Opportunity Culture Multi-Classroom Leader Mcl 2025-2026

Job Title: MultiClassroom Leader Wage/Hour Status: Exempt

Reports to: Campus Principal Pay Grade: Teacher Step Plus Stipend

Dept./School: To be assigned Days: 187

Supervises: Master Team Reach Teacher Team Reach Teacher Reach Associate Teacher Resident and Team teachers in assigned group

Primary Purpose:

• Leads a small team of teachers paraprofessionals and teacher residents in the same grade or subject
• Leads PLCs
• Coplans coteaches models coaches and gives feedback to increase teacher efficacy and effectiveness
• Teaches students part of the time
• Organizes the team to analyze student learning data to drive instruction to ensure highgrowth learning for every child.
• Collaborates with the team using the teams 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.

Two levels of MultiClassroom Leader roles are available in ECISD:

• MultiClassroom Leader I (MCL I) Leads a team of 23 teachers (partial release). Continue to teach for part of the day in a traditional teacher of record role then has release time throughout the week to support team teachers and their students. Typically supported by either a Reach Associate or Teacher Resident.
• MultiClassroom Leader II (MCL II) Leads a team of 45 teachers (partialrelease). Continue to teach for part of the day in a traditional teacher of record role then has release time throughout the week to support team teachers and their students. Typically supported by either a Reach Associate or Teacher Resident.

Qualifications:

Education/Certification:

• Knowledge of subject matter being taught
• Bachelors degree
• Valid standard teaching certificate
• A minimum of 3 years of successful classroom experience 5 years preferred

Special Knowledge/Skills:

• Knowledge of subject matter being taught
• Prior evidence of highprogress student outcomes and growth in the relevant subjects (students making at least one years growth during the academic year)
• Evidence of superior prior academic achievements and organizing and influence skills indicating very high potential to perform at this level.
• 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.
• Experience successfully leading and managing a team of adults to accomplish goals.

Major Responsibilities and Duties:

Partialrelease MCLs will apply all of these responsibilities to their own classroom(s) as well as those of their team members. Fullrelease MCLs ensure followthrough on these practices by their team members and use the instructional strategies when working directly with the teams students:

Planning and Preparation

• Sets high expectations aligns lessons and assessments and leads PLCs to ensure rigorous engaging instruction using districtaligned frameworks and datadriven strategies.
• Builds team capacity by addressing student misconceptions reinforcing prerequisite knowledge and tailoring instruction based on students backgrounds skills and needs.
• Establishes and tracks personal and team goals ensuring alignment with school objectives while providing researchbased strategies and professional development.
• Develops and refines instructional plans using short and longterm assessment calendars student performance data and crossdepartment collaboration.
• Serves as a trusted resource by providing instructional strategies and researchbased tools and advocating for school and districtlevel professional development.
• Fosters a culture of open communication teamwork and continuous improvement ensuring instructional excellence and alignment with TTESS standards.
• Creates and adheres to an MCL schedule for release time as outlined in the MCL Handbook

Team Culture and Climate

• Maintain high expectations for student behavior and engagement while fostering a collaborative respectful and individualized learning environment.
• Communicate regularly with families and team members supporting student success and fostering a culture of accountability and growth.
• Empower team members by setting ambitious goals tracking progress and providing constructive feedback to enhance instructional effectiveness.
• Foster a culture of trust and integrity through transparency open communication and active collaboration.
• Recognize and celebrate team accomplishments creating a motivating and professional work environment.

Teaching and Learning:

• Regularly assess team effectiveness making necessary adjustments and maintaining open communication to solicit ideas and celebrate successes.
• Delivers highquality coaching through timely oneonone feedback meetings ensuring actionable next steps that drive instructional improvement selfreflection and measurable team growth
• Leverages multiple coaching tools such as coteaching modeling and in the moment coaching using their classroom as a model while advocating for and providing instructional resources to support team development.
• Encourages reflective practice by fostering a growth mindset guiding team members to identify areas for improvement and leading them to take ownership of their professional development.
• Differentiates support and scaffolds learning by tailoring guidance based on individual strengths and improvement areas ensuring all team members develop confidence and instructional effectiveness.
• Holds team accountable for results by setting clear expectations ensuring followthrough on coaching action steps and driving continuous improvement to meet or exceed instructional goals.
• Provide campus and district professional development as needed

Professional Responsibilities:

• Builds strong relationships with stakeholders through open communication collaboration with MCLs coaches and facilitators and engagement with district and school leaders.
• Navigate difficult conversations with empathy and accountability proactively addressing team challenges and ensuring solutions are in place.
• Leads efficient meetings with clear agendas respectful dialogue and actionable next steps to drive continuous improvement.
• Facilitates datadriven discussions engaging teachers in itemlevel standardslevel and studentlevel analysis to improve outcomes.
• Acts as a reflective practitioner continuously refining coaching strategies while upholding professional and ethical standards.
• Encourages teacher growth and leadership leveraging team strengths and fostering leadership opportunities.
• Adhere to the MCL Handbook and all district and campus guidelines
• Attend all summer and instructional calendar year professional development opportunities
• Maintain professionalism with all campus and district staff

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Occasional prolonged or irregular hours.

Fund Sources:
Funding for this role may include but not limited to some or all of these funding sources: Title I Title II CompEd Local or Title IV

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. I have read understand and attest to the above description and funding relating to my daily activities.

Signature Date