Teacher, Expanded Impact Teacher1, 4th Grade Literacy/ Exchange/ EOY (26-27 SY)

General Definition of Work The Expanded Impact Teacher 1 (EIT1), under moderate supervision, with the support of a Multi-Classroom Leader (MCL), expands their reach to impact more students above that of a typical teacher position in alignment with student outcomes listed in the School Improvement Plan. The EIT1 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. The EIT1 works closely and collaboratively with a team of teachers and other staff members to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child. Employee performs school‑based work to carry out Board of Education policies under the direction of the 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. Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT1. Salary/Status Certified Schedule/ Full‑time, 10 months Non‑Title I School: $2,250 supplemental Title 1 School: $2,250 supplemental Reports To 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 Adhere to the North Carolina Professional Teaching Standards Planning and Preparation Set high expectations of achievement that are ambitious and measurable for students Backwards plan to align all lessons, activities, and assessments in designated subject(s) Design instruction that is enriched, addressing appropriate Depth of Knowledge questioning, and personalized (reflecting learning levels and interests of individual students) Design assessments that accurately assess student progress Use student data to design interventions that improve achievement across multiple classrooms Classroom Environment Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable Create classroom environments that are conducive to collaborative and individual learning Establish a culture of respect, enthusiasm, and rapport Leadership Design or lead school‑wide initiatives Serve on curriculum development or assessment committees Partner with parents, 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 Identify and address learning needs of individual students Support the development of students’ organizational and time‑management skills Use a variety of strategies to invest students in their learning Incorporate leveled questioning and discussion in student learning Provide small‑group support for students from other classes or grade levels Tailor small group and individual instruction to meet the needs of all students Monitor and analyze student assessment data Create structures to communicate with students and keep them informed of their progress Professional Responsibilities Maintain high growth with students assigned to EIT1 Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction Solicit and eagerly receive feedback from supervisors and team members to improve professional skills Maintain regular communication with families and work collaboratively with them 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 Other duties as assigned by supervisor and approved by the Department of Teacher Leadership Knowledge, Skills, Abilities Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, 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 other adults to improve student achievement Ability to set challenging goals and reach a high standard of performance despite barriers Ability to plan ahead in order 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 effectively interact with principals, co‑workers, students, and parents Ability to solve problems involving sensitivity or conflict Ability to use and apply methods of effective instruction, 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, plan starting and ending deadlines, and successfully bring closure to projects Education and Experience Bachelor’s degree required At least 2 years of prior teaching experience with at least 1 year of demonstrated evidence of high‑progress 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 Desired Determined by talent pool screening rubrics Special Requirements Coaching other teachers is not an option in this role 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 ability to provide own transportation Travel to school district buildings and professional meetings #J-18808-Ljbffr Charlotte-Mecklenburg Schools