In the previous post we looked at the Facilitating Teacher and Collaborating Teacher, both positions that will begin in the fall of 2017 (meaning the hiring process will start in the Spring of 2017). The fourth path (and second new option) for teachers is the Multi-Classroom Teacher (MCT), and it represents (in our current estimation) the pinnacle of influence for a classroom teacher. These positions won’t begin until the Fall of 2018, so they’re still a full 18 months away. However, let’s take some time today to at least introduce them, and then in the future we’ll come back and explore them in more detail.
MCTs are master teachers, as demonstrated by both classroom observation and student performance data, who will co-teach across multiple classrooms with other teachers and apprentice them in the art and science of what highly effective instruction looks like. By focusing on two to four teachers and working in depth with them on a daily basis through modeling, co-teaching, and reflection, these teachers will directly impact students in multiple classrooms. Multi-Classroom Teachers will have demonstrated high effectiveness with students and adults and will have multiple educational credentials (such as National Board Certification and an additional certification such as an advanced degree in the relevant area or an internal certification through the district). MCTs ideally will be rated at least “Accomplished” on Standards 1, 3, and 4 to demonstrate high performance on the Professional Teaching Standards. MCTs must also be rated as “Exceeds Expected Growth” (or blue) in EVAAS; for teachers without a state EVAAS score, they must submit additional proof of a significant positive impact on student performance.
There will be approximately 18 MCTs placed in individual schools where the School Improvement Team and Principal have identified a specific academic focus, with approval by the district office. The Co-Teachers who will be working with the Multi-Classroom Teacher will be involved in the interview process, thereby creating agreement and communicating a willingness to work side-by-side with this master teacher in an effort to improve their own instructional skill and influence the academic achievement of students in their respective classrooms. The fact that MCTs will teach with Co-Teachers ensures their influence extends beyond the walls of one single classroom. Students benefit directly by having two teachers in the classroom rather than one to allow for more individualized instruction, thereby aligning to the district’s vision and mission. It also expands the reach of these teachers exponentially so that they can influence more students than if they remained in their own classroom.
Just as with the Facilitating Teacher, the district has the option of retaining an 3 MCTs for district-level MCT positions, who will co-teach with teachers from different schools rather than within the same school. Multi-Classroom Teachers, in recognition of their work, will receive a 15% supplement above the level of the Facilitating Teacher.
Just as Facilitating Teachers have a sub-path of teachers they work with in Collaborating Teachers, so Multi-Classroom Teachers have a sub-path of teachers they will work with called Co-Teachers (Co-T). Co-Ts represent the 6th and final path available to teachers within PCS, and they are those teachers who apprentice themselves to a Multi-Classroom Teacher. While these teachers will not receive a supplement as other teachers do, they will receive specialized training in the co-teaching methodology; engage in co-planning, co-teaching, and co-reflecting with the Multi-Classroom Teacher; and upon demonstration of success in the classroom with the Multi-Classroom Teacher, will have the option to complete an internal certification making them eligible to apply for the Facilitating Teacher path.
In the next post we will take all six pathways (Beginning, Professional, Facilitating, Collaborating, Multi-Classroom, and Co-Teaching) and pull everything together to review how they relate to each other, how they are different, and how the compensation schedule is structured.