Overall Purpose

The Multi-Classroom Leader 2 (MCL 2) is expected to intensively coach 5-8 teachers on his/her caseload and teach students through various models. The MCL 2 is also 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. The MCL co-plans, co-teaches, models, coaches and gives feedback, and leads and supports the team. The MCL also teaches students part of the time.

Under the school administration's supervision, the MCL establishes each team member’s roles and goals, determines how students spend time, and organizes teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. The MCL 2 organizes the team to review student progress and change instruction to ensure high-progress learning for every child. The MCL 2 works collaboratively with the team, using the team’s new ideas and innovations that the MCL 2 agrees may improve learning.

The MCL 2 is accountable for the learning and development of all the teachers and students on their caseload and team. The MCL 2 also provides feedback to the school administration regarding the progress of the students and teachers within their caseload.

Direct Supervisor

Building Principal Essential Functions

Planning and Preparation:

• Sets high expectations of achievement that are ambitious and measurable for all students taught by the team
• Establishes methods and create instructional tools and materials that team teachers use in all classrooms
• Sets direction, verbally and with tools and materials, that clarify content and teaching process
• Plans 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 assessments that accurately assess student progress; practice teaching strategies; analyze student work to determine best next

Classroom Environment:

• Holds students accountable for high expectations of behavior and engagement that are ambitious and measurable
• 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 addresses individual students’ social, emotional, and behavioral learning needs and barriers
• Identifies and addresses individual students’ development of organizational and time-management skills
• Invests students in their learning using a variety of influence techniques
• Incorporates questioning and discussion in student learning
• Monitors and analyze student assessment data to inform engaging instruction and small-group teaching
• Communicates with students and caregiver(s) to keep them informed of their progress

Professional Responsibilities

• Solicits and eagerly receive feedback from supervisor and team members to improve professional skills
• Leads 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
• Organizes and schedule team time to ensure alignment of instructional vision, prioritize small-group teaching and tutoring in all classrooms, and troubleshoot students’ persistent learning challenges
• Determines how students spend instructional time based on the strengths of all adults on the team
• Allocates instructional process elements (lesson planning, minimal large-group instruction, a focus on small-group instruction, individual interventions, data analysis, grading, ) among the team based on strengths, content knowledge, and professional development goals
• Allocates non instructional administrative duties among the team
• Models instructional tasks to aid team development
• Clarifies and adjust team members’ roles and provide feedback, developmental advice, and assignments to develop their effectiveness
• Participates in professional development opportunities at the school, in the district, and for the role

Marginal Functions

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

Competencies

• Skills-based Competencies

Required to perform multiple, 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: performing multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions; applying assessment instruments; utilizing coaching, training, and workshop skills; operating standard office equipment including pertinent software applications; and preparing and maintaining accurate records.

• Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; 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: algebra and/or geometry; statistical data; 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; student support services; and behavioral management strategies; adult learning methods.

• Ability-based Competencies

Required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. 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 wide diversity of individuals; 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: schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; use job-related equipment; demonstrate flexibility to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; operate equipment using standardized methods; work with a diversity of individuals and/or groups; work with a variety of data; analyze issues and create action plans; independently interpret guidelines; problem solve with equipment in some circumstances; establish and maintain constructive relationships; adapt to changing work priorities; maintain confidentiality; exhibit tact and patience; and be able to work flexible hours.

Requirements

• T-4 content certification
• Five (5) years of experience in standards-based learning, classroom management, and using data to improve instruction
• Evidence of at least two (2) years of high-progress student outcomes in relevant subjects
• Evidence of initiative and effective leadership/coaching of adults for at least 1 year
• Leadership or instructional supervision endorsement preferred
• ESOL and Gifted endorsement preferred (will be required to obtain with CCSD endorsement program within three years)

Calendar

190 5 additional days

Physical Requirements

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

Generally, the job requires 30% sitting, 30% walking, and 40% standing.

Continuing Education/Training

Maintains all licenses and certifications

Clearances

Criminal Justice Fingerprint Background Clearance

Fair Labor Standards Act

Exempt