Expanded Impact Teacher 1- Biology (2025-26SY)

Overall Purpose 

Under the supervision and support of school leadership or a Multi-Classroom Leader (MCL), the Expanded Impact Teacher (EIT 1) expands their reach to impact more students by directly teaching more students and taking on formal instructional leadership responsibilities, above that of a typical teacher position (duties listed below). The EIT 1 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. The EIT 1 works closely and collaboratively with a team of teachers and other staff members to review student progress and change instruction to ensure high progress and enriched learning for every child. Note: Coaching other teachers is not an option in this role. 

Direct Supervisor 

Building Principal 

Essential Functions 

Planning and Preparation 

• Sets high expectations of achievement that are ambitious and measurable for students
• Plans backward to align all lessons, activities, and assessments in designated subject(s) using a high-standards curriculum 
• Designs and implements instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students), prioritizing small-group teaching 
• Designs assessments that accurately assess student growth 
• Determines how students spend instructional time 
• Prepares Reach Associate or other Paraprofessional to deliver small-group instruction 

Classroom Environment 

• Holds students accountable for high expectations of behavior and engagement 
• Creates physical classroom environments conducive to collaborative and individual learning
• Establishes a culture of respect, enthusiasm, and rapport 

Instruction 

• Holds students accountable for ambitious, measurable standards of academic achievement
• Maximizes student learning by incorporating small-group teaching 
• Identifies and address individual students’ social, emotional, and behavioral learning needs and barriers 
• Identifies and address individual students’ development of organizational and time-management skills
• Invests students in learning with several influence methods 
• Incorporates questioning and discussion in student learning 
• Monitors and analyze student assessment data to inform personalized, enriched instruction
• Provides Reach Associate with student groupings, instructional assignments, and assessment rubrics
• Communicates with students and caregiver(s) to keep them informed of their progress 

Professional Responsibilities 

• Solicits and eagerly receive feedback from Expanded Impact Teacher and team members to improve professional skills 
• Maintains regular communication with families, and work collaboratively with them to design learning at home and school, and to encourage a home life conducive to learning 
• Collaborates 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 
• Maintains all MCL-allocated instructional and non instructional administrative duties
• Participates in professional development at school, including on-the-job development led by the MCL

Additional Instructional Duties 

• Student Focused: 
• Teach 25-35% more students (mandatory) 
• Lead PLC with MCL support 
• Teacher Focused: (must choose 1) 
• Lead PD 
• IEP Liaison 
• MTSS Lead 
• Other (approved by the District) 

Marginal Functions 

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. 

Competencies 

• Skills-based Competencies 

Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques. 

• Knowledge-based Competencies 

Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; community resources; methods of instruction and training; office equipment and technology; and school safety and security practices. 

• Ability-based Competencies 

Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.; communicating with persons of diverse backgrounds; dealing with

Clarke County School District 

frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions. 

Requirements 

• T-4 content certification 
• Three (3) years of experience in standards-based learning, classroom management, and using data to improve instruction 
• Evidence of at least one (1) year of high-progress student outcomes in relevant subjects
• Evidence of drive for achievement and initiative 

Physical Requirements 

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. 

Generally the job requires 20% sitting, 40% walking, and 40% standing. 

Continuing Education/Training 

Maintains all licenses and certifications 

Clearances 

Criminal Justice Fingerprint 

Background Clearance 

Fair Labor Standards Act 

Exempt

Salary : $48,310 - $100,368