Senior Teacher of Record

About the Employer

Expanded Impact Teacher 3 (EIT3) Job Description

General Definition of Work

The Expanded Impact Teacher 3 (EIT3), under moderate supervision, with the support of a multi-classroom leader, expands their reach to impact more students by accomplishing at least 3 additional instructional leadership responsibilities above that of a typical teacher position, in alignment with student outcomes listed in the school improvement plan. The EIT3 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs.

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. Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT3.

Salary/Status

Certified schedule/full-time, 10 months. Non-title I school: $6,750 supplemental. Title I school: $9,000 supplemental.

Reports to

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

Adhere to the North Carolina Professional Teaching Standards.

Planning and Preparation

Set High Expectations of Achievement

Set high expectations of achievement that are ambitious and measurable for students. Backwards plan to align all lessons, activities, and assessments in designated subject(s). Design instruction that is enriched addressing appropriate depth of knowledge questioning and personalized (reflecting learning levels and interests of individual students). Design assessments that accurately assess student progress.

Use Student Data

Use student data to design interventions that improve achievement across multiple classrooms.

Classroom Environment

Hold Students Accountable

Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable. Develop the capacity of their coached teacher(s) to do the same.

Create Collaborative Learning Environments

Create classroom environments that are conducive to collaborative and individual learning. Develop the capacity of their coached teacher(s) to do the same.

Establish a Culture of Respect

Establish a culture of respect, enthusiasm, and rapport. Develop the capacity of their coached teacher(s) to do the same.

Leadership

Design or Lead Schoolwide Initiatives

Design or lead schoolwide initiatives.

Serve on Curriculum Development or Assessment Committees

Serve on curriculum development or assessment committees.

Partner with Parents and Community Organizations

Partner with parents, community organizations to extend student learning opportunities.

Develop Cross-Curricular Projects

Develop cross-curricular projects that connect multiple subjects and/or grade levels.

Instruction

Hold Students Accountable

Hold students accountable for ambitious, measurable standards of academic achievement. Develop the capacity of their coached teacher(s) to do the same.

Identify and Address Learning Needs

Identify and address learning needs of individual students. Develop the capacity of their coached teacher(s) to do the same.

Support Organizational Skills

Support the development of students' organizational and time-management skills. Develop the capacity of their coached teacher(s) to do the same.

Invest Students in Learning

Use a variety of strategies to invest students in their learning. Develop the capacity of their coached teacher(s) to do the same.

Incorporate Leveled Questioning

Incorporate leveled questioning and discussion in student learning. Develop the capacity of their coached teacher(s) to do the same.

Tailor Instruction

Tailor small group and individual instruction to meet the needs of all students. Develop the capacity of their coached teacher(s) to do the same.

Monitor Student Assessment Data

Monitor and analyze student assessment data. Develop the capacity of their coached teacher(s) to do the same.

Communicate with Students

Create structures to communicate with students and keep them informed of their progress. Develop the capacity of their coached teacher(s) to do the same.

Professional Responsibilities

Maintain High Growth

Maintain high growth with students assigned to EIT3.

Informally Mentor and Lead Peers

Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction.

Solicit Feedback

Solicit and eagerly receive feedback from supervisors, coached teacher(s), and team members to improve professional skills.

Maintain Regular Communication with Families

Maintain regular communication with families and work collaboratively with them. Develop the capacity of their coached teacher(s) to do the same.

Collaborate with Other Teachers

Collaborate with other teachers and staff responsible for the same students' learning and development.

Participate in Professional Development

Participate in professional development opportunities at school, in the district, and for the program.

Must Choose 3: Additional Formal Instructional Leadership Responsibility Options

Must choose 3: additional formal instructional leadership responsibility options. Combination based on school data and determined by supervisor:

Lead PLC

Lead PLC.

Lead Data Analysis and Responsive Planning

Lead data analysis and responsive planning.

Instruct Additional Small Groups of Students

Instruct additional small groups of students.

Serve as a Model Classroom

Serve as a model classroom for other teachers to observe.

Beginning Teacher Mentor

Beginning teacher mentor.

Committee Lead (ILT, SIT)

Committee lead (ILT, SIT).

Leads Whole Staff and Team PD

Leads whole staff and team PD.

MTSS

MTSS.

Other Duties as Assigned by Supervisor and Approved by the Department of Teacher Leadership

Other duties as assigned by supervisor and approved by the department of teacher leadership.

Knowledge, Skills, Abilities

Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area. Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students. Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning.

Education and Experience

Bachelor's degree required. At least 3 years of prior teaching experience with at least 2 years of demonstrated evidence of high-growth student outcomes in relevant subjects required. NC Professional Educator's License in the subject area and grade level appropriate to the school's needs required. Evidence of initiative and leadership of adults required.

Desired

Desired by talent pool screening rubrics.

Special Requirements

Note: This position must coach 1-2 teachers and have release time on a weekly basis that is dedicated to coaching their caseload. This position must be teacher of record for a classroom and teach at least 50% of the day. Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school.

Possess and maintain a valid driver's license or ability to provide own transportation.
Travel to school district buildings and professional meetings.