Indianapolis Public Schools is seeking qualified applicants for the following position(s):
Multi-Classroom Leader (Elementary)
Location or Department: Indianapolis Public Schools
Job Summary: Multi-classroom leader 1 (MCL1): leads a team of 1 other teacher and support staff to be responsible for the student load of 3 teachers at the elementary or secondary level. (S)he establishes each team memberís roles and goals at least annually, determines how students spend time and organizes teaching roles to fit each teacherís strengths, content knowledge and professional development goals. The MCL1 also teaches students her/himself in most cases, but is assigned a teaching load that enables the multi-classroom leader to perform the team leadership function well. The team uses the leaderís methods and tools. The MCL1 organizes the team to review student progress and change instruction to ensure high-progress learning for every child. The MCL1 works collaboratively with the team, using the teamís new ideas and innovations that the leader agrees may improve learning. The MCL1 is fully accountable for learning and development of all students taught by the team members. (S)he provides feedback to the principal in choosing and developing the team. MCL1s collaborate with school wide leaders and each other to achieve strong student outcomes and teacher development school wide.
Multi-classroom leader 2 (MCL2): Carries out the same tasks as an MCL 1, but instead leads a team of 2-3 other teachers and support roles to be responsible for the student load of 4-6 teachers at the elementary and secondary level.
Multi-classroom leader 3 (MCL3): Carries out the same tasks as an MCL 2, but instead leads a team of 4-6 other teachers and up to 2 support roles to be responsible for the student load of at least 7 teachers at the elementary and secondary level.
Essential Duties and Responsibilities: Essential duties and responsibilities include the following. Other duties may be assigned.
*Planning and Preparation - Set high academic expectations that are ambitious and measurable for all students taught by teachers on the team.
- Establish instructional methods and materials for all team teachers to use in their classrooms.
Lead team to:
- Plan backward to align all lessons, activities and assessments
- Design instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting the learning levels and interests of individual students)
- Design assessments that accurately reflect student progress
*Classroom Environment Lead team to:
- Hold students to high expectations for behavior and engagement that are ambitious and measurable.
- Create physical classroom environments that are conducive to collaborative and individual learning.
- Establish a culture of respect, enthusiasm, and rapport.
*Instruction Lead team to:
- Hold students accountable for ambitious, measurable standards of academic achievement.
- Identify and address individual studentsí social, emotional, and behavioral learning needs and barriers.
- Identify and address individual studentsí development of organizational and time-management skills.
- Invest students in their learning using a variety of influence techniques.
- Incorporate questioning and discussion in student learning.
- 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.
- Communicate with students and keep them informed of their progress.
Professional and Supervisory Responsibilities: - Solicit and eagerly receive feedback from supervisor 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 studentsí persistent learning challenges.
- 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.
- Delegate non-instructional administrative duties among team of teachers and paraprofessionals.
- Model instructional tasks to aid team development.
- Clarify and adjust team membersí roles and provide feedback, developmental advice, and assignments to develop their effectiveness.
- Evaluate team members for potential role changes, and for increasing job opportunities for team teachers who are ready to advance (to new or more complex roles).
- Collaborate with school wide leaders and each other to support strong student outcomes and teacher development school wide.
- Participate in professional development opportunities at school.
Qualifications: To perform this job successfully, an individual must be able to perform each essential duty 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.
Education and/or Experience: Minimum qualifications:
- Bachelorís Degree
- Knowledge of subject area being taught
- Minimum three (3) years of teaching experience
- Prior consistent evidence of leading students to achieve high-progress academic outcomes in relevant subjects (in the top 25% compared to other teachers in the state)
- Experience successfully leading and managing a team of adults to accomplish goals
Certificates, Licenses, Registrations: Must hold or have the ability to attain a current or valid Indiana State Teacherís license in the subject area and grade level appropriate to the schoolís needs. Must be deemed Highly Qualified in accordance with the Indiana Department of Education.
Language Skills: Ability to speak grammatically correct English. Ability to read, analyze and interpret professional journals, technical procedures, curriculum guides, or state and school board regulations. Ability to write reports, business correspondence, and procedures. Ability to effectively present information and respond to questions from students, parents, administrators, business and community.
Mathematical Skills: Ability to perform basic arithmetic functions, work with and impart mathematical concepts such as probability and statistical inference, and fundamentals of plane geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Physical Demands: This position requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work at times requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights. There are occasional unpleasant work elements, but the work environment is generally comfortable. 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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