26-27 Multi-Classroom Leader (MCL) - ELAR 8th Grade

Multi-Classroom Leader (MCL)

Exempt

According to district approved calendar

Talent Development

Principal

Master Team Reach Teacher, Team Reach Teacher, Reach Associate, Teacher Resident, and Team teachers in assigned group

Bachelor's degree

Valid teaching certificate

A minimum of 3 years of successful classroom experience

Experience successfully leading and managing a team of adults to accomplish goals.

Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences.

Preference is given for experience working successfully with those of similar demographics to the desired school placement.

POSITION FUNCTION/PURPOSE

The multi-classroom leader (MCL) leads a small team of teachers, paraprofessionals, and teacher residents in the same grade or subject to meet the MCL's standards of excellence. MCLs 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 the MCL's methods and tools. The MCL co-plans, co-teaches, models, coaches, and gives feedback. The MCL also teaches students part of the time, in most cases. The MCL organizes the team to analyze student learning data and change instruction to ensure high-growth learning for every child. The MCL collaborates with the team, using the team's ideas and innovations that the MCL agrees may improve learning. The MCL is fully accountable for learning and development of all students taught by the team members. Each MCL helps choose team members and leads their development, and monitors, assesses, and shares their progress with the principal.

Two levels of Multi-Classroom Leader roles are available in MISD:

Multi-Classroom Leader I (MCL I) Leads a team of 2-3 teachers. Continue to teach for part of the day in a traditional teacher of record role, then has release time throughout the week to support team teachers and their students. Typically supported by either a Reach Associate or Teacher Resident.

Multi-Classroom Leader II (MCL II) Leads a team of 4-5 teachers. Continue to teach for part of the day in a traditional teacher of record role, then has release time throughout the week to support team teachers and their students. Typically supported by either a Reach Associate or Teacher Resident.

ESSENTIAL FUNCTIONS

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.
• Design instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students).
• Design and utilize assessments that accurately assess student progress.

Special Knowledge/Skills

Knowledge of subject matter being taught

Prior evidence of high-progress student outcomes and growth in the relevant subjects (students making at least one year's growth during the academic year)

Evidence of superior prior academic achievements, and organizing and influence skills indicating very high potential to perform at this level

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.

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.

Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs.

Monitor and analyze student assessment data to inform enriched instruction by teacher.

Communicate with students and keep them informed of their progress.

Professional Responsibilities

Support and supervise team teachers through coaching/observation feedback, data disaggregation leading PLCs, and co-teaching and/or modeling.

Establish positive working relationships with diverse team members.

Solicit and eagerly receive 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 and delivery in all classrooms, and to troubleshoot students' persistent learning challenges.

Lead team to determine how students spend instructional time based on instructional skills and content knowledge of teachers in team.

Allocate instructional process elements (lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis, grading, etc.) among team of teachers based on teacher strengths, content knowledge, and professional development goals.

Assign non-instructional administrative duties among team of teachers.

Model instructional tasks to aid team development.

Clarify and adjust team members' roles and responsibilities, provide observation feedback, developmental advice, and assignments to develop their effectiveness.

Assess team members for potential role changes, and for increasing job opportunities for team teachers who are ready to advance (to new or more complex roles).

Share team member's progress with principal when team members do not meet expectations.

Communicate frequently with campus personnel regarding Opportunity Culture progress.

Participate in professional development sessions required in the Opportunity Culture Model during the school year and summer.

Critical Competencies

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

Monitoring and Directedness: The drive and actions to set clear expectations and hold others accountable for performance

Planning Ahead: A bias toward planning in order to reach goals and avoid problems

Impact and Influence: Acting with the purpose of influencing what other people think and do

Team Leadership: Assuming authoritative leadership of a group for the benefit of the organization

Cultural Engagement: Noticing, anticipating, and acting to meet people's practical and emotional needs, considering the possible effect of culture, past experiences, or personal characteristics, including race, gender, sexual orientation, religious, economic, and/or other backgrounds in order to create positive impact on individual and the group

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

Believe in Learning Potential: A belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates

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

Flexibility: The ability to adapt one's approach to the requirements of a situation and to change tactics

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular attendance required.

EQUIPMENT USED

Telephone

Computer and printer

Calculator

Copy Machine

The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and