Primary Purpose:

The Multi-Classroom Teacher Leader (MCL) is an exemplary teacher who extends their impact by leading a team of teachers while continuing to provide direct instruction to students. Through coaching, modeling, data analysis, collaborative planning, and professional learning, the MCL improves instructional effectiveness and student achievement across multiple classrooms.

The MCL serves as the campus content leader for literacy and/or mathematics, ensuring high-quality Tier I instruction, effective intervention practices, and implementation of district instructional priorities.

Minimum Qualifications: 

Education/Certification

• Valid Texas teaching certificate appropriate for assignment
• Highly qualified in content area assigned
• Satisfactory outcome of fingerprinting background check

 

Required Experience:

Minimum five (5) years of successful classroom teaching experience

Demonstrated record of strong student achievement and growth outcomes

Experience leading PLCs, teacher teams, or campus initiatives preferred

Experience coaching adults preferred

 

Knowledge/Skills:

• Deep knowledge of middle school literacy and/or mathematics instruction
• Strong understanding of curriculum, assessment, and instructional best practices
• Knowledge of MTSS and intervention systems
• Ability to analyze multiple sources of student data
• Strong facilitation and adult learning skills
• Ability to coach and develop teachers through observation and feedback
• Excellent communication, organization, and interpersonal skills
• Ability to build trust and influence without direct supervisory authority

 

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

 

 

• Willingness to participate in schooling and/or training outside of and in addition to the school day in order to increase capacity and knowledge in intervention.

 

 

Professionalism 

The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

 

• Rule §247.1 Purpose and Scope; Definitions 
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators 

 

Instructional Leadership

The MCL promotes improvement of instruction through activities such as:

• Serve as the content expert for literacy or mathematics on the campus.
• Model highly effective instructional practices through demonstration lessons and co-teaching.
• Support implementation of district curriculum, instructional frameworks, and assessment practices.
• Facilitate lesson internalization and collaborative planning.
• Ensure instructional alignment to state standards and district expectations.
• Monitor implementation of evidence-based instructional strategies.

Teacher Development and Coaching

The MCL develops teacher capacity through activities such as:

• Lead and facilitate Professional Learning Communities (PLCs).
• Conduct coaching cycles with assigned teachers.
• Provide timely, actionable feedback following classroom observations.
• Support new teacher induction and mentoring.
• Assist teachers in analyzing student work and assessment data.
• Develop teacher leadership capacity within assigned teams.
• Support teachers in implementing intervention and acceleration strategies.

Student Achievement and Data Analysis

The MCL improves student outcomes through activities such as:

• Analyze formative, benchmark, and state assessment data.
• Monitor student progress and identify achievement gaps.
• Lead data meetings focused on instructional response and acceleration.
• Collaborate with campus leadership to develop action plans.
• Support implementation of targeted intervention and enrichment opportunities.
• Monitor progress toward campus and district student achievement goals.

Campus Improvement and Leadership

The MCL contributes to school improvement through activities such as:

• Serve as a member of the campus instructional leadership team.
• Support implementation of campus improvement priorities.
• Assist with professional learning and staff development.
• Participate in district content and leadership meetings.
• Collaborate with instructional coaches, interventionists, and administrators.
• Support continuity of instruction during staffing transitions or vacancies.

Communication and Stakeholder Relations

The MCL promotes positive relationships through activities such as:

• Maintain professional relationships with students, staff, families, and community members.
• Communicate instructional priorities clearly and effectively.
• Serve as a positive role model and representative of the district.
• Foster a culture of collaboration, accountability, and continuous improvement.

Professional Growth and Development

The MCL participates in professional learning through activities such as:

• Attend and lead campus and district leadership training.
• Engage in ongoing professional learning related to instructional leadership.
• Stay informed regarding current research and best practices.
• Share knowledge and resources with campus staff.
• Participate in district content and leadership networks.

Qualities of Effective Multi-Classroom Leaders

The MCL demonstrates the following characteristics:

• Commitment to student achievement and equity
• Strong instructional expertise
• Growth mindset and continuous improvement
• High expectations for self and others
• Ability to lead through influence and relationships
• Strong problem-solving and decision-making skills
• Ability to manage multiple priorities while maintaining attention to detail
• Commitment to developing the capacity of others

Performance Expectations

Success in this role will be measured by:

• Student achievement and growth outcomes
• Improvement in instructional quality across assigned teams
• Effectiveness of PLC implementation
• Teacher retention and development
• Progress toward campus and district goals
• Evidence of successful coaching and leadership practices

Supervisory Responsibilities

Supervise assigned teacher assistant(s), volunteer(s), and student teachers as assigned.

 

Equipment

Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, copier, fax and other equipment applicable to the position.

 

Working Conditions

Mental Demands/Physical Demands/Environmental Factors

• Maintain emotional control under stress.
• Work with frequent interruptions.
• Work irregular hours and extended work hours to include holidays and weekends.
• Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and classroom equipment).
• May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others.
• Occasional district wide and statewide travel.
• Use a computer for prolonged periods resulting in repetitive hand motion.
• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration. 
• Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.

 

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.

                                       

 

The grantee certifies that the federally funded portion of this position and duties are reasonable, necessary, allowable and allocable under the applicable federal fund source. The grantee further certifies that it is in compliance with the federal requirement that the duties of this position funded by this grant are not required by state law, SBOE rules, or local board policy, i.e., it is a supplemental position. The grant-funded portion of this position and duties meet the purpose, goals, and objectives of the federal fund source. Documentation will be maintained locally by the district that clearly demonstrates the allowable and supplemental nature of the position and will provide such documentation to TEA upon request.  The LEA will maintain auditable documentation to ensure the position was determined through a needs assessment and is included in the campus improvement plan and district improvement plan.