Multi-Classroom Leader at Seymour Dual Language Academy

| July 22, 2014


Job Description


The Syracuse City School District is undergoing a new phase of innovation and transformation with the goal of ensuring that all students graduate high school with the skills needed to be ready for college and career. For Syracuse, all means all – including students who fall behind or have been considered “hard to serveâ€Â for a host of reasons. The School Board and Syracuse community have charged Superintendent Sharon Contreras with improving student achievement, and she is seeking a dedicated team of school leaders and teachers to partner with her in moving the district toward its goals. The Syracuse City School District represents 31 schools and 4 alternative education programs, serving 21,030 students Pre-K-12 of whom 80% qualify for free or reduced price lunch, 20% are served by the Office of Pre-Special Education and 74% are students of color.

Seymour Dual Language Academy is one of the seven schools part of the iZone initiative for the 2013-2014 school year. As part of this initiative, Seymour is pursuing bold strategies to increase student achievement by increasing adult capacity and leadership. To do this, Seymour is developing new roles that allow passionate and effective teachers the opportunity to stay connected to kids as a classroom teacher while also directly contributing to the development of other teacher colleagues. Seymour serves 552 students in grades Pre-K-5. The student population is comprised of 20% students with disabilities, 32% English language learners, 51% Hispanic, 34% Black or African American, 8% White, 4% multiracial, 1% Asian, and 1% American Indian. Average attendance is 87.5%. New York State 2013 ELA proficiency is 3.3% and mathematics proficiency is 4.2%.

The multi-classroom leader (MCL) ensures that student and teacher performance are on track to meet ambitious school targets. The MCL serves as a model classroom teacher and staff developer for an entire grade-level of 80 to 100 students. Building a positive rapport with all colleagues is critical in the role along with success in getting positive results for kids through curriculum, instruction, and assessment. Student advocacy and teacher efficacy are top priorities for this role. Success in the role is exhibited through student academic growth and increased teacher effectiveness as measured by the Syracuse City School District Teaching and Learning rubric.

REPORTS TO: Principal

The multi-classroom leader will be expected to fulfill the following responsibilities:

  • Assessment
    • Ensure each student’s growth and development by staying current with available academic and social/emotional school resources, recommending plans for better alignment, monitoring progress, and determining effectiveness.
    • Lead weekly data meetings with team teachers and administrators outlining student progress in ELA/mathematics and next steps.
    • Review previous year’s data to address student needs in September of upcoming school year.
    • Communicate analysis of previous year’s data with team so that teachers have a clear picture of students’ ability when they enter in September of upcoming school year.
  • Curriculum
    • Review curriculum to create milestones or benchmarks so that teachers have a clear understanding of where students should be throughout the school year.
  • Instruction
    • Consistently demonstrate effective & highly effective practices across all T & L rubric areas in assigned classes.
    • Demonstrate expertise in intervention systems using standardized progress monitoring, both conventional and technology-driven (demonstrate capacity to grow).
    • Establish and maintain a model classroom environment.
    • Secure and organize resources to help team teachers and kids meet the demands of the Common Core curriculum.
    • Identify Common Core standards our students struggle with and how can we address this.
  • Staff Developer
    • Assess the team’s implementation of CCLS instructional shifts through curriculum review and informal observation.
    • Create agendas and facilitate hour meetings (3:05 PM-4:05 PM). This could be analyzing student work, curriculum review, etc.
    • Demonstrate knowledge, experience, and ensure utilization of methods and strategies to best meet the needs of ELLs and students with disabilities.
    • Develop and participate in pre-planned professional development to advance effective & highly effective teacher practice.
    • Ensure team classroom environments meet identified criteria.
    • Lead cycles of ongoing professional development in content knowledge and instructional delivery according to curriculum pacing calendars in ELA and mathematics.
    • Push into classrooms to develop and support teachers with best practices, with an emphasis on students with high needs (academic and behavioral).
    • Stay current with instructional recommendations provided by EngageNY and integrate where possible.
    • Visit classrooms on a daily basis for: informal observation and feedback, modeling instructional practices, assessing student needs.


  • Possess a Master’s Degree in education or related field.
  • Must have two consecutive years of “effectiveâ€Â or “highly effectiveâ€Â ratings per APPR.
  • Minimum five years full-time classroom teacher experience in urban school environment.
  • Experience facilitating adult teams and learning opportunities.
  • Adaptable to the complexities of the urban school environment.
  • Strong belief that all students can learn at high levels.
  • Experience adapting to and meeting the social/emotional needs of all children.
  • Experience teaching students with disabilities.
  • Experience in research-based methods for English language learner instruction.
  • Proven experience to accelerate student academic and learning performance.
  • Familiar with school-level best practices to build and sustain change.
  • Knowledge and willingness to attain deep understanding of Common Core Learning Standards and instructional shifts in education.
  • Proven experience in collecting and analyzing student performance data to inform instructional decisions that accelerate learning.


  • All candidates must possess a valid, current New York State teacher certificate, or qualify to obtain it by the first date of employment. Licensed teachers from other states may qualify for interstate reciprocity.

SALARY/SALARY RANGE: $12,000 stipend in addition to Unit 1contract salary.