POSITIONElementary Multi-Classroom Team Reach Teacher (MTRT) I

Area of Focus: 4th and 5th grade math
AVAILABILITY
All MTRT positions are two-year roles, subject to change based on school needs and funding availability.

APPLICATION PROCESS

Apply via TalentEd AND click here to submit required Opportunity Culture application materials, which include:

• Letter of Interest that includes your experience leading and managing adults to accomplish goals.
• Resume
• One year of high-growth data
• High-growth data
• Data Narrative: Explanation of high-growth data
• Most recent summative evaluation

SUMMARYThe Multi-Classroom Team Reach Teacher (MTRT) I serves on a Multi-Classroom Leader (MCL) team, directly teaching and / or indirectly reaching more students than traditionally taught in the grade level and/or content area at the school of placement. MTRTs also help the MCL lead a larger team by taking on one additional adult leadership responsibility, such as planning lessons, leading meetings to analyze student learning data and plan interventions based on data, or coaching one teacher or Reach Associate. MTRTs earn even more than regular team reach teachers, and have a record of producing consistently high-growth student learning. 
As part of an MCL team, each MTRT is responsible for co-planning, co-preparing, and delivering instruction, collaborating with all adults working with the team to review student progress and change instruction to ensure high-progress, enriched learning for every student. MTRTs receive coaching and support from an MCL. MTRTs support the team in building a tutoring culture through increased small-group teaching and tutoring. With the Team Reach Teachers and MCL, MTRTs are responsible for monitoring the effectiveness of the small-group tutoring provided by the team’s paraprofessional(s) and making or recommending changes. Depending on the MCL team, MTRTs in elementary schools may specialize by subject.
ESSENTIAL DUTIES AND RESPONSIBILITIESEssential duties and responsibilities include the following:

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) using a high-standards curriculum
• Design and implement instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students), prioritizing small-group teaching and tutoring
• Design assessments that accurately assess student growth
• Determine how students spend all instructional time
• Prepare reach associate or other paraprofessionals to deliver small-group tutoring

Classroom Environment

• Hold students accountable for high expectations of behavior and engagement
• 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
• Maximize student learning by incorporating small-group teaching and tutoring, helping team to build a tutoring culture
• 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 learning with several influence methods
• Incorporate questioning and discussion in student learning
• Monitor and analyze student assessment data to inform personalized, enriched instruction
• Provide reach associate with student groupings, instructional assignments, and assessment rubrics
• Communicate with students and keep them informed of their progress

PROFESSIONAL AND SUPERVISORY RESPONSIBILITIES

• Solicit and eagerly receive feedback from multi-classroom leader and team members to improve professional skills
• Maintain regular communication with families, and work collaboratively with them to design learning at home and school
• Collaborate with reach associate, other teachers, and staff responsible for the same students
• With MCL team, ensure alignment of instructional vision and delivery in all classrooms and troubleshoot students’ persistent learning challenges
• Participate in professional development at school, including on-the-job development led by the MCL

QUALIFICATIONS

• Bachelor’s Degree
• Knowledge of subject area(s) being taught
• Minimum three (3) years of teaching experience
• Minimum one (1) year of demonstrated high student growth in relevant subject(s); multiple years preferred 
• NC teacher candidates teaching state-tested subjects: Candidates must demonstrate at least one (1) year of high student growth in relevant subjects; “exceeding growth” with their students for at least one (1) year based on EVAAS data 
• NC teacher candidates without EVAAS data: Candidates must demonstrate at least one (1) year of high student growth in relevant subjects, as shown on assessments vetted by the state, district, or school
• NC student/school support candidates (coaches, administrators, etc.): Candidates must demonstrate that, on average, they have led the teachers they support to least one (1) year of high student growth in relevant subject(s)
• Out of state candidates: Candidates must demonstrate at least one (1) year of high student growth in relevant subjects, as shown on assessments vetted by the state, district, or school

• Ratings of Proficient or better (or the equivalent) in the areas of leadership and instructional facilitation on most recent end-of-year summative evaluation

HOURS

• Full-time teaching position
• Built-in planning and collaboration times during the normal school day
• Before and after school commitments as necessary

COMPENSATION

• NC Salary Schedule, plus district teacher supplement and salary differential
• $4000.00 for MTRT, Level I
• $6000.00 for MTRT, Level II
• NC state benefits, as well as other benefits available for review
• 10 months of employment, plus a possible stipend for summer work
• 2 year agreement