Teacher, Expanded Impact EC, Title I (25-26)

General Definition of Work

The expanded impact EC teacher (EIT-EC), under general supervision, performs intermediate-level work with limited decision-making discretion related to accomplishing 30% more instructional leadership responsibilities, above that of a typical EC teacher position, listed in the Additional Formal Instructional Responsibilities section below. The EIT-EC is responsible for planning, preparing and delivering instruction for 70% of their day, monitoring student progress to determine instructional needs. The EIT-EC works closely and collaboratively with other staff members to review student progress and change instruction to ensure high-progress and enriched learning for exceptional children.  Employee performs school-based work to carry out Board of Education policies under the direction of the school principal.

Qualifications

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Salary/Status

Certified Schedule/Full-time, 10 months

Differential of $4,500 for non-Title I School

Differential of $4,500 for Title I School

Reports To

School Principal

Place of Work

The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.

Essential Functions

• Adhere to all state, federal, and local laws, policies, and procedures

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)
• Design in-person instruction that is aligned to strategies outlined in their students’ Individualized Education Plan (IEP) and in alignment with grade level standards (reflecting learning levels and interest of individual students). enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interest of individual students)
• Design assessments that accurately assess student progress. Certain assignments may require designing digital assessments
• Assessment and instruction should be prepared as outlined in students’ Individualized Education Plans (IEP) and accommodations must be provided as prescribed.

Classroom Environment:

• Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
• 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
• Identify and address social, emotional and behavioral learning needs and barriers of individual students
• Identify and address developmental or organizational and time-management skills of individual students
• Invest students in their learning using a variety of influence techniques
• Incorporate questioning and discussion in student learning in accordance with each student’s Individualized Education Plan (IEP)
• Provide supplemental aids/services/accommodations/modifications as prescribed in each student’s Individualized Education Plan (IEP)
• Monitor and analyze student assessment data to inform enriched instruction. Certain assignments may require proficiency in monitoring and analyzing digital assessments

Professional Responsibilities:

• Maintain high growth with students assigned to EIT-EC and/or team
• Informally mentor & lead peers, especially in instructional planning, EC compliance, and differentiating instruction
• Provide support to teammates. No more than 30% of his/her instructional day is spent building instructional capacity within other teachers
• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
• 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 Collaborate with other teachers and staff responsible for the same students’ learning and development
• Participate in professional development opportunities at school, in the district, and for the program
• Additional Formal Instructional Responsibility options. Combination determined by supervisor:

Tier 1 - student focused

1. Provide EC support to colleagues, but must teach at least 70% of the day
2. Lead PLC and data analysis

Tier 2 - teacher focused (must choose at least 1)

1. Serve as model classroom for other teachers to observe
2. Peer Evaluator
3. Beginning Teacher Mentor
4. MTSS
5. IEP Liaison
6. Other, approved by the district

• Other duties as assigned or required by supervisor and approved by the Department of Teacher Leadership

Knowledge, Skills, Abilities

• Knowledge of subject matter being taught
• Knowledge of federal, state, and local regulatory requirements
• Knowledge of county and school board policies, procedures, and standards
• Skilled in computers and software including Microsoft Office and Google Workspace
• Ability to effectively lead/coach other adults to improve student achievement
• Ability to set challenging goals and reach a high standard of performance despite barriers
• Ability to plan ahead in order to reach goals and avoid problems
• Ability to set clear expectations and hold others accountable for performance
• Ability to adapt one’s approach to the requirements of a situation and to change tactics
• Ability to apply logical thinking or reasoning to define and administer effective lesson plans and course objectives
• Ability to interpret technical instructions and school system policies and procedures
• Ability to maintain curriculum guidelines or requirements as established by the State and school system
• Ability to effectively interact with principals, co-workers, students and parents
• Ability to solve problems involving sensitivity or conflict
• Ability to use and apply methods of effective instruction, including lecture and demonstration
• Ability to interpret and use assessment results
• Ability to work confidentially and with discretion
• Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and successfully bring closure to projects
• Ability to respond appropriately to situations while maintaining a professional and personable demeanor
• Ability to use or learn specialized tools, equipment, or software

Education and Experience

• Bachelor’s Degree
• At least 2 years of prior teaching experience with knowledge of best practices for the instruction of EC certified students
• Evidence of initiative and effective leadership/coaching of adults
• Desired education and experience determined by talent pool screening rubrics
• Equivalent combination of education and experience

Special Requirements

• NC Professional Educator's License in one or more of the following exceptionalities: Exceptional Children: Adaptive Curriculum

        Exceptional Children: General Curriculum

        Specific Learning Disabled

        Behaviorally/Emotionally Disturbed

        Severely/Profoundly Disabled

        Mentally Disabled

• Completion of Teacher Leader Pathway micro-credential courses
• Possess and maintain a valid driver’s license or ability to provide own transportation
• Travel to school district buildings and professional meetings