Teacher, Expanded Impact 4/ELA/Exchange (26-27)

Instructional - Position - Other, please specify Job Number 4600319685 Start Date Open Date 04/01/2026 Closing Date 05/31/2026 This position will support the Language Arts department at this school. The position is funded through exchange for the 26-27 School Year. General Definition of Work The expanded impact 4 teacher (EIT4), under general supervision and support of school leadership and a multi-classroom leader (MCL) performs intermediate-level work with limited decision-making discretion related to expanding his/her reach to impact more students by accomplishing 3-4 formal instructional leadership responsibilities, above that of a typical teacher position, listed in the Additional Formal Instructional Responsibilities section below. The EIT4 is responsible for planning, preparing and delivering instruction and monitoring student progress to determine instructional needs. The EIT4 works closely and collaboratively with a team of teachers and other staff members to review student progress and change instruction to ensure high progress and enriched learning for every child. Employee performs school-based work to carry out Board of Education policies under the direction of the school principal. Qualifications To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Salary/Status Certified Schedule/Full-time, 10 months Differential of $11,250 for non-Title I School Differential of $16,000 for Title I School Reports To School Principal Place of Work The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time. Essential Functions Adhere to all state, federal, and local laws, policies, and procedures Planning and Preparation: Set high expectations of achievement that are ambitious and measurable for students Plan backward to align all lessons, activities and assessments in designated subject(s) Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interest of individual students) Design assessments that accurately assess student progress. Certain assignments may require designing digital assessments Classroom Environment: 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: Hold students accountable for ambitious, measurable standards of academic achievement Identify and address social, emotional and behavioral learning needs and barriers of individual students Identify and address developmental or organizational and time-management skills of individual students 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. Provide tutor(s) or teacher associate(s) with student groupings and instructional assignments for follow-up in small groups. Certain assignments may require the use of digital instruction Monitor and analyze student assessment data to inform enriched instruction. Certain assignments may require proficiency in monitoring and analyzing digital assessments Communicate with students and keep them informed of their progress Professional Responsibilities: Maintain high growth with students assigned to EIT4 Informally mentor & lead peers, especially in instructional planning and differentiating instruction, must coach 3 teachers Follow program framework for observing and provides feedback to teacher on case-load Provide coaching support to teammates. No more than 50% of his/her instructional day is spent coaching the teachers on the EIT4 caseload Solicit and eagerly receive feedback from supervisor and team members to improve professional skills 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 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 Additional Formal Instructional Responsibility options. Combination determined by supervisor: Tier 1 - student focused (must choose at least 2) Teach 25-35% more students (class or team) Lead PLC Tier 2 - teacher focused (must choose at least 1) Serve as model classroom for other teachers to observe Peer Evaluator Beginning Teacher Mentor Committee Lead (ILT, SLT) Lead PD MTSS IEP Liaison Other, approved by the district Other duties as assigned or required by supervisor and approved by the Department of Teacher Leadership Knowledge, Skills, Abilities Knowledge of subject matter being taught Knowledge of federal, state, and local regulatory requirements Knowledge of county and school board policies, procedures, and standards Skilled in computers and software including Microsoft Office and Google Workspace Ability to problem-solve utilizing sound judgment Ability to effectively lead/coach other adults to improve student achievement Ability to set challenging goals and reach a high standard of performance 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 to the requirements of a situation and to change tactics Ability to apply logical thinking or reasoning to define and administer effective lesson plans and course objectives Ability to interpret technical instructions and school system policies and procedures Ability to maintain curriculum guidelines or requirements as established by the State and school system Ability to establish and maintain positive relationships, and work collaboratively within and across departments, external agencies, and the public Ability to solve problems involving sensitivity or conflict Ability to use and apply methods of effective instruction, including lecture and demonstration Ability to interpret and use assessment results Ability to work confidentially and with discretion Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and successfully bring closure to projects Excellent computer and reporting skills. Ability to respond appropriately to situations while maintaining a professional and personable demeanor Ability to use or learn specialized tools, equipment, or software Education and Experience Bachelor's Degree At least 3 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects Evidence of initiative and effective leadership/coaching of adults Desired education and experience determined by talent pool screening rubrics Equivalent combination of education and experience Special Requirements Must be in the Teacher Leader Talent Pool with a maximum role determination of MCL1. NC Professional Educator's License in the subject area and grade level appropriate to the school's needs. Possess and maintain a valid driver's license or ability to provide own transportation Travel to school district buildings and professional meetings # of Jobs 1.00 Teacher Scale Y Minimum Educational Requirements Bachelors Term 10 Month Additional Job Information Physical Requirements/Working Conditions Work requires the occasional exertion of up to ten pounds of force Work regularly requires the exchange of accurate and detailed information through oral and written communication Constantly operates a computer and other office business equipment Ability to remain in a stationary position for required meetings/work Ability to move to other work locations Visual acuity requires preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities Hearing is required to perceive information at normal spoken word levels, and to receive detailed information through verbal communications Work requires preparing and analyzing written or computer data, operating standard office equipment, and use of advanced technology Work occasionally requires exposure to outdoor weather conditions Work is generally in a moderately noisy location (e.g., business office, light traffic) Requires the ability to interact with people beyond giving and receiving instructions Must be adaptable to performing under mild to high levels of stress Job Attachment View Attachment Charlotte-Mecklenburg Schools