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 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. 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 leader’s 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 team’s 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
Lead team to:
Lead team to:
Lead team to:
PROFESSIONAL AND SUPERVISORY RESPONSIBILITIES
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
Driving for Results
Influencing for Results
IPS Community Behaviors
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.
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.
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.
CERTIFICATES, LICENSES, REGISTRATIONS
Must hold or have the ability to attain a current or valid Indiana State Teacher’s license in the subject area and grade level appropriate to the school’s needs. Must be deemed Highly Qualified in accordance with the Indiana Department of Education.
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.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.