Overview

Summary
The multi-classroom leader (MCL) leads a small team of teachers, paraprofessionals, and teacher residents to meet the MCL’s
standards of excellence. MCLs establish each team member’s goals, determines how students spend time, and develops teachers’
content knowledge. The team uses the MCL’s methods and tools for coaching and feedback. The MCL co-plans, co-teaches, models, coaches, and gives feedback. The MCL also teaches students part of the time, in most cases. The MCL organizes the team to analyze student learning data and change instruction to ensure high-growth learning for every child. The MCL collaborates with the team, using the team’s ideas and innovations that the MCL agrees may improve learning. The MCL is fully accountable for learning and development of all students taught by the team members. Each MCL helps leads their development, and monitors, assesses, and shares their progress with the principal.  Multi-classroom leaders may be “full- release” (meaning they teach no full class(es) of their own) or “partial- release” (in which they continue to teach a class for part of the day). A partial-release MCL typically has a smaller team than a full-release MCL.

Responsibilities
Partial-release MCLs will apply all of these responsibilities to
their own classroom(s) as well as those of their team
members. Full-release MCLs ensure follow-through on these
practices by their team members, and use the instructional
strategies when working directly with the team’s students.

 

 Set high expectations of achievement that are ambitious
and measurable for all students taught by team
 Set direction, verbally and with tools and materials, that
clarify content and teaching process
 Lead team to:
• Internalize modules and lessons on a consistent basis
• design instruction that is enriched (developing higher-
order thinking skills) and personalized (reflecting
learning levels and interests of individual students)
• Use assessments that accurately assess student progress

Classroom Environment
 Lead team to:
• hold students accountable for high expectations of
behavior and engagement that are ambitious,
measurable and aligned to our core values
• create physical classroom environments conducive to
collaborative and individual learning
• establish a culture of respect, enthusiasm, and rapport
• Work to integrate Values Based Character Education
and Service Learning into the Academic program

 Lead team to:
• hold students accountable for ambitious, measurable
standards of academic achievement
• identify and address individual students’ social,
emotional, and behavioral learning needs and barriers
• identify and address individual students’ development
of organizational and time-management skills
• invest students in their learning using a variety of
influence techniques
• incorporate questioning and discussion in teaching
• incorporate small-group and individual instruction to
personalize and tailor instruction to individual needs
• monitor and analyze student assessment data to inform
enriched instruction by teacher
• lead team to analyze student data to inform classroom
instruction
• work with teachers to communicate with students and
keep them informed of their progress

Professional Responsibilities
 Solicit and eagerly receive feedback from principal and
team members to improve professional skills
 Lead team to 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
 Organize and schedule team time to ensure alignment of
instructional vision and delivery in all classrooms, and to
troubleshoot students’ persistent learning challenges

 Lead team to determine how students spend instructional
time based on instructional skills and content knowledge
of teachers in team
 Allocate instructional process elements (lesson planning,
large-group instruction, small-group instruction, individual
interventions, data analysis, grading, etc.) among team of
teachers based on teacher strengths, content knowledge,
and professional development goals
 Model instructional tasks to aid team development
 Provide feedback, developmental advice, and assignments
to develop team members’ effectiveness
 Share team member’s progress with principal
 Participate in professional development opportunities at
school

Qualifications
 Knowledge of subject matter being taught
 Bachelor’s degree
 Valid teaching certificate
 Prior evidence of high-progress student outcomes in the
relevant subjects
 Experience successfully leading and managing a team of
adults to accomplish goals
 Demonstrated effectiveness working with people who
have differing cultural backgrounds and/or personal
characteristics, including race, religion, gender, sexual
orientation, or economic differences. Preference given for
experience working successfully with those of similar
demographics to the desired school placement.

Hours
 Full-time position
 Teacher-leader has built-in planning and collaboration
times to complete administrative tasks, analyze data, plan
instruction, and manage the team
Pay: Paid Pay is commensurateiserate with experience. An
additional stipend will be added based on role.

Reports to: Principal

 

About Compass Community Schools

The Compass Community Schools are a network of 6 public, charter schools in Memphis, TN.  At our campuses in Berclair,
Binghampton, Frayser, Hickory Hill, Midtown and Orange Mound, we prepare students for college and life-long success by
developing the whole child through a focus on academic excellence, values-based character education and service learning in the community.  Our vision mirrors Dr. Martin Luther King, Jr.’s idea of education: “Intelligence plus character – that is the goal of true
education.” This true education – provided within a supportive, joyful and hopeful school culture – will prepare our students to be positive agents of change within our communities.