Multi Classroom Leader (MCL) - Instructional Coach (Dabney Elementary)

Multi Classroom Leader (MCL)

• Instructional Coach (Dabney Elementary) Vance County Schools Central Office
• BOE•Henderson, North Carolina This job is also posted in North Carolina School Jobs, and Vance County School District•NC Job Details

Job ID:

5807153

Application Deadline:

Sep 01, 2026 11:59 PM (Eastern Standard Time)

Posted:

Yesterday

Starting Date:

Immediately Job Description J MULTI-CLASSROOM

LEADER III

(FULL RELEASE)

DABNEY ELEMENTARY SCHOOL

Grades 3-5 Literacy and Mathematics Focus

Reports To:

Principal and Advanced Teaching Roles Coordinator

Duration:

Renewable 2-Year Contract

Compensation:

• 10-month position with up to 5 additional summer days as set by the district
• Based on the state salary scale
• Salary differential between $7,000
• 13,000
• Local supplement of $3,500
• State benefits

POSITION OVERVIEW

A multi-classroom leader (MCL) serves as an instructional coach and teacher leader at the school level. The focus of this position is to provide instructional coaching support in one or more content areas to a team of teachers while sharing responsibility for the performance and achievement of all students served by the team. Through coaching, collaboration, data analysis, and instructional leadership, the MCL works to improve teacher effectiveness and student outcomes. Within the Vance County Schools Advanced Teaching Roles (ATR) framework and grounded in the Opportunity Culture® model, the Multi-Classroom Leader III at Dabney Elementary School will serve as a full-release instructional leader supporting Grades 3-5 literacy and mathematics instruction. The successful candidate will possess demonstrated expertise in elementary literacy and mathematics, a record of high student growth, and the ability to develop teacher effectiveness through coaching, modeling, collaborative planning, and professional learning. The MCL III is accountable for the success of all students served by the team and will work to ensure every classroom consistently delivers high-quality, standards-aligned instruction aligned to district priorities, the VCS Teaching and Learning Cycle, and school improvement goals.

MCL Designations:

• MCL I
• Leads a team of 3 teachers
• MCL II
• Leads a team of 4-5 teachers
• MCL III
• Leads a team of 6-8 teachers

KEY RESPONSIBILITIES

Instructional Leadership Lead a team of Grades 3-5 teachers to improve student achievement in literacy and mathematics.

• Establish and communicate clear expectations for high-quality instruction.
• Support implementation of district curriculum, instructional frameworks, and assessment practices.
• Model effective instructional practices and high-impact lessons.
• Provide demonstration lessons, co-teaching opportunities, and classroom support.
• Facilitate collaborative planning sessions focused on rigorous, standards-based instruction.
• Support teachers in the planning, implementation, and assessment of effective classroom instruction that meets the needs of all learners.
• Lead teachers in implementing evidence-based instructional strategies that result in high levels of student engagement and learning.
• Ensure instructional decisions are aligned with student needs, school improvement goals, and district priorities.
• Support implementation of the VCS Teaching and Learning Cycle through planning, instruction, assessment, reflection, and adjustment.
• Promote student discourse, academic conversations, and student ownership of learning across classrooms.
• Align all instructional work to school and district goals, frameworks, and resources.
• Identify innovative solutions for improving teacher effectiveness and student outcomes.
• Serve on the School Leadership Team. Coaching and Teacher Development Execute coaching cycles to build teacher capacity both in-person and virtually.
• Implement the district coaching framework: See It
• Name It
• Do It
• Follow Up.
• Provide ongoing job-embedded coaching through observation, feedback, modeling, and follow-up support.
• Conduct classroom observations and provide timely, actionable feedback.
• Facilitate reflective conversations that strengthen instructional practice.
• Develop teachers' instructional expertise through individualized coaching cycles.
• Support beginning teachers, alternatively licensed teachers, international teachers, and veteran educators.
• Build teacher leadership capacity within grade-level and content-area teams.
• Foster a culture of continuous improvement, collaboration, and professional growth.
• Lead team members in establishing goals aligned to student achievement and professional growth.
• Facilitate the development of a growth mindset in self and team members.
• Proactively strive to improve instructional and leadership practices. Data Analysis and Student Achievement Lead teachers in analyzing classroom, benchmark, EVAAS, state assessment, and progress-monitoring data.
• Facilitate data conversations that focus on student growth and achievement.
• Identify instructional trends and develop action plans to address learning gaps.
• Monitor student progress and adjust instructional supports based on evidence of learning.
• Support intervention and enrichment planning aligned to student needs.
• Lead teams in using data to drive instructional decisions.
• Maintain accountability for the academic outcomes of all students served by the team.
• Monitor progress toward school and district achievement goals.
• Utilize student achievement data to measure instructional impact and inform coaching priorities. Professional Learning and Collaboration Facilitate Professional Learning Communities (PLCs) focused on student outcomes.
• Lead planning and data meetings with team members.
• Lead curriculum-based professional learning and instructional planning.
• Support teachers in implementing research-based literacy and mathematics practices.
• Collaborate with school administration to align coaching priorities with school improvement efforts.
• Collaborate with school and district leadership to improve teaching and learning.
• Attend professional development sessions with the Advanced Teaching Roles Coordinator and others as designated by the district.
• Attend district Professional Learning Community (PLC) meetings as established by the district.
• Contribute to a positive school culture that promotes excellence, accountability, and collaboration. Student-Centered Support Provide instruction to small groups of students as outlined by district expectations.
• Co-teach to support teacher and student development.
• Support teachers in differentiating instruction to meet diverse learner needs.
• Ensure interventions and enrichment opportunities are aligned to student data.
• Promote instructional practices that maximize student engagement and achievement. Coaching Documentation and Monitoring Maintain coaching documentation within SchoolMint Grow.
• Conduct regular classroom observations, coaching meetings, and feedback conferences.
• Monitor progress toward teacher growth goals and student achievement targets.
• Utilize coaching and performance data to inform support and next steps.
• Maintain records and evidence of coaching impact as required by district expectations. SKILLS Coaching and Mentoring
• Ability to provide constructive feedback and guidance to educators while fostering professional growth. Pedagogical Knowledge
• Deep understanding of educational theory, instructional strategies, curriculum implementation, literacy instruction, and elementary mathematics pedagogy. Data Analysis
• Proficiency in analyzing multiple sources of student and teacher data to inform decision-making and support continuous improvement. Communication Skills
• Excellent verbal and written communication skills to effectively collaborate with teachers, administrators, families, and stakeholders. Collaboration
• Strong interpersonal skills that promote trust, teamwork, and a positive learning culture. Problem Solving
• Ability to identify instructional challenges and develop effective solutions that improve outcomes. Leadership
• Ability to inspire, influence, and support positive change in instructional practices. Organizational Skills
• Effective time management and organizational skills to balance multiple priorities. Adaptability
• Flexibility to adjust coaching approaches based on teacher and school needs. Technology Proficiency
• Knowledge of instructional technology tools and SchoolMint Grow. Reflective Practice
• Commitment to continuous learning, self-reflection, and professional growth. Empathy
• Ability to understand and support educators through challenges and growth opportunities. Student-Centered Focus
• Dedication to improving student outcomes through effective instructional coaching and teacher development. Cultural Competence
• Awareness and appreciation of diverse cultural backgrounds and experiences that contribute to an inclusive learning environment.

DESIRED COMPETENCIES

The ideal candidate: Demonstrates exceptional instructional expertise in both Literacy and Mathematics.

• Builds trust and credibility with teachers through service, support, and professionalism.
• Holds high expectations for both students and adults.
• Uses data to drive decisions and measure impact.
• Leads with integrity, professionalism, and a commitment to continuous improvement.
• Develops teacher capacity rather than dependence.
• Believes every student can achieve at high levels and every teacher can grow through effective coaching.
• Demonstrates expertise in facilitating academic discourse and student engagement.
• Models a growth mindset and continuous learning.

QUALIFICATIONS

(Must Meet at Least Three) Required Valid North Carolina teaching license.

• Minimum of 3 years successful teaching experience; 5 years preferred.
• Demonstrated record of student academic growth.
• Extensive knowledge of elementary literacy and mathematics instruction.
• Strong communication, facilitation, and relationship-building skills.

Must Meet At Least Two:

Advanced Certification

• Effective ratings on an evaluation rubric
• EVAAS student growth index score from three previous school years of 1.5 or greater and no individual EVAAS student growth index score below 0 (or equivalent high-growth data if out of state)
• Demonstrated mastery of teaching skills Preferred Previous instructional coaching or teacher leadership experience.
• Experience facilitating PLCs and professional development.
• Expertise in the Science of Reading practices.
• Expertise in elementary mathematics instruction.
• Experience working within an Opportunity Culture® or Advanced Teaching Roles framework.

APPLICATION REQUIREMENTS

In addition to a completed online application, interested candidates must upload the following documents. Only applications with all required documentation will be considered. Online application (internal candidates do not need to submit an application, but must submit a letter of interest and the required documents below)

• Current teaching license
• Resume
• Recent evaluation from a supervisor
• Evidence of multiple years (minimum of two years) of high-growth student achievement data ? Should include EVAAS data if currently employed in North Carolina
• Written statement describing leadership philosophy Strong Coaches
• Strong Teachers
• Strong Students For questions, please contact: Kedecia Stewart Faines Advanced Teaching Roles Coordinator Vance County Schools kstewart@vcs.

k12.nc.us

Position Type:

Full-Time