Researchers from the Brookings Institution and American Institutes for Research found large student learning gains associated with Multi-Classroom Leadership. Teachers who were on average at the 50th percentile in student learning gains, who then joined teams led by teacher-leaders known as multi-classroom leaders, or MCLs (who had prior high growth as teachers), produced learning gains equivalent to those of teachers from the 75th to 85th percentile in math, and, in six of the seven statistical models, from 66th to 72nd percentile in reading. Teams had a median of five teachers in addition to the MCL. For more information, see this column.

We have a rigorous selection process that focuses on competencies, taking into account our mission and school fit. It includes a pre-screening that considers the applicant’s submitted data, which shows the applicant’s record of success with student achievement, followed by interviews from leaders of a specific school.

A team of teachers and administrators in each school adopts the Opportunity Culture roles that best fit their school’s needs, to reach more students with teachers who have produced high-growth student learning; the team figures out scheduling and how to pay for the roles as well.

Great support is a hallmark of Opportunity Culture schools. Multi-classroom leaders get intensive training before the school year begins in how to lead their teams, and all Opportunity Culture staff get on-the-job training and development, and scheduled, dedicated collaborative time for planning, coaching, and support.

Busy and rewarding! An MCL’s day may include direct instruction with students, co-teaching, coaching, modeling instruction for teachers, planning with teachers, and data analysis, observation, and feedback. MCLs are granted much schedule flexibility, but they are expected to plan their schedules carefully to focus on what will make the most impact on student achievement. For an example of one MCL’s days, watch this video.

Unlike most coaches, multi-classroom leaders are fully accountable for the results of all the students assigned to them and their team—and they continue to teach part of the time in some way as well. And unlike many coaches/facilitators, MCLs lead small teams—typically two to five, although advanced MCLs may lead teams of six to eight. This gives them the protected, in-school time to provide the on-the-job guidance, co-planning, help with data analysis, and feedback that is a hallmark of Opportunity Culture support. Additionally, many MCLs help select their teammates, help them advance in their own careers, and help principals lead instructional excellence schoolwide. Finally, additional pay for this advanced role does not depend on grants.

Some or all of the teachers on a multi-classroom leader’s team may be team reach teachers, or TRTs, who directly teach more students than usual, but without raising instructional group sizes, and receive a pay supplement.

Some may be master team reach teachers, or MTRTs, who have a track record of high-growth student learning and assist an MCL with leading a larger team. They may coach one or more other teachers on the team and teach significantly more students.

Advanced paraprofessionals known as reach associates help avoid raising instructional group sizes by having students rotate through a learning lab or by pushing in/pulling out students at the direction of the MCL to provide tutoring to individuals or small groups and support students while they work on projects, skills practice, and digital learning.

A team teacher’s day is similar to a typical classroom teacher’s schedule, but with more collaborative planning and data analysis time—no more teaching in isolation, but a day full of support instead.  

The Aspiring Teacher role is an advanced paraprofessional role. Aspiring Teachers take on greater levels of responsibility to support teachers with instruction; they provide release time and support for MCLs and TRTs, and tutor and support students in a learning lab or by pushing in or pulling out students from the team’s classrooms, as directed by the MCL.

Aspiring Teachers, or ATs, free up time for MCLs to work with team teachers and for TRTs to work with more students by individual or small-group tutoring, by supporting students while they work on projects, skills practice, and digital learning, and by supporting the team on other noninstructional tasks.

While working with students, Aspiring Techers often reteach concepts to students who have not mastered a skill, or extend and enrich instruction for students who are ready to move forward. Aspiring Teachers also must have some classroom management skills to supervise students independently. Aspring Teachers may provide input for lesson plans based on their observations and data gathered on student performance.