The posting
Reports To: Principal
Terms of Employment: This is a 10 Month Position
Nature of Work:
The MCL intensively coaches 2-5 teachers on their caseload, and teaches students through various models. The MCL is responsible for leading a team of teachers and other support staff responsible for multiple classrooms, as well as teaching students within the team to meet the principal’s standards of excellence.
Qualifications and Licensure:
- All lead teachers must hold, or be working toward an applicable North Carolina (NC) Standard Professional Educator's License
- Teachers that hold an Out of State License must apply for a license with the NC Department of Public Instruction
- Teachers working toward the required education and licensure shall hold a minimum of a BA/BS degree from an accredited college/university
- Prior evidence of high-progress student outcomes in the relevant subjects (in the top 25% compared to other teachers in a state or on national tests) or, at entry level, evidence of superior prior academic achievements, and organizing and influence skills indicating very high potential to perform at this level. Entry-level teachers work under close supervision of a high-progress teacher until similar student gains have been demonstrated.
- 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 given for experience working successfully with those of similar demographics to the desired school placement.
Duties and Responsibilities:
- Establishes each team member’s roles and goals at least annually, determines how students spend time and organize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals.
- Works collaboratively with their team, using the team’s new ideas and innovations that the MCL agrees may improve learning, also provides feedback to the principal in choosing, evaluating and developing the team.
- Organizes the team to review student progress and change instruction to ensure high-progress learning for every child. At least 50% of his/her instructional day is spent building the instructional capacity of the team on the MCL caseload.
- Provides coaching support to teammates and evaluates team members for potential role changes and for increasing job opportunities for team teachers who are ready to advance.
- Allocates both instructional and non-instructional duties among members of the team.
- Models, implements and assesses strategies related to learning, social, emotional and behavioral needs to enhance educational programming for all learners.
- Follows district guidelines, regulations and best practices to ensure a safe and age appropriate environment that promotes learning.
- Maintains student confidentiality.
- Integrates research into the design of best practice.
- Identifies and selects different instructional resources, materials, and methods to meet students' varying needs with fidelity.
- Uses relevant technology to support instruction.
- Performs certain pastoral duties including student support, counseling students with academic problems and providing student encouragement.
- Participates in department and school meetings as well as parent meetings.
- Communicates necessary information regularly to students, colleagues and parents regarding student progress and student needs.
- Follows policies, procedures, standards and rules in accordance with federal and state laws, which includes, but is not limited to, developing and maintaining proper and adequate records and documentation, and submitting required documents and forms by established timelines.
- Performs other duties or tasks as assigned by the supervisor.
Special Requirements:
- Application components- Letter of Interest (One page maximum) - Candidates should describe why they are applying for their selected role, and what they hope to contribute to Opportunity Culture in Wilson County Schools. Candidates may also expand on any relevant work that they believe will contribute to their success. Two most recent summative evaluation rubrics from NCEES Leadership Narrative (Two pages maximum) Summary of high-growth data and narrative explanation (Submit as a PDF, not to exceed 8 pages total) Candidates must provide data to support at least one year of high student growth. This data can include EVAAS or any other data used by out-of-state school districts. In addition to providing student growth data, candidates should include a narrative explanation for each year of data and a visual display of data with clear labels and titles. For candidates who are unable to provide data, please provide a written explanation and supplemental evidence where possible. Below are additional data submission guidelines. Please note that candidates are not limited to the list below: Candidates should include the following information in their data narrative if available: School, subject, and grades for data sets included Time frame for data sets included (e.g. 2017-18 school year) Origin of data sets included (e.g. End-of-Grade or End-of-Course exams, proficiency exams, teacher created assessments) Baseline data by which you are demonstrating student success A description of specific contributions to data outcomes
Multi-Classroom Leader—Critical Competencies
Critical Competency
Definition
Achievement (ACH)
The drive and actions to set challenging goals and reach a high standard of performance despite barriers.
Monitoring and Directiveness (M&D)
The drive and actions to set clear expectations and hold others accountable for performance.
Planning Ahead (PLA)
A bias toward planning in order to reach goals and avoid problems.
Impact and Influence (I&I)
Acting with the purpose of influencing what other people think and do.
Team Leadership (TL)
Assuming authoritative leadership of a group for the benefit of the organization.
Cultural Engagement (CE)
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 a positive impact on individuals and groups.
Initiative & Persistence (I&P)
The drive and actions to do more than is expected or required in order to accomplish a challenging task.
Belief in Learning Potential (BLP)
A belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates.
Developing Others (DO)
Influence with the specific intent to increase the short- and long-term effectiveness of another person.
Flexibility (FL)
The ability to adapt one’s approach to the requirements of a situation and to change tactics.
Additional Information - Supplement Amount:
- Base salary plus an additional $8,000 -$15,000 per year, determined by the number of teachers on the team and the Title 1 status of the assigned school.
- The supplement is divided into 10 monthly payments from August-May. This added salary counts towards retirement.
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.
