Teacher, Expanded Impact EC/ (26-27)/ EOY

General Definition of WorkThe EC Expanded Impact Teacher (ECEIT), Expanded Impact EC, under moderate supervision, expands their reach to impact more students by accomplishing 30% more instructional leadership responsibilities, above that of a typical EC teacher position, listed in the Additional Formal Instructional Responsibilities section below. The ECEIT is responsible for planning, preparing and delivering instruction for 70% of their day, monitoring student progress to determine instructional needs. The ECEIT works closely and collaboratively with other staff members to adjust instruction to ensure progress and increased learning outcomes enriched learning for every child. Employee performs school-based work to carry out Board of Education policies under the direction of the principal.QualificationsTo perform this job successfully, an individual must be able to perform each essential function 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. Must be in the CMS Teacher Leader Pathway Talent Pool as an ECEIT.Salary/StatusCertified Schedule/ Full-time, 10 monthsNon-Title I School: $4,500 supplementalTitle 1 School: $4,500 supplementalReports ToPrincipalPlace of WorkThe normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.Essential FunctionsAdhere to all state, federal, and local laws, policies, and proceduresAdhere to the North Carolina Professional Teaching StandardsPlanning And PreparationSet high expectations of achievement that are ambitious and measurable for studentsBackwards plan to align all lessons, activities, and assessments in designated subject(s)Design in-person instruction that is aligned to strategies outlined in their students' Individualized Education Plan (IEP) and in alignment with grade level standards (reflecting learning levels and interest of individual students)Design assessments that accurately assess student progressAssessment and instruction should be prepared as outlined in students' Individualized Education Plans (IEP) and accommodations must be provided as prescribedClassroom EnvironmentHold students accountable for high expectations of behavior and engagement that are ambitious and measurableCreate classroom environments that are conducive to collaborative and individual learningEstablish a culture of respect, enthusiasm and rapportSpecially Designed InstructionHold students accountable for ambitious, measurable standards of academic achievementIdentify and address learning needs and barriers of individual studentsSupport the development of students' organizational and time-management skills Invest students in their learning using a variety of influential techniquesIncorporate multiple Depth of Knowledge questioning and discussion in student learningIncorporate small-group and individual instruction in accordance with each student's Individualized Education Plan (IEP)Provide supplemental aids/services/accommodations/modifications as prescribed in each student's Individualized Education Plan (IEP)Monitor and analyze student assessment data to inform instructionProfessional ResponsibilitiesMaintain high growth with assigned EC students and/or teamInformally mentor & lead peers, especially in instructional planning, EC compliance, and differentiating instruction to meet the needs of learnersProvide modeling and co-teaching support to teaching colleagues. No more than 30% of his/her instructional day is spent building instructional capacity within other teachersSolicit and eagerly receive feedback from supervisor and team members to improve professional skillsMaintain 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 successCollaborate with other teachers and staff responsible for the same students' learning and developmentParticipate in professional development opportunities at school, in the district, and for the programChoose 2: Additional Formal Instructional Responsibility options. Combination determined by supervisor:Provide EC support to colleagues, but must teach at least 70% of the dayLead PLC and Data AnalysisServe as model classroom for other teachers to observeCo-teach with general education teachersLeads whole staff and team PDBeginning Teacher MentorMTSSIEP LiaisonOther duties as assigned by supervisor and approved by the EC Department and by the Department of Teacher LeadershipKnowledge, Skills, AbilitiesComprehensive knowledge of the principles, standards, and expectations of curriculum in assigned areaComprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for studentsDemonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learningKnowledge of the subject matter being taughtTechnology proficiency and knowledge of digital learning may be required for certain assignmentsExcellent computer and reporting skillsAbility to effectively lead/coach other adults to improve student achievementAbility to set challenging goals and reach a high standard of performance despite barriers Ability to plan ahead in order to reach goals and avoid problems Ability to set clear expectations and hold others accountable for performanceAbility to adapt one's approach to the requirements of a situation and to change tacticsAbility to apply logical thinking or reasoning to define and administer effective lesson plans and course objectivesAbility to interpret technical instructions and school system policies and proceduresAbility to maintain curriculum guidelines or requirements as established by the State and school systemAbility to effectively interact with principals, co-workers, students and parentsAbility to solve problems involving sensitivity or conflictAbility to use and apply methods of effective instruction, including lecture and demonstrationAbility to interpret and use assessment results Ability to work confidentially and with discretion Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and successfully bring closure to projects Education And Experience Bachelor's degree requiredAt least 3 years of prior teaching experience with knowledge of best practices for the instruction of EC certified studentsNC Professional Educators License in one or more of the following exceptionalities required:Exceptional Children: Adapted CurriculumExceptional Children: General CurriculumSpecific Learning DisabledCross-CategoricalBehaviorally/Emotionally DisturbedSeverely/Profoundly DisabledMentally DisabledEvidence of initiative and leadership of adults requiredEquivalent combination of education and experienceDesired Determined by talent pool screening rubricsSpecial RequirementsThis position may not serve as EC Compliance FacilitatorCompletion of Teacher Leader Pathway micro-credential coursesPossess and maintain a valid driver's license or ability to provide own transportationTravel to school district buildings and professional meetings