| SUMMARY DESCRIPTION OF CLASSIFICATION: The Lead Teacher, Level 4A (Lead Teacher) under the direct supervision of the principal, serves as both a highly effective classroom instructor and a school-based instructional leader. This role includes direct instruction of at least one course/subject for all marking periods at a maximum of 50% of the time. A minimum of 20% of the Lead Teacher’s time (instruction and leadership) shall be reserved for planning. The Lead Teacher works with other teachers and staff to design and deliver job-embedded professional learning, provide curriculum guidance, support teachers or teams in identifying students in need of interventions and progress-monitoring student learning. This may also include leading teams in adjusting and adapting curriculum to best meet the needs of students, classes, or schools. The Lead Teacher devotes significant time to supporting content-area, course-alike, or grade-level collaborative planning, mentoring teachers and facilitating professional learning aligned with school or district priorities and school improvement goals. The Lead Teacher collaborates with and receives support and guidance from the Distinguished Lead Teacher, Level 4B. This is a school-based position.
PHYSICAL DEMANDS: As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: Required to attend school meetings, programs and activities outside the instructional day as mandated by the MCEA agreement.
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KNOWLEDGE, SKILLS, AND ABILITIES: Extensive knowledge of curriculum, and human development considerations including the characteristics and needs of students. Demonstrated organizational and leadership skills. Working knowledge of data analysis principles, and of technologies used in instruction and program management. Ability to work effectively with principals, teachers, parents, and students. Excellent communication and interpersonal skills. Knowledge and application of the six performance standards that have been established for the Montgomery County Public Schools (MCPS) Teacher Professional Growth System (TPGS). |
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EDUCATION, TRAINING, AND EXPERIENCE: Bachelor's degree from an accredited college or university, with evidence of continuing professional development. Minimum of three years’ outstanding teacher leadership experience. Experience in team planning, cooperative learning, team teaching, and in a relevant leadership role desirable. CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland State Department of Education certification requirements. Must have National Board Certification or equivalent. Only unit members who qualify for Level 3 of the Career Ladder may apply to enter a pool of qualified candidates to be considered for Level 4A Lead Teacher positions. |
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EXAMPLES OF DUTIES AND RESPONSIBILITIES: ●Provides direct instruction to students, as a teacher of record, of at least one course/subject for all marking periods at a maximum of 50% of their time.●Provides leadership, expertise, and support in their area of National Board Certification or other identified areas: interdisciplinary learning, specialized instruction, English language development, gifted and talented education, data analysis and collaborative planning, behavioral interventions, new teacher development, pedagogy, and/or other identified specialty.●Mentors and coaches teachers and/or teams who need additional support (e.g. co-teaching, lesson demonstration, support for professional growth, mentoring teachers pursuing National Board Certification).●Collaborates with teachers or teams to lead school-level job-embedded professional development opportunities.●Supports content and grade-level collaborative planning to help teams develop and analyze lessons, identify students needing tiered interventions, and monitor and analyze data to determine instructional needs and supports.●Collaborates with and receives guidance, support and coaching from the Distinguished Lead Teacher, Level 4B.●Collaborates with teachers to monitor and analyze the effectiveness of interventions; uses data to recommend alterations to the interventions to improve outcomes for students.●Collaborates with teachers to monitor and analyze student data; assists teachers to inform instruction, adjust teaching strategies, and support the communication (e.g. progress to families and students) of teachers or teams.●Serves as a member of the school’s Instructional Leadership Team (ILT)●Supports strategic planning, implementation, and evaluation of instructional programs grounded in antiracism, inclusive, trauma-informed practices, and equitable learning outcomes. ●Performs related duties consistent with the scope and intent of the position. |
