26 - 27 Master Team Reach Teacher (MTRT)

POSITION: Master Team Reach Teacher (MTRT)

EXEMPT STATUS: Exempt

NUMBER OF DAYS: According to district approved calendar+5 days during the summer

DEPARTMENT: Talent Development

REPORTS TO: Principal

SUPERVISES: As assigned

EDUCATION:

• Bachelor’s degree
• Valid teaching certificate
• Minimum of 3 years of successful classroom teaching experience

EXPERIENCE:

• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference is given for experience working successfully with those of similar demographics to the desired school placement.

POSITION FUNCTION/PURPOSE

The Master Team Reach Teacher (MTRT) serves on a multi-classroom leader’s (MCL’s) team, directly teaching

more students than usual, but typically without raising instructional group sizes. Master team reach teachers also

help the MCL lead a larger team (e.g., by coaching part of the team) and/or reaching significantly more students

than other teachers.

Additionally, the MTRT has previously produced consistently high-growth student learning.

With guidance from the team’s MCL, MRTs plan and deliver instruction for multiple classes in a school where

students rotate between face-to-face learning with the teacher and digital or offline learning supervised by a

paraprofessional known as a reach associate or a teacher resident. While one class of students is with a reach associate,

the MTRT teaches another class of students, focusing on delivering personalized and enriched instruction. Each

MTRT is responsible for co-planning, co-preparing, and delivering instruction, and co-monitoring student progress to

determine instructional needs. MTRTs are also responsible for monitoring the effectiveness of instruction supervised

by the reach associate(s) and making or recommending changes. The MTRT collaborates with others working with the

same students or subjects, including other members of the multi-classroom leader’s team as well as tutors or reach

associates, to review student progress and change instruction to ensure high-progress, enriched learning for every

student. In elementary schools, teachers may specialize by subject.

Special Knowledge/Skills

• Knowledge of subject matter being taught.
• Prior evidence of high-progress student outcomes in the relevant subjects (students making at least one year’s growth during the academic year).
• Organizational skills and ability to influence others, indicating high potential to improve student outcomes.

ESSENTIAL FUNCTIONS (with guidance from MCL and in collaboration with team colleagues)

Teaches and may help with part of the MCL’s role, such as helping coach other teachers, as determined by the

MCL. With guidance from MCL and in collaboration with team colleagues, does or helps lead the following:

Planning and Preparation

• Set high expectations of achievement that are ambitious and measurable for students.
• Plan backward to align all lessons, activities, and assessments in designated subject(s).
• Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students).
• Design personalized digital or offline assignments for students while under reach associate supervision.
• Design assessments that accurately assess student growth.
• Determine how students spend all instructional time.
• Participates in monthly professional development.

Classroom Environment

• Hold students accountable for high expectations of behavior and engagement.
• Create physical classroom environments conducive to collaborative and individual learning.
• Establish a culture of respect, enthusiasm, and rapport.

Instruction

• Hold students accountable for ambitious, measurable standards of academic achievement.
• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers.
• Identify and address individual students’ development of organizational and time-management skills.
• Invest students in learning with several influence methods
• Incorporate questioning and discussion in student learning.
• Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs.
• Monitor and analyze student assessment data to inform personalized, enriched instruction.
• Provide reach associate with student groupings, instructional assignments, and assessment rubrics.
• Communicate with students and keep them informed of their progress.

Professional Responsibilities

• Solicit and eagerly receive feedback from multi-classroom leader and team members to improve professional skills.
• Maintain regular communication with families, and work collaboratively with them to design learning at home and school, and to encourage a home life conducive to learning.
• Collaborate with reach associate, other teachers, and staff responsible for the same students.
• Participate in professional development at school or at the district, including on-the-job development led by the MCL during the school year and summer.

Critical Competencies

Achievement: The drive and actions to set challenging goals and reach a high standard of performance

despite barriers

Planning Ahead: A bias toward planning in order to reach goals and avoid problems

Impact and Influence: Acting with the purpose of influencing what other people think and do

Cultural Engagement: Noticing, anticipating, and acting to meet people’s practical and emotional needs,

considering the possible effect of culture, past experiences, or personal characteristics, including race, gender sexual

orientation, religious, economic, and/or other backgrounds in order to create positive impact on individual and the

group

Teamwork: The ability and actions needed to work with others to achieve shared goals.

Developing Others: Influence with the specific intent to increase the short- and long-term effectiveness of

another person.

Flexibility: The ability to adapt one’s approach to the requirements of a situation and to change tactics.

Believe in Learning Potential: A belief that all students, regardless of circumstances, can learn at levels higher

than their current achievement indicates.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform

the essential functions of this job. Reasonable accommodations will be made if necessary while performing the duties of

this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally

and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop,

crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision

abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular

attendance required.

Equipment used

Telephone

Computer and printer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.

Revision Date:

12/21/2023

All MISD employees are expected to maintain an extreme degree of confidentiality by following the Family Educational Rights and Privacy Act (FERPA) for student information and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) for employee and student information.

Midland Independent School District provides equal employment opportunities to all employees and applicants for

employment and prohibits discrimination and harassment of any type without regard to race,

color, religion, age, sex (including pregnancy), national origin, disability status, genetics, protected veteran status,

sexual orientation, gender identity or expression, or any other characteristic protected by

federal, state or local laws.

This policy applies to all terms and conditions of employment, including recruiting, hiring,

placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and

training.