OPPORTUNITY CULTURE MULTI-CLASSROOM LEADER - SCIENCE

J.H. Knox/Overton

Salisbury (NC)

On-site

USD 60,000 - 90,000

Full time

43 hours ago

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Job summary

Rowan-Salisbury Schools is seeking an Opportunity Culture Multi-Classroom Leader - Science for the J.H. Knox/Overton complex in Salisbury, NC.

The MCL leads a small team of teachers and paraprofessionals, co-plans, co-teaches, and coaches, while teaching part of the time. The role focuses on standards-aligned instruction, data-driven planning, and tutoring culture to drive high-growth learning for all students.

Qualifications

Knowledge of subject matter being taught.
Bachelor’s degree.
Valid teaching certificate (optional, depending on school context and legal requirements).
Prior evidence of high-growth student learning in the relevant subjects.
Experience leading a team of adults to accomplish goals, though not necessarily as formal leader.
Demonstrated effectiveness working with people from diverse backgrounds.

Responsibilities

Lead team to set ambitious, measurable achievement goals for all students.
Collaborate with team to create instructional tools and materials used in all classrooms.
Plan backward from standards to align lessons, activities, and assessments.
Design enriched and personalized instruction with focus on small-group teaching and tutoring.
Monitor and analyze student growth data to inform instruction and tutoring.
Maintain regular communication with families and engage them in learning at home and school.
Allocate instructional roles based on team strengths and goals.
Model instructional tasks and provide feedback to develop team effectiveness.

Education

Bachelor’s degree

Valid teaching certificate

Job description

OPPORTUNITY CULTURE MULTI-CLASSROOM LEADER - SCIENCE

Starting Date: Immediately

Job Description

OPPORTUNITY CULTURE MULTI-CLASSROOM LEADER - SCIENCE

Summary

An educator in the Multi-Classroom Leader (MCL) role leads a small team of teachers and paraprofessionals, in the same grade or subject to support the district’s grounding practice of standards aligned engaging instruction with authentic feedback. MCLs establish each team member’s roles and goals at least quarterly , determine how students spend time, and optimize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The MCL co-plans, co-teaches, models, coaches and gives authentic feedback, and leads and supports the team in building a tutoring culture. The MCL also teaches students part of the time. The MCL 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 MCL collaborates with the team, using the team’s ideas and innovations that the MCL agrees may improve learning. The MCL also guides and directs any reach associates with whom they work. The MCL is fully accountable for the learning and development ofall students taught by the team members.

Responsibilities

Planning and Preparation

Set high expectations of achievement that are ambitious and measurable for all students taught by team
Collaborates with the team to 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 North Carolina Standard Course of Study
- design and lead instruction that is enriched (developing depth-of-knowledge 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 measure student growth
- prepare to deliver small-group teaching and tutoring
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’ interpersonal skills, unique life goals, academic skills and specific learning needs and barriers
- identify and address individual students’ development of organizational and time-management skills
- incorporate depth-of-knowledge 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 authentic 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
Organize and schedule team time to ensure alignment of instructional vision, prioritize small-group teaching and tutoring in all classrooms, and troubleshoot students’ persistent learning challenges
Determine how students spend instructional time based on strengths of all adults on the team
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
Model instructional tasks to aid team development
Clarify and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop their effectiveness
Participate in professional development opportunities at school and at the district

Qualifications

Knowledge of subject matter being taught
Bachelor’s degree
Valid teaching certificate (optional, depending on school context and legal requirements)
Prior evidence of high-growth student learning in the relevant subjects (in the top 25% compared to other teachers in a state or on national tests)
Ideally, experience successfully leading a team of adults to accomplish goals, though not necessarily as formal leader
Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.

Hours

Full-time position (10-month employee)
MCL has built-in additional or consolidated planning and collaboration times to complete administrative tasks, analyze data, plan instruction, and manage the team

Compensation

Competitive compensation for an excellent teacher dependent upon funding, plus benefits.
Base teacher salary according to NCDPI salary scale
MCL will receive an additional $10,000 salary differential per year

Reports To: Principal

Position Type: Full-Time
Job Categories:

Classroom Teacher > Elementary

Job Requirements