Teacher, Expanded Impact 4/ (25-26) Position Available In Mecklenburg, North Carolina

Teacher, Expanded Impact 4/ (25-26)
Charlotte-Mecklenburg Schools
Charlotte-Mecklenburg Schools – Charlotte, North Carolina This job is also posted in North Carolina School Jobs
Job Details

Job ID:

5242818

Application Deadline:

Jul 18, 2025 4:59 AM (UTC)

Posted:

Jun 17, 2025

Starting Date:

Immediately
Job Description
General Definition of Work
The expanded impact 4 teacher (EIT4), under general supervision and support of school leadership and a multi-classroom leader (MCL) performs intermediate-level work with limited decision-making discretion related to expanding his/her reach to impact more students by accomplishing 3-4 formal instructional leadership responsibilities, above that of a typical teacher position, listed in the Additional Formal Instructional Responsibilities section below. The EIT4 is responsible for planning, preparing and delivering instruction and monitoring student progress to determine instructional needs. The EIT4 works closely and collaboratively with a team of teachers and other staff members to review student progress and change instruction to ensure high progress and enriched learning for every child. Employee performs school-based work to carry out Board of Education policies under the direction of the school principal.
Qualifications
To 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.
Salary/Status
Certified Schedule/Full-time, 10 months
Differential of $11,250 for non-Title I School
Differential of $16,000 for Title I School
Reports To
School Principal
Place of Work
The 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 Functions
Adhere to all state, federal, and local laws, policies, and procedures

Planning and Preparation:

Set high expectations of achievement that are ambitious and measurable for students
Plan backward to align all lessons, activities and assessments in designated subject(s)
Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interest of individual students)
Design assessments that accurately assess student progress. Certain assignments may require designing digital assessments

Classroom Environment:

Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
Create physical classroom environments conducive to collaborative and individual learning
Establish a culture of respect, enthusiasm and rapport

Instruction:

Hold students accountable for ambitious, measurable standards of academic achievement
Identify and address social, emotional and behavioral learning needs and barriers of individual students
Identify and address developmental or organizational and time-management skills of individual students
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. Provide tutor(s) or teacher associate(s) with student groupings and instructional assignments for follow-up in small groups. Certain assignments may require the use of digital instruction
Monitor and analyze student assessment data to inform enriched instruction. Certain assignments may require proficiency in monitoring and analyzing digital assessments
Communicate with students and keep them informed of their progress

Professional Responsibilities:

Maintain high growth with students assigned to EIT4
Informally mentor & lead peers, especially in instructional planning and differentiating instruction, must coach 3 teachers
Follow program framework for observing and provides feedback to teacher on case-load
Provide coaching support to teammates. No more than 50% of his/her instructional day is spent coaching the teachers on the EIT4 caseload
Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
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
Collaborate with other teachers and staff responsible for the same students’ learning and development
Participate in professional development opportunities at school, in the district, and for the program
Additional Formal Instructional Responsibility options.

Combination determined by supervisor:

Tier 1 – student focused (must choose at least 2)
Teach 25-35% more students (class or team)
Lead PLC
Tier 2 – teacher focused (must choose at least 1)
Serve as model classroom for other teachers to observe
Peer Evaluator
Beginning Teacher Mentor
Committee Lead (ILT, SLT)
Lead PD
MTSS
IEP Liaison
Other, approved by the district
Other duties as assigned or required by supervisor and approved by the Department of Teacher Leadership
Knowledge, Skills, Abilities
Knowledge of subject matter being taught
Knowledge of federal, state, and local regulatory requirements
Knowledge of county and school board policies, procedures, and standards
Skilled in computers and software including Microsoft Office and Google Workspace
Ability to problem-solve utilizing sound judgment
Ability to effectively lead/coach other adults to improve student achievement
Ability to set challenging goals and reach a high standard of performance despite
barriers
Ability to plan ahead to reach goals and avoid problems
Ability to set clear expectations and hold others accountable for performance
Ability to adapt one’s approach to the requirements of a situation and to change tactics
Ability to apply logical thinking or reasoning to define and administer effective lesson plans and course objectives
Ability to interpret technical instructions and school system policies and procedures
Ability to maintain curriculum guidelines or requirements as established by the State and school system
Ability to establish and maintain positive relationships, and work collaboratively within and across departments, external agencies, and the public
Ability to solve problems involving sensitivity or conflict
Ability to use and apply methods of effective instruction, including lecture and demonstration
Ability 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
Excellent computer and reporting skills.
Ability to respond appropriately to situations while maintaining a professional and personable demeanor
Ability to use or learn specialized tools, equipment, or software
Education and Experience
Bachelor’s Degree
At least 3 years of prior teaching experience with 2 years demonstrated evidence of high-progress student outcomes in relevant subjects
Evidence of initiative and effective leadership/coaching of adults
Desired education and experience determined by talent pool screening rubrics
Equivalent combination of education and experience
Special Requirements
Must be in the Teacher Leader Talent Pool with a maximum role determination of MCL1.
NC Professional Educator’s License in the subject area and grade level appropriate to the school’s needs.
Possess and maintain a valid driver’s license or ability to provide own transportation
Travel to school district buildings and professional meetings

Position Type:

Not provided
Job Requirements