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

Overall Purpose 

Under the supervision and support of school leadership or a Multi-Classroom Leader (MCL), the Expanded Reach Teacher 1 (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 Multi-Classroom Leader 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