First Grade Collaborative Impact Teacher (former MCL)

Young World Physical Education; Thomasville (NC); On-site; USD 52,000 - 76,000; Full time

Job summary

Thomasville City Schools in North Carolina seeks a First Grade Collaborative Impact Teacher (former MCL) for Thomasville Primary School. The CIT will coach 6-8 teachers on a caseload, lead a team of teachers and support staff, and teach students through varied models to meet the principal’s standards of excellence.

The role requires a Bachelor’s Degree and minimum 4 years of teaching experience with evidence of high-progress student outcomes, plus strong leadership, communication, and

Qualifications

• Bachelor’s Degree required.
• At least 4 years of prior teaching experience with 3 years demonstrated evidence of high-progress student outcomes in relevant subjects.
• Evidence of initiative and effective leadership/coaching of adults for at least 1-2 years.

Responsibilities

• Plan, organize and present instruction and instructional environments that help students learn subject matter and skills.
• Coordinate and direct the activities of teacher assistants.
• Lead team to maintain regular communication with families and work collaboratively with them to design learning both at home and at school.
• Provide coaching support to teammates and develop the instructional capacity of the team.

Skills

Coaching

Team leadership

Planning and organization

Instructional design

Education

Bachelor’s Degree

Job description

First Grade Collaborative Impact Teacher (former MCL)

Thomasville City Schools Thomasville Primary School - Thomasville, North Carolina Open in Google Maps

Starting Date: Immediately

Job Description

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

Summary: The Collaborative Impact Teacher(former MCL2) is expected to intensively coach 6-8 teachers on his/her caseload and teach students through various models. The CIT is also responsible for leading a team of teachers and other support staff responsible for multiple classrooms as well as teaching students within the team to meet the principal’s standards of excellence. (S)he establishes each team member’s roles and goals at least annually, determines how students spend time and organizes teaching roles to fit each teacher’s strengths, content knowledge and professional development goals. The CIT organizes the team to review student progress and change instruction to ensure high-progress learning for every child. The CIT works collaboratively with the team, using the team’s new ideas and innovations that the CIT agrees may improve learning. The CIT is accountable for learning and development of all the teachers and students on his/her caseload and team. The CIT must be given a healthy balance of teaching/coaching time so (s)he is able to perform all instructional responsibilities that are expected. (S)he also provides feedback to the principal in choosing, evaluating and developing the team.

Essential Duties: (These duties represent a sample and may vary by position.)

Planning and Preparation:

• 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.
• Plan backward to align all lessons, activities and assessments; design instruction that is enriched (developing higher order thinking skills) and personalized (reflecting learning levels and interests of individual students); design assessments that accurately assess student progress; practice teaching strategies; analyze student work to determine best next steps.

Classroom Environment: Individually and 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, Individually and build capacity in team members 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.
• Invest students in their learning using a variety of influence techniques.
• Incorporate questioning and discussion in student learning.
• Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs.
• Monitor and analyze student assessment data to inform enriched instruction by teacher.
• Communicate with students and keep them informed of their progress
• Professional Responsibilities:
• Maintain high growth with students assigned to team caseload.
• Follows program framework for observing and provides feedback to team of teachers on case-load.
• Provides coaching support to teammates and at least 75% of his/her instructional day is spent building instructional capacity in the team of 7-10 teachers on the CIT caseload.
• Solicit and eagerly receive feedback from supervisor and team members 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.
• Determine how students spend instructional time based on instructional skills and content knowledge of teacher in team.
• Allocate instructional process elements (lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis, grading, etc.) among team of teachers based on teacher strengths, content knowledge and professional developmentgoals.
• 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, developmental advice and assignments to develop their effectiveness.
• Evaluate team members for potential roles changes and for increasing job opportunities or team teachers who are ready to advance (to new or more complex roles).
• Provides feedback to the principal concerning team members
• Participate in professional development opportunities at school, in the district, and for the program.

Education and Experience:

Minimum
Bachelor’s Degree
Knowledge of subject matter being taught
At least 4 years of prior teaching experience with 3 years demonstrated evidence of
high-progress student outcomes in relevant subjects
Evidence of initiative and effective leadership/coaching of adults for at least 1-2 years
Technology proficiency and knowledge of digital learning may be required for certain
assignments Desired

ADDITIONAL JOB FUNCTIONS

Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Position Type: Full-Time

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Carmen Concepcion , Chief of Schools and Wellness
• Central Office
• Phone: [phone]
• Email: [e-mail]