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Advanced Teaching Roles - Lead Teacher 3 @ Hunter Huss High Career Academy
Gaston County SchoolsUnited Statesfull_timeVerifiedPosted 3 Jun 2026
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.
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