Teacher, Expanded Impact Teacher 3/Math

Teacher, Expanded Impact Teacher 3/Math Charlotte-Mecklenburg Schools, Charlotte, North Carolina Job Details Job ID: 5794015 Application Deadline: Aug 23, 2026 4:59 AM (UTC) Posted: Jun 22, 2026 12:00 AM (UTC) Starting Date: Immediately Job Description This position is funded through exchange for the 26-27 school year. The Expanded Impact Teacher 3 (EIT3), under moderate supervision and with the support of a Multi-Classroom Leader, expands their reach to impact more students by accomplishing at least three additional instructional leadership responsibilities above that of a typical teacher. The EIT3 is responsible for planning, preparing, and delivering instruction, monitoring student progress, and adjusting instruction to ensure progress and increased learning outcomes for every child. The position requires a coaching caseload of one to two teachers and works closely with a team of educators to review progress and improve student outcomes. The EIT3 also carries out Board of Education policies under the principal’s direction. Qualifications To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The required qualifications are: Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT3. Reasonable accommodations may be made for individuals with disabilities. Salary/Status Certified Schedule, Full-time, 10 months Non-Title I School: $6,750 supplemental Title 1 School: $9,000 supplemental Reports To Principal Place of Work The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. The district may require work at other locations as reasonably required. Essential Functions Adherence to Laws and Standards Adhere to all state, federal, and local laws, policies, and procedures. Adhere to the North Carolina Professional Teaching Standards. Planning and Preparation Set high expectations for student achievement that are ambitious and measurable. Use backwards design to align lessons, activities, and assessments in designated subjects. Design instruction that is enriched with appropriate Depth of Knowledge questioning and personalized for individual students. Design assessments that accurately measure student progress. Use student data to design interventions to improve achievement across multiple classrooms. Classroom Environment Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable; develop the capacity of their coached teachers to do the same. Create learning environments conducive to collaborative and individual learning; develop the capacity of their coached teachers to do the same. Establish a culture of respect, enthusiasm, and rapport; develop the capacity of their coached teachers to do the same. Leadership Design or lead schoolwide initiatives. Serve on curriculum development or assessment committees. Partner with parents and community organizations to extend student learning opportunities. Develop cross‑curricular projects that connect multiple subjects and/or grade levels. Instruction Hold students accountable for ambitious, measurable standards of academic achievement; develop the capacity of their coached teachers to do the same. Identify and address learning needs of individual students; develop the capacity of their coached teachers to do the same. Support the development of students’ organizational and time‑management skills; develop the capacity of their coached teachers to do the same. Use a variety of strategies to engage students in their learning; develop the capacity of their coached teachers to do the same. Incorporate leveled questioning and discussion in student learning; develop the capacity of their coached teachers to do the same. Tailor small group and individual instruction to meet the needs of all students; develop the capacity of their coached teachers to do the same. Monitor and analyze student assessment data; develop the capacity of their coached teachers to do the same. Create structures to communicate with students and keep them informed of their progress. Professional Responsibilities Maintain high growth with students assigned to EIT3. Informally mentor and lead peers, providing leadership in instructional planning and differentiation. Solicit and eagerly receive feedback from supervisors, coached teachers, and team members to improve professional skills. Maintain regular communication with families and work collaboratively with them; develop the capacity of their coached teachers to do the same. Collaborate with other teachers and staff responsible for the same students’ learning and development. Participate in professional development opportunities at school, in the district, and for the program. Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school. Additional Formal Instructional Leadership Responsibility Options (choose 3) Lead PLC Lead data analysis and responsive planning Instruct additional small groups of students Serve as a model classroom for other teachers to observe Beginning Teacher Mentor Committee Lead (ILT, SIT) Lead whole staff and team PD MTSS Other duties as assigned by supervisor and approved by the Department of Teacher Leadership Knowledge, Skills, and Abilities Comprehensive knowledge of curriculum principles, standards, and expectations in the assigned area. Comprehensive knowledge of how to use data to make instructional decisions. Demonstrated knowledge of learning styles, curriculum development, program evaluation, instructional strategies, classroom management, assessment, and research related to learning. Knowledge of the subject matter being taught. Technology proficiency and knowledge of digital learning may be required for certain assignments. Excellent computer and reporting skills. Ability to effectively lead/coach other adults to improve student achievement. Ability to set challenging goals and reach high standards despite barriers. Ability to plan ahead to reach goals and avoid problems. Ability to set clear expectations and hold others accountable for performance. Ability to adapt one’s approach, change tactics, and apply logical reasoning to lesson planning and objectives. Ability to interpret technical instructions and school policies. Ability to maintain curriculum guidelines set by the State and school system. Ability to interact effectively with principals, co‑workers, students, and parents. Ability to solve problems involving sensitivity or conflict. Ability to use and apply effective instructional methods, including lectures and demonstrations. Ability to interpret and use assessment results. Ability to work confidentially and with discretion. Ability to manage time, meet deadlines, prioritize projects, and bring them to successful completion. Education and Experience Bachelor’s degree required. At least three years of prior teaching experience with at least two years of demonstrated evidence of high‑growth student outcomes in relevant subjects required. NC Professional Educator’s License in the subject area and grade level appropriate to the school’s needs required. Evidence of initiative and leadership of adults required. Equivalent combination of education and experience acceptable. Desired Determined by talent pool screening rubrics. Special Requirements Must coach 1‑2 teachers and have release time each week for coaching. Must be teacher of record for a classroom and teach at least 50% of the day. Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school. Possess and maintain a valid driver’s license or be able to provide own transportation. Travel to school district buildings and professional meetings. Position Type Not provided. Job Categories Classroom Teacher > Math: General #J-18808-Ljbffr Young World Physical Education