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OpportunityCulture.org 1
To copy or adapt this material, see OpportunityCulture.org/terms-of-use
Multi-Classroom Leadership
Defining the MCL Role
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Learning Objectives
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• Understand how MCLs use both direct and indirect reach strategies to impact student achievement
• Understand the expectations for new roles• Distinguish between teacher and teacher-leader
competencies• Distinguish the role of the MCL from other roles in the
school building
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Goal 1: Give more students access to excellent teaching
Goal 2: Transform teaching into a highly paid, higher-impact
profession
Why an Opportunity Culture?
Challenges:• “Solo practice”—one-teacher-one-classroom model• Absence of teams allowing leadership, professional
learning, pay• Too many students go without excellent teaching
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1. Reach more students with excellent teachers and their teams.
Opportunity Culture Principles
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2. Pay teachers more for extending their reach.
Opportunity Culture Principles
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3. Fund pay within regular budgets.
Opportunity Culture Principles
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4. Provide protected in-school time and clarity about how to use it for planning, collaboration, and development.
Opportunity Culture Principles
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5. Match authority and accountability to each person’s responsibilities.
Opportunity Culture Principles
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1. Reach more students with excellent teachers and their teams.
2. Pay teachers more for extending their reach.3. Fund pay within regular budgets.4. Provide protected in-school time and clarity about
how to use it for planning, collaboration, and development.
5. Match authority and accountability to each person’s responsibilities.
Opportunity Culture Principles
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• Design Process:– Needs Assessment– Goal-setting– Model Selection– Hiring, Scheduling– Implementation Planning
How Did We Get Here?
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• 2013-14: 7 schools in Charlotte and Nashville• 2014-15: More than 30 schools, 3 states
How Did We Get Here?
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• 2015-16: 60+ schools, 4 states, 5th state planning
• Projected: double annually
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What Qualities Led You to this Position?
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Competencies of Teacher-Leaders
A pattern of thinking, feeling, acting or
speaking that causes a person to be successful
in a job or role.
Competencies can be the focus of professional
development and are powerful for selecting
people who are already a good fit for a job.
What is a competency?
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Competencies of Teacher-Leaders
Competencies: • Underlying traits and
patterns of behavior• Example: Initiative and
Persistence
Adapted from Spencer, Lyle M., and Spencer, Signe, M.. (1993) The Iceberg Model. Competence at Work (page 11). New York: Wiley & Sons, Inc.
Actions:• Teacher-leader
practices• Knowledge and skills
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The MCL vs. the Traditional Teacher
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Achievement: The drive and actions to set challenging goals and reach a high standard of
performance despite barriers.
• As an MCL, you now focus on your goals and those of other teachers on your team.
• You are expected to follow through on commitments to students, your school’s leadership team, and other teachers and staff.
• Not only do you demonstrate perseverance, you encourage and reinforce it in others on your team.
Competency How it Changes
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The MCL vs. the Traditional Teacher
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Monitoring and Directiveness: The ability to set clear
expectations and to hold others
accountable for performance.
• You are now responsible for asserting high standards for both students and teachers and paraprofessionals on your team.
• You are now responsible for confronting adults on your team when there are performance problems.
Competency How it Changes
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The MCL vs. a Facilitator/Coach
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Are excellent teachers with
leadership skills
Leads a team of teachers in a deep, hands-on way and teaches
Works with many (if not
most) teachers in a school or
multiple schools in a district
Multi-Classroom Leader Both Facilitator/Coach
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The MCL vs. a Facilitator/Coach
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Provides direction
about instructional
methods, materials,
planning, etc.
Leads team in determining roles and classroom routines
Makes suggestions to
teachers and provides
assistance, but may not have
actual authority to lead
Multi-Classroom Leader Both Facilitator/Coach
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MCL Types of Support--Overview
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• Review the job descriptions for MCLs• Look for:– Ambiguities– Specific actions– Areas that fit your team’s strengths, or highlight an area of growth
Job Descriptions
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15 minutes
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• How will the MCL work cohesively with the other leadership positions in the school?– Create an organizational chart
The MCL and Other School Leaders
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15 min
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Imagine that one of your colleagues comes up to you during the first week of school and asks you what it means to be an MCL…..
• In explaining your role to this colleague, what are the two or three most important things you plan to say about your new role as an MCL?
Reflection: Next Steps
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• Opportunity Culture Toolkit: http://opportunityculture.org/opportunity-culture-toolkit
• The Many Faces of Leadership in Educational Leadership (2007), by Charlotte Danielson (2007) retrieved from http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/The-Many-Faces-of-Leadership.aspx
• KIPP (2009). Leadership Progression Roadmap: Teacher to Grade Level Chair. Retrieved from: http://tntp.org/assets/tools/KIPP_Leader_Progression_Teacher_to_Grade_Level_Chair.pdf
• Spencer, Lyle M., and Spencer, Signe, M.. (1993) The Iceberg Model. Competence at Work (page 11). New York: Wiley & Sons, Inc. 23
Sources
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