Master Team Reach Teacher (MTRT)

The role of the Master Team Reach Teacher (MTRT) serves on a Multi-Classroom Leader (MCL) team, directly teaching more students than usual, but typically without raising instructional group sizes. 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 resident. 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 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.

Duties:

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 associates 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 teams 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.