WS/FCS received a competitive grant to support the implementation of Advanced Teacher Roles, known as Opportunity Culture. We support two roles that provide enhanced support to teachers to leverage highly effective educators to maximize their impact on student achievement.
Multi-Classroom Leaders (MCLs): Teachers with a track record of high-growth student learning lead lesson planning, data analysis, and instructional changes for a small teaching team. MCLs are either partial release (no more than 4 teachers) or full release with 2–8 teachers on their teams. MCLs support teachers through coaching cycles, co-teaching, modeling lessons, leading small group instruction, leading PLT meetings, leading data analysis meetings, teaching more students, observing, giving feedback, and coaching team teachers. Due to the level of support that MCLs provide to teachers and students and how MCLs are held accountable for results, MCLs should not serve in other formal roles at the school (facilitator, dean, interventionist, etc.). Hear from Laketha Ebrahim-Blackwell on Being a Multi-Classroom Leader
Advanced Teacher Roles
Extended Impact Teachers (EITs): Teachers who serve on a team led by an MCL that reaches more students. EITs have a high-growth track record and, with the support of a Reach Associate and/or creative scheduling, EITs teach significantly more students. The EIT I role teaches at least 33% more students than the average teacher in the school. The EIT II role teaches at least 66% more students than the average teacher in the school.
Reach Associates (RAs): are advanced paraprofessionals who support EITs and MCLs. MCLs give heavy guidance on lessons and classroom management. The reach associate (RA) typically provides both instructional and noninstructional support to a team of teachers, as designated by the team’s multi-classroom leader, with a focus on providing small-group tutoring under the guidance of the multi-classroom leader’s team. (S)he also aids instruction by supervising time on projects, skills practice, and digital learning. (S)he works closely with the teaching team to complete various administrative tasks and noninstructional paperwork. (S)he manages procedures and supervises student behavior during transitions, lunch, recess, assemblies, and other unstructured activities, and while teacher(s) deliver instruction. The reach associate may be a multi-team RA supporting several teaching teams when team members need release time to work with other teachers, or a team RA who supports a single team primarily through providing small-group tutoring in a tutoring lab, by pulling small groups out of classrooms, or by pushing into classrooms to work with small groups. Hear from Janie Martin on Being a Reach Associate