Teacher Leadership - Guilford County Schools

Advanced Teaching Roles in GCS

In 2016, North Carolina launched the Advanced Teaching Roles (ATR) program to:

Enable outstanding teachers across NC to extend their reach to more students without leaving the classroom;
Recognize teacher leaders with higher compensation;
Provide developing teachers with embedded, on-going coaching and professional support;
Allow principals to distribute leadership across the school building.

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A blue square with a stylized sun-like shape in shades of blue and teal in the center.

History of ATR in GCS

In the 2017-2018, Guilford County Schools applied to the Restart reform model for seven schools. In these seven schools, schools were able to fund Advanced Teaching Roles to reach more students.
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.
In 2025-2026, more than 30 schools had ATR roles in their schools.
In July 2026, GCS moved all OC and Restart schools under one name: ATR Schools
In 2026-2027, GCS will have 35 schools that have ATR positions.

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ATR Positions

Diagram showing two pathways: Adult Leadership leading to Multi-Classroom Coach (levels I–III), and Classroom Excellence leading to Expanded Impact Teacher (levels I–IV).

Human Resources
714 Green Valley Rd.
Greensboro, NC 27408
Phone:336-370-8348
Fax: 336-370-8924
Email: HR@gcsnc.com

Contact Human Resources

Employment Verification

About Multi-Classroom Coaches

The Multi-Classroom Coach (MCC) is an Advanced Teaching Role designed to extend the reach of highly effective teachers.
The MCC provides direct and small-group instruction to students, leads a team of teachers, and takes accountability for the learning outcomes of all students within their team.
Through coaching, co-teaching, modeling, and data-driven instructional planning, the MCC ensures that each student receives excellent instruction every day.

Instructional Leadership

Leads a team of teachers
Provides direct instruction to students, in a whole-group or small group setting.
Analyzes student data to monitor progress and help teachers adjust instructional strategies.
Models effective teaching practices through model lessons and co-teaching.
Pulls small groups of students.

Building Team Capacity

Coaches, supports, and provides feedback to team teachers on planning, instruction, classroom management, and student engagement, as deemed necessary by the principal.
Leads collaborative planning sessions and PLCs that align with the schools’ academic goals as laid out by the principal.
Fosters a positive, collaborative team culture that is focused on high academic expectations and continuous improvement.

Coaching

Creates a weekly schedule that allows for coaching and support to take place in classrooms that are being supported.
Creates and continually updates a meeting schedule to meet with teachers’ one-on-one, to review lessons, provide feedback, co-teach, pull small groups, suggest additional resources, etc.
Creates a coaching log to ensure a continuous cycle of improvement for all teachers on your team.

Accountability

Takes responsibility for the academic growth of all students who serve on the MCC’s team.
Sets clear goals for interventions, acceleration, progress monitoring, and student achievement that aligns with the principal’s vision
Ensures that instructional practices are aligned to district/state standards.

MCC I
Partial or Full

Coaches
2-3 Teachers

MCC II

Coaches
4-5 Teachers

MCC III

Coaches
6-8 Teachers

About Expanded Impact Teachers

The Expanded Impact Teacher expands the reach of their proven instructional expertise to more students than in a typical classroom.
An EIT directly teaches a larger group of students while maintaining high standards of engagement and academic excellence for all students.
The EIT plays a key role in raising student achievement, modeling best practices, and collaborating with colleagues to ensure equitable access to excellent teaching as part of the Advanced Teaching Roles.

Instructional Excellence

Delivers high-quality, standard-aligned instruction to an expanded number of students.
Monitors student learning through ongoing assessments and adapting instruction to meet diverse needs.
Creates a classroom environment that fosters engagement, critical thinking, and academic growth

Collaboration & Support

Partners with team teachers and Multi-Classroom Coaches (if applicable) to align instruction and share best practices.
Collaborates with team teachers to provide targeted small-group interventions and support.
Contributes to PLCs by sharing strategies, resources, and reflections.

Student Growth

Takes responsibility for the academic progress of all students served.
Analyzes data to set goals and drive instructional decisions.
Ensures that every student in the expanded class load receives the attention and support necessary for success.

Accountability

EIT III & EIT IV teachers take on additional leadership roles in the school to further their reach, at the principals discretion.

EIT I

Reaches 20%
more students

EIT II

Reaches 30%
more students

EIT III

Reaches 40%
more students

EIT IV

Reaches 50%
more students

Which schools are participating?

ATR Schools in GCS 2026-2027

Elementary

Alderman
Allen Jay
Bessemer
Bluford
Brightwood
Cone
Fairview
Falkener
Foust
Fraizer
Gillespie Park
Hunter
Johnson Street
Montlieu
Oak view
Rankin
Sedgefield
Simkins
Union Hill

Middle

Eastern
Ferndale
Hairston
Northeast
Jackson
Jamestown
Southern
Welborn
Western

High

Academy at Smith
Andrews
Eastern
High Point Central
Northeast
Page
Smith

Application Guidelines
Pay Structure

Application Guidelines

Candidate Screening Protocol

EVAAS

Two out of Three Years of average growth (growth index at or above 0) = 1 point
Three consecutive years of average growth (growth index at or above 0) = 2 points.
One additional point for:

Top 25% in your district within any of the last three previous school years.

Exceed growth in any of the last three previous schools.

Summative Eval.

Rating of at least Accomplished in Standards I and IV on most recent evaluation = 1 point
Rating of at least Accomplished in Standards I and IV in two of the last three evaluations = 2 points
Overall rating of Distinguished in Standards I and IV in two consecutive years = 3 points

Principal Rec.

Principal Recommends with some reservations = 1 point
Principal Recommends with no reservations = 2 points
Principal Recommends with high recommendation = 3 points

Interview

Candidates will interview with the hiring team and receive a score from the BEI interview process on a scale of 1 to 20.
The additional scores from the other sections will be added to the final interview score for a total.

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Hiring Process for MCCs and EITs

AppliTrack

Process begins with applying online or when a Principal reaches out to the Office of School Improvement to screen a candidate.

Materials Submission

Office of School Improvement will reach out to candidate and request pre-approval materials for review

Interview

Candidates will interview with the hiring team and complete a BEI interview.

School Interview

Candidates will be scored by the interview team and placed in the Principal share file for further school consideration.
Principals then reach out to screened candidates and interview and make offers at the school level

Pay Structure

Role	ATR Supplements
MCC I	$10,000
MCC II	$15,000
MCC III	$20,000

Role	ATR Supplements
EIT I	$3,000
EIT II	$6,000
EIT III	$8,000
EIT IV	$10,000

Compensation

Competitive compensation matters as much as culture, support and purpose.

Learn more about salaries

Benefits

GCS offers employment benefits reflecting the diverse needs of our teachers and staff.

Learn more about benefits

Why GCS

The foundation we provide today sets the stage for success. Learn more about what draws families, teachers and staff members to our district.

Learn more about GCS