Multi-Classroom Leader Talent Pool

Young World Physical Education; United States; On-site; USD 52,000 - 62,000; Full time

Job summary

An educational institution in Burlington, North Carolina, seeks a Multi-Classroom Leader to lead a team in achieving high educational standards. The candidate will manage teachers and paraprofessionals, guiding them in goal setting and instructional planning. A strong teaching background and advanced qualifications are required to ensure effective student learning and development, with a focus on individual student needs. The role includes engaging with family members to enhance student success.

Qualifications

• A track record of ‘accomplished’ or advanced license required.
• A master teacher’s approach to teaching.
• Average EVAAS growth index of 1.5 or higher.
• If EVAAS data is unavailable candidate must provide clear evidence of closing achievement gaps
• Provides Data narrative outlining strategies to achieve high growth
• Demonstrated interpersonal and group effectiveness working with adults and students and maintaining relationships

Responsibilities

• Lead a team of teachers to meet educational standards.
• Set high expectations for achievement for students.
• Collaborate with families to foster student achievement.
• Guide paraprofessionals and support staff to improve student outcomes.
• Communicate progress and manage instructional Roles within the team.
• Plan backward to align lessons, activities, and assessments with high standards.

Skills

Mastery of teaching skills

Valid teaching certificate

Interpersonal effectiveness

Team leadership and collaboration

Interpersonal effectiveness

Education

Masters/ NBCT

Valid teaching certificate

Tools

Data analysis (e.g., EVAAS)

Job description

Multi-Classroom Leader Talent Pool

Alamance-Burlington Schools Curriculum - Burlington, North Carolina. Open in Google Maps.

Job Details

Job ID: 5603947

Application Deadline: Posted until filled

Posted: Mar 24, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Job Description

POSITION TITLE

Multi-Classroom Leader

SCHOOL/DEPARTMENT

Assigned School: Newlin Elementary, Andrews Elementary, Broadview Middle, Turrentine Middle

SALARY

Teacher Salary Schedule, local supplement, and additional salary differential

FLSA STATUS

Exempt

REPORTS TO

Principal

SUPERVISES

None

WORK WEEK SCHEDULE

Monday – Friday

WORK HOURS

40

NUMBER OF MONTHS PER YEAR

10

General Definition of Work

An educator in the Multi-Classroom Leader ® (MCL) role leads a small team of teachers, paraprofessionals, and teaching residents in the same grade or subject to meet the standards of excellence. These team leaders establish each team member’s roles and goals at least annually, determine how students spend time, and organize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The team uses its leader’s methods and tools. Each team leader co-plans, co-teaches, models, coaches and gives feedback, and leads and supports the team in building a tutoring culture. They also teach students part of the time. The leader organizes the team to analyze student learning data and change instruction to ensure high-growth learning for every child, with a focus on small-group teaching and tutoring. The leader collaborates with the team, using the team’s ideas and innovations that the leader agrees may improve learning. The leader also guides and directs any paraprofessional with whom they work. The team leader is fully accountable for the learning and development of all students taught by the team members.

Qualifications

• Mastery of teaching skills evidenced by a track record of “accomplished” or holds advanced license Masters/ NBCT
• Valid teaching certificate (optional, depending on school context and legal requirements)
• Has achieved an average EVAAS growth index of 1.5 or higher over the past three data years, with no year below 0
• If EVASS data is unavailable candidate must provide clear evidence that they have closed achievement gaps with their student population and/ or helped other educators to become more successful
• Provides Data narrative outlining strategies and practices used to achieve high growth
• Demonstrated interpersonal and group effectiveness working with adults and students, including interpersonal understanding and action to maintain relationships needed for success in a school or similar environment.

Responsibilities

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
• Lead team to:

• plan backward to align all lessons, activities, and assessments using a high-standards curriculum
• design and lead instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students), prioritizing small-group teaching and tutoring and offering accelerated learning
• design assessments that accurately assess student growth
• prepare to deliver small-group teaching and tutoring

Classroom Environment

Lead team 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

Instruction

Lead team to:

• hold students accountable for ambitious, measurable standards of academic achievement
• maximize student learning by incorporating small-group teaching and tutoring
• 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 teaching
• monitor and analyze student assessment data to inform engaging instruction and small-group teaching and tutoring
• communicate with students and keep them informed of their progress

Professional Responsibilities

• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
• Engage in regular coaching cycles with team teachers
• 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, prioritize data-driven targeted instruction, and small-group teaching in all classrooms, and troubleshoot students’ persistent learning challenges
• Allocate instructional process elements (lesson planning, minimal large-group instruction, a focus on small-group instruction, individual interventions, data analysis, grading, etc.) among team based on strengths, content knowledge, and professional development goals
• Allocate noninstructional administrative duties among team
• Model instructional tasks to aid team development
• Clarify and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop their effectiveness
• Actively participate in professional development opportunities offered by the school and district

Multi-Classroom Leader® Role—Critical Competencies

Critical Competency

Definition

Achievement (ACH)

The drive and actions to set challenging goals and reach a high standard of performance despite barriers.

Monitoring and Directiveness (M&D)

The drive and actions to set clear expectations and hold others accountable for performance.

Planning Ahead (PLA)

A tendency toward planning to reach goals and avoid problems.

Impact and Influence (I&I)

Acting with the purpose of influencing what other people think and do.

Team Leadership (TL)

Assuming authoritative leadership of a group for the benefit of the organization.

Interpersonal Understanding (IU)

Understanding and interpreting others’ concerns, motives, feelings, and behaviors.

Initiative & Persistence (I&P)

The drive and actions to do more than is expected or required in order to accomplish a challenging task.

Belief in Learning Potential (BLP)

A belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates.

Developing Others (DO)

Influence with the specific intent to increase the short- and long-term effectiveness of another person.

Flexibility (FL)

The ability to adapt one’s approach to the requirements of a situation and to change tactics.

Position Type: Full-Time

Job Categories:

• Administration > Curriculum
• Instructional Support > Teacher Mentor

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Dr. Sean McWherter, Assistant Superintendent of Academics
• Central Office
• Email: [e-mail]