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Teacher Leadership
Opportunity Culture in GCS
Guilford County Schools has amazing teachers who are making an impact every day. The challenge? Providing those great teachers with opportunities to impact even more students and share their skills with other educators, without leaving the classroom.
In the 2018-19 school year, Guilford County Schools launched Opportunity Culture, a new initiative designed to allow excellent educators opportunities to take their talents to the next level. Opportunity Culture gives GCS’s excellent teachers the opportunity to extend their reach by leading teams and supporting teachers and students, while earning additional pay.
The Opportunity Culture initiative benefits:
- Highly successful teachers, who can show other teachers how to achieve success by sharing what works and what doesn’t – plus, they’ll advance their careers and receive additional compensation for their success and willingness to lead others.
- All teachers, who can benefit from collaboration and learning how their coworkers are making it work in their own classrooms. GCS is committed to providing all teachers with the absolute best professional development; what better place to learn than from inside your own school and community?
- Students, who will benefit from excellent educators who are expanding their reach. Research on the national Opportunity Culture initiative shows that schools implementing this team-leader approach see strong academic gains for their students in math and reading.
About Opportunity Culture
- What is Opportunity Culture?
- What does it look like in GCS?
- Does it work?
- What teacher leadership roles are available?
- Which schools are participating?
What is Opportunity Culture?
-
The Opportunity Culture initiative aims to extend the reach of excellent teaches and their teams to more students, for more pay, while increasing on-the-job support for all teachers. It all happens within schools’ recurring budgets, which means supplements and teacher support will not be funded by short-term grants that will go away just when we see these new roles make a real difference in our schools. Public Impact, a national research and consulting firm, launched the Opportunity Culture initiative’s implementation phase in 2011, with funding from The Joyce Foundation, Carnegie Corporation of New York and the Bill & Melinda Gates Foundation.
The five Opportunity Culture Principles help school districts extend the reach of excellent teachers and principals to far more students, and to their colleagues, ensuring these new roles are sustainable and effective. The principles call for teams of teachers and school leaders to choose and tailor structures to:
- Reach more students with excellent teachers and their teams;
- Pay teachers more for extending their reach;
- Fund pay within regular budgets;
- Provide protected in-school time and clarity about how to use it for planning, collaboration, and development; and
- Match authority and accountability to each person’s responsibilities.
What does it look like in GCS?
Educators determine how best to implement an Opportunity Culture in their schools.
A team of teachers and administrators in each Opportunity Culture school determines how to make the initiative work for their school. The school teams redesign schedules to provide additional time for teacher planning and collaboration, typically with “multi-classroom leaders” leading small teams and providing frequent, on-the-job development. The school design teams reallocate school budgets to fund pay supplements permanently.
Our schools use the multi-classroom leader role, as well as teacher roles known as expanded-impact teachers, and paraprofessionals known as reach associates. All these roles will receive substantial pay supplements, going up to $20,000 in Title I schools for multi-classroom leaders (MCLs). Supplements vary by how much teachers or MCLs are extending their reach and supporting colleagues.
Does it work?
Researchers at the Brookings Institution and American Institutes for Research released a study showing the effect an Opportunity Culture can have: 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, 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.
What can that mean for students? With these results year after year, students beginning kindergarten one year behind can catch up by the end of second grade—and spend the rest of their school careers on advanced math. It would take longer for reading, but the same kindergartners can still catch up before middle school. Nearly three-fourths of these schools were Title I, showing that teachers and students in every school can succeed with the right support.
What teacher leadership roles are available?
There are two new roles for teachers and one for paraprofessionals within the Opportunity Culture initiative.
Multi-Classroom Leader:
The Multi-Classroom Leader leads teachers and other staff members to meet the leader’s standards of excellence. The Multi-Classroom Leader establishes each team member’s roles and goals at least annually, determines how students spend time and organizes teaching roles to fit each teacher’s strengths, content knowledge and professional development goals. The Multi-Classroom Leader also teaches students her/himself in most cases. The team uses the leader’s methods and tools. The Multi-Classroom Leader organizes the team to review student progress and change instruction as needed to ensure high-progress learning for every child. The leader works collaboratively with the team, using the team’s new ideas and innovations that the leader agrees may improve learning. The Multi-Classroom Leader is fully accountable for the learning and development of all students taught by the team members.
- Multi-Classroom Leader 1-Leads 2-3 Teachers
- Multi-Classroom Leader 2-Leads 4-5 Teachers
- Multi-Classroom Leader 3-Leads 6-8 Teachers
Click here to learn more about the Multi-Classroom Leader
Click here to apply to be a Multi-Classroom Leader
Expanded Impact Teacher:
The Expanded Impact Teacher plans and delivers excellent in-person instruction to classes containing higher the average student numbers. Expanded Impact Teachers are responsible for planning, preparing, and delivering instruction, and monitoring student progress to determine instructional needs. Expanded Impact Teachers collaborate with team members, including other teachers, tutors, and assistant teachers, to review student progress and change instruction as needed to ensure high-progress, enriched learning for every child.
- Expanded Impact Teacher 1-Reaches at least 33% more students
- Expanded Impact Teacher 2-Reaches at least 50% more students
- Expanded Impact Teacher 3-Reaches at least 66% more students
Which schools are participating?
Elementary Schools
- Alderman
- Bessemer
- Bluford
- Cone
- Fairview
- Falkener
- Foust
- Frazier
- Gillespie Park
- Montlieu
- Oakview
- Rankin
- Simkins
- Sedgefield
- Union Hill
- Vandalia
- Washington
Middle Schools
- Eastern Guilford
- Ferndale
- Hairston
- Jackson
- Northeast Guilford
- Southern Guilford
- Welborn
- Western Guilford
High Schools
- Academy at Smith
- High Point Central
- Northeast Guilford
- Page
- Smith
Pay Structure
Position |
Salary Differential |
Multi-Classroom Leader 1Leads 2-3 teachers |
+$10,000 |
Multi-Classroom Leader 2Leads 4-5 teachers |
+$15,000 |
Multi-Classroom Leader 3Leads 6- 8 teachers |
+$20,000 |
Expanded Impact Teacher 1Reaches at least 33% more students |
+$6,000 |
Expanded Impact Teacher 2Reaches at least 50% more students |
+$8,000 |
Expanded Impact Teacher 3Reaches at least 66% more students |
+$10,000 |
Reach Associate |
+$5,000 |
*Each school will determine the positions needed. In the first year of implementation, not all schools will have all positions.
Note: Applications for Multi-classroom Leader (MCL) and Extended Impact Teacher (EIT) positions will be screened and viable candidates will be placed in a pool for principal consideration. Principals will notify applicants of the position level (MCL 1, MCL 2, MCL 3 or EIT 1, EIT 2, EIT 3) when they are contacted for a school level interview.
Application Guidelines
Resume Submission Guidelines:
Please make sure your resume reflects any of the following experiences you may have:
- Effective teaching
- Effective leadership
- Effective teamwork
- Effective support of teachers, students and/or classroom instruction (Reach Associate)
Letter of Interest Submission Guidelines:
Please provide a succinctly written letter of interest indicating why you desire to work in an Opportunity Culture school and why you believe you are a fit for the role to which you have applied. Include an explanation of how your past work or volunteer experiences relate to the position or to working in an Opportunity Culture school.
Data Submission Guidelines:
As a required component of your application, you will need to provide at least one year of high-growth student data. Multiple years of high-growth student data are strongly preferred. If you have been a teacher leader with responsibility for supporting the teaching success of other teachers, please share subject-area, grade-level and/or school-wide data. This data can include EVAAS™ (Education Value-Added Assessment System) data, or other appropriate data utilized by out-of-state school districts. If data are not available for all years requested, please explain and provide alternative evidence of impact on students where possible (e.g., facilitators, non-assessed grade or subject). Below are additional data submission guidelines. You are not limited to the list below.
Include a narrative description of your data for each year and a visual display of the data with clear labels. Please include the following in either the narrative or visual display:
- Effective teaching
- Effective leadership
- Effective teamwork
- Effective support of teachers, students and/or classroom instruction (Reach Associate)
- Your name
- School or department where you worked for each set of data you include
- Timeframe for the data (e.g. 2014-15 school year)
- Subjects and grades (e.g. 3rd grade mathematics) for the data
- The number of other teachers led, if applicable
- Data source (e.g. EOG/EOC tests, state proficiency exams, teacher-created assessments)
- Baseline to which you are comparing your students to demonstrate how you are measuring your success
- Student growth rates
- A description of your specific contribution to the data outcomes
|
Candidate |
Requirements |
|---|---|
|
Guilford County Schools Teachers
|
Submit EVAAS data To obtain a copy of your report, go to the NCDPI EVAAS website. If you forgot your username and/or password, please use the Forgot Username/Password option. You may also enter the NCDPI EVAAS website through the NCEDCloud portal. Once in the website:
|
|
Teacher in another North Carolina school district |
Submit EVAAS data |
|
Teacher from a state other than North Carolina |
Submit the best indicator “high-growth” from your school or district. Please include an explanation of your data, including a comparison to your school, district, or state data. |
|
Non-teaching role in GCS, or non-teaching role in another school district |
Identify the relevant student group and submit data (student growth or proficiency) relevant to that group. For example, if you were a school-wide curriculum facilitator in reading, then submit the whole school's reading growth.
|
Helpful Hints for Applying:
- Log in to existing application OR select “Start” to begin a new application.
- If you have previously created an AppliTrack application, return to what you already have on file.
- Don’t remember your password? Select “Forgot Password” and it will be e-mailed to you.
- Don’t remember the e-mail address used? Call our HR office for assistance (336-370-8091).
- Complete/Review the required fields and select ‘next page’ to move ahead to different pages of the application.
- The application builds required fields based off the positions you are interested in being considered for.
- To apply for an Opportunity Culture position select ‘Vacancy Desired’. Search under ‘In Category’ for either Licensed-Opportunity Culture or Classified-Opportunity Culture.
- Available type of positions will appear. Place a check mark into the box for positions you would like to be considered for. Follow prompts to complete/review remaining pages of the application.
- The application includes an assessment tool specific to this type of position. Feel free to select ‘Save as Draft’ if you need to come back later to complete your application. Please note once you complete each page of the assessment tool you cannot back up to previous pages.
- Once you have completed all sections select ‘Finish and Submit’.
FAQs about Opportunity Culture
How did the Opportunity Culture concept begin?
In 2013, schools piloted the Opportunity Culture models created by Public Impact, a national education policy and management firm. Opportunity Culture models adhere to five principles, which call for teams of teachers and school leaders to choose and tailor structures to:
- Reach more students with excellent teachers and their teams
- Pay teachers more for extending their reach
- Fund pay within regular budgets
- Provide protected in-school time and clarity about how to use it for planning, collaboration, and development
- Match authority and accountability to each person’s responsibilities
Why did this district implement an Opportunity Culture?
We believe that the teacher in the classroom has the most impact on a student’s performance, so we implemented Opportunity Culture as a way to recruit, retain, and reward excellent teachers. Teachers consistently say that they long to make more of an impact, have leadership opportunities that do not take them out of the classroom, and be paid commensurate with their level of responsibility and impact on students. Opportunity Culture addresses all of this. We also focus on supporting and developing our teachers, and an Opportunity Culture makes consistent, personalized, on-the-job, weekly or even daily support possible.
Does every grade have multi-classroom leaders (MCLs) and team teachers?
Not necessarily, depending on the school. Each school has its own design team that decides what roles fit its needs best, such as MCLs, elementary subject-specializing teachers, and blended-learning teachers.
What is the selection process like?
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 your submitted data that shows your record of success with student achievement, followed by interviews from leaders of a specific school.
How are these positions created within a school?
Opportunity Culture roles were chosen by a team of teachers and administrators at each school. Each school’s design team chose and tailored the roles to fit the school.
How am I supported in these new roles?
Great support is a hallmark of Opportunity Culture schools. Multi-classroom leaders get intensive training before the school year begins and throughout the year 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.
Are these positions here to stay long-term?
Yes. Another hallmark of an Opportunity Culture is that the roles are sustainably funded through reallocating the school’s budget, not through temporary grants. We believe these roles will be the new norm in education, and they continue to spread in other states as well. We believe these roles are best for students, providing them with a great education through wellsupported, great teachers or teachers on a team led by a highly successful teacher—and we believe these roles are best for teachers and the teaching profession.
What does a day in the life of an MCL look like?
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 expected to plan their schedules carefully to focus on what will make the most impact on student achievement.
How am I evaluated as an MCL?
MCLs are responsible for the results of all the students on their team. They are evaluated under the state teacher evaluation along with an MCL-specific evaluation.
What does a day in the life of a team teacher look like?
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.
How am I evaluated as a team teacher?
Team teachers are evaluated under the state teacher evaluation.