Advanced Teaching Roles (ATR) Lead Teacher

Definition

An ATR Lead Teacher (LT) is expected to intensively coach 2-10 teachers on their caseload, and teach students through various models.

Duties and Responsibilities

• Responsible for leading a team of teachers and other support staff responsible for multiple classrooms, as well as teaching students within the team.
• Establish each team member’s roles and goals at least annually, determine how students spend time and organize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals.
• Organizes the team to review student progress and change instruction to ensure high growth and academic progress for every child.
• Accountable for the learning and development of all the teachers and students on their team.
• Must work in the classroom providing direct instruction for at least 30% of the instructional day and must be given a healthy balance of teaching/coaching time so they can perform all instructional responsibilities that are expected.
• As outlined in the table below, there are three levels of ATR Lead Teachers based on the number of teachers they are leading:

ATR Lead Teacher 1

Leads 2-3 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead.

ATR Lead Teacher 2

Leads 4-6 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead.

ATR Lead Teacher 3

Leads 7-10 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead

• Performs other duties as assigned.

Knowledge, Skills, and Abilities

• Strong knowledge of student growth and development.
• Skilled in assessment and using its data for teaching, learning, and individualized instruction.
• Ability to meet the needs of all adult learners.
• Ability to plan, coordinate, and continuously improve instruction.
• Ability to analyze situations, determine possible options, and make appropriate decisions based on the facts.
• Ability to develop and compile records and reports.
• 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.
• Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things.
• Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from administrators.
• Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc.
• Ability to prepare correspondence, simple reports, forms, instructional materials, etc., using the prescribed format.
• Ability to record and deliver information, to explain procedures, to follow oral and written instructions.
• Ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
• Ability to establish and maintain working relationships with parents, students, teachers, staff, and administrators.
• Ability to manage instructional time.
• Ability to manage student behavior.
• Ability to consult with parents, teachers, and the community to enhance the learning of students.
• Ability to monitor student performance.
• Ability to interact within the educational environment.
• Ability to perform non-instructional duties as assigned.
• Understands the growth and development of assigned students.
• Experience with Professional Learning Communities (PLCs).
• Experience with Smartboard, Chromebooks, iPads, laptops, SmartNotebook, Makerspace, document cameras, and other instructional technologies.
• Experience with Google Apps for Education.
• Observing & coaching (30-40% of time) – this includes observing the teachers on the team and providing feedback and coaching to them to improve their teaching and improve student learning.
• Teaching (30-40% of time) – this includes modeling lessons, co-teaching with the teachers on the team, and providing instruction to groups of students on the team.
• Leading & organizing the team (5-10% of time) – this includes leading instructional planning, determining how students spend their time, and organizing teaching roles to fit teachers’ strengths and students’ needs.
• Leading data-driven instruction (5-10% of time) – this includes leading the team to analyze data and student work samples to identify learning gaps and misconceptions and plan re-teaching.
• Leading professional development (5-10% of time) – this includes delivering professional development to teachers on effective teaching and classroom management strategies.
• Additional duties that contribute to student and/or teacher growth for their assigned team.

Physical Requirements

• 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.
• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• 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.
• Must possess the visual acuity to prepare data, work with record processes, and do extensive reading and research.

Minimum Education and Experience

• Teaching Experience & Licensure:

○ Active NC Teaching License in the grade band and content area of the advanced teaching role (required)

○ 3+ years of teaching experience (required)

• Student Growth Data (50% of weighted criteria)

○ EVAAS growth data that exceeds growth (+2.0 or higher) or comparable student growth data from another state (required)

• 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:

○ Results Orientation (10% of weighted criteria)

○ Teamwork (10% of weighted criteria)

○ Leadership Skills (15% of weighted criteria)

○ Continuous Improvement (15% of weighted criteria)

ATR Lead Teacher 1 70-80 points from weighted qualifications

ATR Lead Teacher 2 81-90 points from weighted qualifications

ATR Lead Teacher 3 91-100 points from weighted qualifications

This Position Reports Directly to: ATR and Instructional Coach Director

Department: Academic Services

This is a 10-month position

Classification: Exempt

Salary: North Carolina Teacher’s Salary Schedule (www.ncpublicschools.org)

Salary Supplement is outlined below and dependent on annual qualification:

• ATR Lead Teacher 1 $10,000 Salary Supplement
• ATR Lead Teacher 2 $15,000 Salary Supplement
• ATR Lead Teacher 3 $20,000 Salary Supplement

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. 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.

If offered a position, prospective employee must pass a required health exam, criminal records check, and drug test.

Created 03/2025 TKales

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