schools. They spend 70% of instructional hours co‑teaching and providing coaching on instruction, classroom management, and behavior management.

All Adult Leadership Teachers use the PDSA (Plan, Do, Study, Act) cycle as the model for work processes, planning, curriculum design, staff goal‑setting, evaluation, student services, and instruction.

Minimum Qualification Standards

Knowledge:

Core Subject Matter Expertise – deep understanding of reading, English/Language Arts, science, social studies, including NCSCOS standards.
Pedagogical Knowledge – teaching methodologies, instructional strategies, and classroom management techniques.
Child and Adolescent Development – awareness of cognitive, social, emotional, and physical development.
Educational Psychology – learning theories and motivation strategies.
Assessment and Evaluation – formative and summative assessments, data analysis, feedback methods.
Differentiated Instruction – tailoring lessons for diverse needs, including special education and gifted students.
Cultural Competence – inclusive teaching practices for diverse backgrounds.
Education Laws and Policies – familiarity with educational policies and special education laws.
Technology in Education – integration of technology for instruction and assessment.
Collaboration and Professional Development – teamwork, colleague collaboration, and ongoing learning.

Skills:

Lesson Planning – design engaging, standards‑based lesson plans.
Classroom Management – establish rules, routines, discipline.
Instructional Delivery – direct instruction, inquiry‑based and project‑based learning.
Communication – strong verbal and written skills.
Adaptability – adjust strategies based on student needs and feedback.
Problem‑Solving – identify and resolve classroom or student issues efficiently.
Data Analysis – interpret student performance data and adjust instruction.
Creativity and Innovation – develop engaging learning experiences.
Relationship‑Building – foster positive relationships with students, parents, community.
Time Management – balance planning, grading, meetings, and student needs.

Abilities:

Engage and Motivate Students – inspire curiosity and love for learning.
Encourage Critical Thinking – develop problem‑solving and analytical skills.
Foster Growth Mindset – encourage perseverance and positive attitude.
Create Inclusive Environment – ensure all students feel valued.
Manage Diverse Learning Needs – adapt to different learning styles, disabilities, cultures.
Maintain Professionalism – uphold ethical standards.
Continuous Learning – stay informed on new strategies.
Emotional Intelligence – manage emotions to support students.
Build Positive Classroom Culture – establish respect, enthusiasm.
Lead by Example – model curiosity, resilience, and respect.

Education, Training, and Experience:

A Bachelor’s in Education (B.Ed.) or related field with teaching certification.
For secondary education, a subject‑area degree (e.g., B.A. in English, B.S. in Biology) with certification.
At least five (5) years of teaching experience.

Certification and License Requirements:

Valid motor vehicle operator’s license per NC requirements.
Teacher licensure (or eligibility) in K‑6 or core content area plus one advanced certification (e.g., National Board certification or master’s degree) preferred.

Special Requirements:

Rating of Accomplished or higher on NC Teacher evaluation Standards 1‑5.
Presentation or portfolio documenting impact on student achievement, including evidence of exceeding expected growth based on three years of evaluation data.
Demonstrated capacity as a teacher leader.
Recommendation by Principal or supervisor.

Essential Duties and Responsibilities

Professional Responsibilities:

Solicit and eagerly receive feedback from supervisor and team to improve outcomes.
Organize and schedule team time to ensure alignment of vision and delivery and to troubleshoot persistent learning challenges.
Determine instructional time allocation based on teachers’ skills and knowledge.
Allocate instructional processes among team members based on strengths and goals.
Model instructional tasks for team development.
Clarify and adjust team roles, provide feedback and assignments to develop effectiveness.
Set high ambitious and measurable expectations for all students.
Develop and provide instructional tools and materials based on district resources.

Leads Team in Planning and Preparation:

Plan backward to align lessons, activities, and assessments.
Design instruction that is enriched and personalized.
Assist in designing assessments that accurately gauge progress.

Leads Team in Classroom Environment:

Hold students accountable for high behavioral and engagement expectations.
Create physical environments conducive to collaborative and individual learning.
Establish a culture of respect, enthusiasm, and rapport.

Leads Team in Instruction:

Deliver demonstration lessons with pre‑ and post‑discussion/analysis.
Identify and address individual students’ social, emotional, and behavioral needs.
Address development of organizational and time‑management skills.
Invest students in learning using varied influence techniques.
Incorporate questioning and discussion.
Use small‑group and individual instruction to personalize learning.
Monitor and analyze assessment data to inform enriched instruction.
Communicate progress to students.

Working Conditions

Physical Demands: May require sitting, standing, walking; indoors and outdoors; lifting up to 10 lbs regularly and up to 25 lbs occasionally. Requires good vision and driving to multiple school sites.

Work Environment: School‑based instruction and collaboration across schools/district.

Disclaimer: The above statements describe general purpose and responsibilities. They may be revised by the supervisor with HR approval at any time.

Advanced Teaching Roles Portfolio Requirements

Background: Pender County Schools seeks skilled instructional leaders with coaching and professional learning expertise.
Portfolio: Submit evidence of impact on student achievement, NCEES Summative Evaluations, NC Professional Educator’s License, and evidence of proficiency in implementing the PCS Instructional Framework.

Position Type: Full-Time

Job Requirements