Teacher, Expanded Impact EC (26-27)

Teacher, Expanded Impact EC (26-27) Charlotte-Mecklenburg Schools Charlotte-Mecklenburg Schools - Charlotte, North Carolina This job is also posted in North Carolina School Jobs Job Details

Job ID:

5786227

Application Deadline:

Aug 18, 2026 4:59 AM (UTC)

Posted:

Yesterday

Starting Date:

Immediately Job Description General Definition of Work The 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. 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. Must be in the CMS Teacher Leader Pathway Talent Pool as an ECEIT. Salary/Status Certified Schedule/ Full-time, 10 months

Non-Title I School:

$4,500 supplemental Title 1

School:

$4,500 supplemental Reports To 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 Adhere to the North Carolina Professional Teaching Standards

Planning and Preparation:

Set high expectations of achievement that are ambitious and measurable for students Backwards 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 progress Assessment and instruction should be prepared as outlined in students' Individualized Education Plans (IEP) and accommodations must be provided as prescribed

Classroom Environment:

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

Specially Designed Instruction:

Hold students accountable for ambitious, measurable standards of academic achievement Identify and address learning needs and barriers of individual students Support the development of students' organizational and time-management skills Invest students in their learning using a variety of influential techniques Incorporate multiple Depth of Knowledge questioning and discussion in student learning Incorporate 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 instruction

Professional Responsibilities:

Maintain high growth with assigned EC students and/or team Informally mentor & lead peers, especially in instructional planning, EC compliance, and differentiating instruction to meet the needs of learners Provide modeling and co-teaching support to teaching colleagues. No more than 30% of his/her instructional day is spent building instructional capacity within other teachers 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 Choose 2: Additional Formal Instructional Responsibility options.

Combination determined by supervisor:

Provide EC support to colleagues, but must teach at least 70% of the day Lead PLC and Data Analysis Serve as model classroom for other teachers to observe Co-teach with general education teachers Leads whole staff and team PD Beginning Teacher Mentor MTSS IEP Liaison Other duties as assigned by supervisor and approved by the EC Department and by the Department of Teacher Leadership Knowledge, Skills, Abilities Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students Demonstrated 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 learning Knowledge of the subject matter being taught Technology proficiency and knowledge of digital learning may be required for certain assignments Excellent computer and reporting skills 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 in order 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 effectively interact with principals, co-workers, students and parents 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 Education and Experience Bachelor's degree required At least 3 years of prior teaching experience with knowledge of best practices for the instruction of EC certified students NC Professional Educators License in one or more of the following exceptionalities required:

Exceptional Children:

Adapted Curriculum

Exceptional Children:

General Curriculum Specific Learning Disabled Cross-Categorical Behaviorally/Emotionally Disturbed Severely/Profoundly Disabled Mentally Disabled Evidence of initiative and leadership of adults required Equivalent combination of education and experience Desired Determined by talent pool screening rubrics Special Requirements This position may not serve as EC Compliance Facilitator Completion of Teacher Leader Pathway micro-credential courses 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