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GA
Advanced Teaching Roles (ATR) Lead Teacher
Gaston County SchoolsUnited Statesfull_timeVerifiedPosted 18 Mar 2025
About the role
Definition
An ATR Lead Teacher (LT) is expected to intensively coach 2-10 teachers on their caseload, and teach students through various models.
Duties and Responsibilities • Responsible for leading a team of teachers and other support staff responsible for multiple classrooms, as well as teaching students within the team. • Establish each team member’s roles and goals at least annually, determine how students spend time and organize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. • Organizes the team to review student progress and change instruction to ensure high growth and academic progress for every child. • Accountable for the learning and development of all the teachers and students on their team. • Must work in the classroom providing direct instruction for at least 30% of the instructional day and must be given a healthy balance of teaching/coaching time so they can perform all instructional responsibilities that are expected. • As outlined in the table below, there are three levels of ATR Lead Teachers based on the number of teachers they are leading: ATR Lead Teacher 1 Leads 2-3 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead. ATR Lead Teacher 2 Leads 4-6 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead. ATR Lead Teacher 3 Leads 7-10 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead • Performs other duties as assigned.
Knowledge, Skills, and Abilities • Strong knowledge of student growth and development. • Skilled in assessment and using its data for teaching, learning, and individualized instruction. • Ability to meet the needs of all adult learners. • Ability to plan, coordinate, and continuously improve instruction. • Ability to analyze situations, determine possible options, and make appropriate decisions based on the facts. • Ability to develop and compile records and reports. • Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, scanners, pencils, scissors, and equipment for students, etc. • Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things. • Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from administrators. • Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. • Ability to prepare correspondence, simple reports, forms, instructional materials, etc., using the prescribed format. • Ability to record and deliver information, to explain procedures, to follow oral and written instructions. • Ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. • Ability to establish and maintain working relationships with parents, students, teachers, staff, and administrators. • Ability to manage instructional time. • Ability to manage student behavior. • Ability to consult with parents, teachers, and the community to enhance the learning of students. • Ability to monitor student performance. • Ability to interact within the educational environment. • Ability to perform non-instructional duties as assigned. • Understands the growth and development of assigned students. • Experience with Professional Learning Communities (PLCs). • Experience with Smartboard, Chromebooks, iPads, laptops, SmartNotebook, Makerspace, document cameras, and other instructional technologies. • Experience with Google Apps for Education. • Observing & coaching (30-40% of time) - this includes observing the teachers on the team and providing feedback and coaching to them to improve their teaching and improve student learning. • Teaching (30-40% of time) - this includes modeling lessons, co-teaching with the teachers on the team, and providing instruction to groups of students on the team. • Leading &
Duties and Responsibilities • Responsible for leading a team of teachers and other support staff responsible for multiple classrooms, as well as teaching students within the team. • Establish each team member’s roles and goals at least annually, determine how students spend time and organize teaching roles to fit each teacher’s strengths, content knowledge, and professional development goals. • Organizes the team to review student progress and change instruction to ensure high growth and academic progress for every child. • Accountable for the learning and development of all the teachers and students on their team. • Must work in the classroom providing direct instruction for at least 30% of the instructional day and must be given a healthy balance of teaching/coaching time so they can perform all instructional responsibilities that are expected. • As outlined in the table below, there are three levels of ATR Lead Teachers based on the number of teachers they are leading: ATR Lead Teacher 1 Leads 2-3 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead. ATR Lead Teacher 2 Leads 4-6 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead. ATR Lead Teacher 3 Leads 7-10 Teachers by providing coaching, modeling, co-teaching, leading planning, and leading data-driven instruction; Responsible for all students taught by the teachers they lead • Performs other duties as assigned.
Knowledge, Skills, and Abilities • Strong knowledge of student growth and development. • Skilled in assessment and using its data for teaching, learning, and individualized instruction. • Ability to meet the needs of all adult learners. • Ability to plan, coordinate, and continuously improve instruction. • Ability to analyze situations, determine possible options, and make appropriate decisions based on the facts. • Ability to develop and compile records and reports. • Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, scanners, pencils, scissors, and equipment for students, etc. • Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things. • Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from administrators. • Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. • Ability to prepare correspondence, simple reports, forms, instructional materials, etc., using the prescribed format. • Ability to record and deliver information, to explain procedures, to follow oral and written instructions. • Ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. • Ability to establish and maintain working relationships with parents, students, teachers, staff, and administrators. • Ability to manage instructional time. • Ability to manage student behavior. • Ability to consult with parents, teachers, and the community to enhance the learning of students. • Ability to monitor student performance. • Ability to interact within the educational environment. • Ability to perform non-instructional duties as assigned. • Understands the growth and development of assigned students. • Experience with Professional Learning Communities (PLCs). • Experience with Smartboard, Chromebooks, iPads, laptops, SmartNotebook, Makerspace, document cameras, and other instructional technologies. • Experience with Google Apps for Education. • Observing & coaching (30-40% of time) - this includes observing the teachers on the team and providing feedback and coaching to them to improve their teaching and improve student learning. • Teaching (30-40% of time) - this includes modeling lessons, co-teaching with the teachers on the team, and providing instruction to groups of students on the team. • Leading &
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