Multi-Classroom Teacher, 2026-2027 School Year

Primary Purpose:  

Leads a small team of instructors and/or paraprofessional(s) in lesson planning, data collection, data  analysis, instructional changes, and the creation of a tutoring culture. Establishes each team member’s roles  and goals at least annually, determines how students spend time, and organizes teaching roles to fit each  teacher’s strengths, content knowledge, and professional development goals. Observes and coaches team  teachers, co-teaches with them, models instruction, provides feedback, organizes the team to analyze  student learning data and change instruction to ensure high-growth learning for every child, teaches 50% of  the time; improves teaching and learning 40% of the time, and is committed to using data and content  leadership which includes, but not limited to, creating and refining tools for teachers to utilize to achieve  content vision, including assessments, unit plans and lesson plans 10% of the time. Has data that proves an  increase in student achievement. Is fully accountable for learning, and development of all students taught  by the team members.  

Qualifications:  

Education/Certification:  

Knowledge of subject matter being taught  

Bachelor’s degree  

Valid teaching certificate  

A minimum of 3 years of successful classroom experience (evidence of success will be required):  

a. 2023-2024 Classroom teacher submits latest T-TESS Evaluation and evidence of improved student  achievement (MAP/Universal Screening data from BOY ’23 to MOY ’24).  

b. 2022-2023 Classroom teacher submits latest T-TESS Evaluation and evidence of improved student  achievement (MAP/Universal Screening data from BOY ’22 to EOY ’23).  

c. Classroom teacher prior to 2022-2023 submits latest evaluation document and evidence of improved  student achievement (MAP/Universal Screening data from BOY ’23 to MOY ’24) of three teachers you  coached throughout the 2023-2024 school year.  

Special Knowledge/Skills:  

 Teacher must be willing to lead and manage a team of adults to accomplish common goals. Must have prior  evidence of high-progress student outcomes and growth in the relevant subjects (students making at least  one year’s growth during the academic year). Must possess organizational skills and ability to influence  others, indicating high potential to improve student outcomes. Must be able to support teachers and closely  supervise said teachers until similar student gains have been demonstrated. Must demonstrate  effectiveness working with people who have differing cultural backgrounds and/or personal characteristics,  including race, religion, gender, sexual orientation, or economic differences. 

Major Responsibilities and Duties:  

Demonstrates ability to maintain multiple classrooms.  

Utilizes the district-aligned instructional materials that team teachers use in all classrooms.  Sets direction, verbally and with tools and materials, that clarify content and teaching process.  Works collaboratively with team to improve student learning.  

Leads Professional Learning Communities to:  

 Plan backward to align all lessons, activities, and assessments.  

 Design instruction that is enriched (developing higher-order thinking skills) and personalize learning  which reflects the individual students’ levels and interests.  

 Design and utilize assessments that accurately assess student progress.  

 Organize and schedule team time to ensure alignment of instructional vision and delivery in all  classrooms, and to troubleshoot students’ persistent learning challenges.  

Organizes team to analyze student learning data.  

Incorporates small-group and individual instruction to personalize and tailor instruction to individual needs.  Monitors and analyzes student assessment data to inform enriched instruction by teachers.  Communicates with students and keeps them informed of their progress.  

Provides coaching support to teammates.  

Allocates instructional and non-instructional duties among team members.  

Participates in monthly professional development opportunities.  

Demonstrates proficiency in knowledge of digital learning.  

Clarifies and adjusts team members’ roles and responsibilities, and provides observation feedback,  developmental advice, and assignments to develop teacher effectiveness.  

Chooses team members and leads development of team.  

Collaborates with principal to build capacity in team teachers to allocate instructional process elements  (lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis,  grading, etc.) based on teacher strengths, content knowledge, and professional development goals.  

Shares team member’s progress with principal when team members do not meet expectations.  Monitors, assesses, and shares the progress of team members with principal and district leadership. 

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Supervisory Responsibilities:  

This job has no supervisory responsibilities.  

Mental Demands/Physical Demands/Environmental Factors:  

Tools/Equipment Used: Standard office equipment including personal computer and peripherals.  Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping,  pushing/pulling, twisting. The physical demands described here are representative of those that must be  met by an employee to successfully perform the essential functions of this job. While performing the duties  of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel,  and to stand and walk. Specific vision abilities required by this job include close vision, distance vision, and  ability to adjust focus.  

Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking,  grasping/squeezing, wrist flexion/extension, reaching; may climb ladders.  

Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45  pounds and over).  

Environment: The work environment characteristics described here are representative of those an  employee encounters while performing the essential functions of this job. Occasional district-wide travel to  multiple campuses, as assigned. The noise level in the work environment is usually moderate.  Mental Demands: Work with frequent interruptions; emotional control under stress.