Elementary Reach Associate

POSITION
Elementary Reach Associate (classified)

Area of Focus: multi-team

AVAILABILITY
All Reach Associate positions are one-year roles, subject to change based on school needs and funding availability.

APPLICATION PROCESS 

Submit an application in TeacherMatch and click here to submit required Opportunity Culture application materials, which include:

• Resume
• Letter of interest
• Evidence of Content Knowledge: For the content areas and grade levels you selected as preferred placement areas, please provide a short statement describing evidence of your content knowledge in the areas you selected. Examples of evidence include prior experience as a teaching assistant in that grade level, relevant college or high school courses, continuing education experiences, or test scores. No more than 250 words.
• Most recent annual (summative) evaluation

SUMMARY

The Reach Associate (RA) typically provides both instructional and non-instructional support to a Multi-Classroom Leader (MCL) team of teachers, as designated by the MCL, with a focus on providing small-group tutoring under the guidance of the MCL team. The RA may supervise time on projects, skills practice, and digital learning while providing small-group tutoring. The RA may work closely with the teaching team to complete various administrative tasks and non-instructional paperwork. The RA may also manage procedures and supervise student behavior during transitions, lunch, recess, assemblies, and other unstructured activities, and while the teacher(s) deliver instruction. All activities are guided and directed by the MCL. The reach associate may be a multi-team RA, supporting several teaching teams when team members need release time to work with other teachers, or a team RA, supporting a single team primarily through providing small-group tutoring in a tutoring lab, by pulling small groups out of classrooms, or by pushing into classrooms to work with small groups. This is a classified position. Due to the roles and responsibilities of this position, a RA is not required to drive a school bus but will have the option to receive a bus license.  

ESSENTIAL DUTIES AND RESPONSIBILITIES

Essential duties and responsibilities include the following. Other duties may be assigned.

Instructional Assistance

• Tutor small groups and individuals, under the direction and using the tools/rubrics of the supervising teachers.
• Supervise projects, skill practice, and digital learning.

Classroom and School Environment

• Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
• Contribute to a culture of respect, enthusiasm, and rapport
• Manage student behavior during transitions and less structured time (e.g., recess, lunch)
• Monitor independent work time in classroom while teacher provides instruction

PROFESSIONAL RESPONSIBILITIES

• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
• Maintain administrative duties on behalf of teacher (such as taking attendance, entering grades, scheduling parent conferences, preparing student activities and assignments, checking homework, additional paperwork)
• Collaborate with teacher(s), tutor(s), volunteers, and digital lab monitor(s), if applicable
• Participate in professional development opportunities at school, including MCL-led on-the-job development

QUALIFICATIONS

• Previous experience working with children
• High school diploma required
• 48 hours of college credit or Associate’s Degree required (minimum 2.0 GPA)
• Knowledge of subject matter being taught
• If currently an ECPS Teacher Assistant, ratings of “At or Above Standard” in all areas on most recent Annual (summative) evaluation
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. 

CRITICAL COMPETENCIES

• Achievement - The drive and actions to set challenging goals and reach a high standard of performance despite barriers.
• Concern for Order - An underlying drive to maintain or increase order in the surrounding environment.
• Belief in Learning Potential – Believes that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates. 
• Coachability - Desires to grow and achieve by learning from the feedback and examples set by supervisors, coaches, and fellow teachers.
• Flexibility - The ability to adapt one’s approach to the requirements of a situation and to change tactics.
• Initiative and Persistence - The drive and actions to do more than is expected or required in order to accomplish a challenging task.

HOURS

• 5 days a week throughout the school year
• 8 hours a day, including paid breaks
• Attending team planning and data meetings whenever possible

COMPENSATION

• Classified salary schedule Grade 56, plus $2,500.00 differential pay
• $300.00 ECPS District Supplement
• NC state benefits, as well as other benefits available for review
• 1 year agreement based upon OC School design plan and available funding

Salary : $2,500