Advanced Teaching Roles - Reach Teacher

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    "ExternalDescriptionStr": "<div>\n Definition\n</div>\n<div>\n Under the supervision and support of school leadership or an ATR Lead Teacher, the ATR Reach Teacher (RT) expands their reach directly and indirectly to impact more students above that of a typical teacher position.&nbsp;\n</div>\n<div>\n <br/>\n</div>\n<div>\n Duties and Responsibilities\n</div>\n<div>\n •<span> </span>Direct Impact - responsible for teaching 25-55% more students than the average teacher at that grade level and content area.\n</div>\n<div>\n •<span> </span>Indirect Impact- takes on 1-3 formal instructional leadership responsibilities.\n</div>\n<div>\n •<span> </span>Formal instructional leadership responsibilities include: Leads PLC, Model classroom for other teachers to learn from, Leads PD, Leads DDI, Mentors new teachers, coach 1 teacher if reasonable release time is provided.\n</div>\n<div>\n •<span> </span>Responsible for planning, preparing and delivering instruction and monitoring student progress to determine instructional needs.\n</div>\n<div>\n •<span> </span>Works closely and collaboratively with a team of teachers and other staff members to review student progress and change instruction to ensure high growth &amp;amp; academic progress for every child.\n</div>\n<div>\n •<span> </span>As outlined in the table below, there are three levels of ATR Reach Teachers based on the number of additional students they are teaching and the number of additional teacher leader responsibilities.\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp; ATR Reach Teacher 1\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp; Teaches 25-35% more students than the average teacher at that grade level and content area. Serves as a Teacher Leader in 1 of the following roles: Leads PLC, Model classroom for other teachers to learn from, Leads PD, Leads DDI, Mentors new teachers\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp; ATR Reach Teacher 2\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp; Teaches 36-45% more students than the average teacher at that grade level and content area. Serves as a Teacher Leader in 2 of the following roles: Leads PLC, Model classroom for other teachers to learn from, Leads PD, Leads DDI, Mentors new teachers\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp;ATR Reach Teacher 3\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp;Teaches 46-55% more students than the average teacher at that grade level and content area. Serves as a Teacher Leader in 3 of the following roles: Leads PLC, Model classroom for other teachers to learn from, Leads PD, Leads DDI, Mentors new teachers, coach 1 teacher if reasonable release time is provided.\n</div>\n<div>\n •<span> </span>Performs other duties as assigned.\n</div>\n<div>\n <br/>\n</div>\n<div>\n <span> </span>\n</div>\n<div>\n Knowledge, Skills and Abilities\n</div>\n<div>\n •<span> </span>Strong knowledge of student growth and development.\n</div>\n<div>\n •<span> </span>Skilled in assessment and using its data for teaching, learning, and individualized instruction.\n</div>\n<div>\n •<span> </span>Ability to meet the needs of all adult learners.\n</div>\n<div>\n •<span> </span>Ability to plan, coordinate, and continuously improve instruction.\n</div>\n<div>\n •<span> </span>Ability to analyze situations, determine possible options, and make appropriate decisions based on the facts.\n</div>\n<div>\n •<span> </span>Ability to develop and compile records and reports.\n</div>\n<div>\n •<span> </span>Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, scanners, pencils, scissors, and equipment for students, etc.&nbsp;&nbsp;\n</div>\n<div>\n •<span> </span>Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things.\n</div>\n<div>\n •<span> </span>Ability to speak and/or signal people to convey or exchange information.&nbsp; Includes receiving instructions, assignments and/or directions from administrators.\n</div>\n<div>\n •<span> </span>Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc.&nbsp;\n</div>\n<div>\n •<span> </span>Ability to prepare correspondence, simple reports, forms, instructional materials,&nbsp;\n</div>\n<div>\n etc., using prescribed format.\n</div>\n<div>\n •<span> </span>Ability to record and deliver information, to explain procedures, to follow oral and written instructions.&nbsp;&nbsp;\n</div>\n<div>\n •<span> </span>Ability to deal with people beyond giving and receiving instructions.&nbsp; Must be adaptable to performing under stress and when confronted with emergency situations.\n</div>\n<div>\n •<span> </span>Ability to establish and maintain working relationships with parents, students, teachers, staff, and administrators.\n</div>\n<div>\n •<span> </span>Ability to manage instructional time.\n</div>\n<div>\n •<span> </span>Ability to manage student behavior.\n</div>\n<div>\n •<span> </span>Ability to consult with parents, teachers and the community to enhance the learning of students.\n</div>\n<div>\n •<span> </span>Ability to monitor student performance.\n</div>\n<div>\n •<span> </span>Ability to interact within the educational environment.\n</div>\n<div>\n •<span> </span>Ability to perform non-instructional duties as assigned.\n</div>\n<div>\n •<span> </span>Understands the growth and development of assigned students.\n</div>\n<div>\n •<span> </span>Experience with Professional Learning Communities (PLCs).\n</div>\n<div>\n •<span> </span>Experience with Smartboard, Chromebooks, iPads, laptops, SmartNotebook, Makerspace, document cameras and other instructional technologies.&nbsp;\n</div>\n<div>\n •<span> </span>Experience with Google Apps for Education.\n</div>\n<div>\n •<span> </span>Teaching (80-90% of time) - the primary responsibility is that of teaching 25-55% more students than the average teacher in their grade level and content area. Teaching students and ensuring high student growth is the primary responsibility.\n</div>\n<div>\n •<span> </span>Teacher leader responsibilities (10-20% of time) - some examples include: leading PLCs, modeling instruction for other teachers to learn from, leading PD, leading DDI, mentoring new teachers, coaching 1 teacher if reasonable release time is provided; specific leadership responsibilities will be assigned by the school leader.\n</div>\n<div>\n <br/>\n</div>\n<div>\n Physical Requirements\n</div>\n<div>\n •<span> </span>While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; talk or hear. The employee occasionally is required to sit and stoop, kneel, or crouch.&nbsp;\n</div>\n<div>\n •<span> </span>Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.&nbsp;\n</div>\n<div>\n •<span> </span>The employee must occasionally lift and/or move up to 10 pounds. Must be able to perform light work exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or up 20 pounds of force constantly to move objects.\n</div>\n<div>\n •<span> </span>Must possess the visual acuity to prepare data, work with record processes, and do extensive reading and research.\n</div>\n<div>\n <br/>\n</div>\n<div>\n Minimum Education and Experience\n</div>\n<div>\n •<span> </span>Teaching Experience &amp; Licensure:\n</div>\n<div>\n ○ Active NC Teaching License in the grade band and content area of the advanced teaching role (required)\n</div>\n<div>\n ○ 3+ years of teaching experience (required)\n</div>\n<div>\n •<span> </span>Student Growth Data (50% of weighted criteria)\n</div>\n<div>\n ○ EVAAS growth data that exceeds growth (+0.5 or higher) or comparable student growth data from another state (required)\n</div>\n<div>\n •<span> </span>Candidates are required to demonstrate excellence in the following skills and competencies through their summative evaluations, interview, supervisor recommendation, data portfolio, CEU transcript, and/or advanced certifications:\n</div>\n<div>\n ○ Results Orientation (10% of weighted criteria)\n</div>\n<div>\n ○ Teamwork (10% of weighted criteria)\n</div>\n<div>\n ○ Leadership Skills (15% of weighted criteria)\n</div>\n<div>\n ○ Continuous Improvement (15% of weighted criteria)\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp; ATR Reach Teacher 1 70-80 points from weighted qualifications\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp; ATR Reach Teacher 2 81-90 points from weighted qualifications\n</div>\n<div>\n &nbsp; &nbsp; &nbsp; &nbsp; ATR Reach Teacher 3 91-100 points from weighted qualifications\n</div>\n<div>\n <br/>\n</div>\n<div>\n This Position Reports Directly to:<span> </span>ATR and Instructional Coaching Director\n</div>\n<div>\n <br/>\n</div>\n<div>\n Department: Academic Services\n</div>\n<div>\n <br/>\n</div>\n<div>\n This is a 10-month position\n</div>\n<div>\n <br/>\n</div>\n<div>\n Classification:<span> </span>Exempt\n</div>\n<div>\n <br/>\n</div>\n<div>\n Salary:&nbsp; North Carolina Teacher’s Salary Schedule (www.ncpublicschools.org)\n</div>\n<div>\n <br/>\n</div>\n<div>\n Salary Supplement is outlined below and dependent on annual qualification:\n</div>\n<div>\n •<span> </span>ATR Reach Teacher 1 $3,000 Salary Supplement\n</div>\n<div>\n •<span> </span>ATR Reach Teacher 2 $6,000 Salary Supplement\n</div>\n<div>\n •<span> </span>ATR Reach Teacher 3 $9,000 Salary Supplement\n</div>\n<div>\n <br/>\n</div>\n<div>\n Disclaimer\n</div>\n<div>\n The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification.&nbsp; It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to perform this job.\n</div>\n<div>\n <br/>\n</div>\n<div>\n <br/>\n</div>\n<div>\n If offered a position, prospective employee must pass a required health exam, criminal records check, and drug test.\n</div>\n<div>\n <br/>\n</div>\n<div>\n <br/>\n</div>\n<div>\n Created 03/2025 TKales\n</div>\n<div>\n <br/>\n</div>",
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