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Courtesy of TNTP. 2014.

POSITION TITLE

Grade Level Chair (Elementary Schools)


COMPENSATION

$XXXX
ROLE SUMMARY

Grade Level Chairs provide organizational leadership and support to all teachers within their grade
level to ensure the grade level team meets ambitious student achievement goals. They are
consistently effective teachers with demonstrated strengths according to the evaluation framework.
Collaboration among teachers and administrators is critically important to a schools culture. In
addition to serving as a liaison between a schools leadership team and teachers in their grade level,
Grade Level Chairs lead and coordinate the grade-level teams meetings, organizational practices,
parent communication, and grade-wide activities. Grade Level Chairs will also provide instructional
support to teachers
REQUIRED in the grade level.
RESPONSIBILITIES ADDITIONAL RESPONSIBILITIES
(OPTIONAL/FLEXIBLE)
Establish a vision for the grade level in
coordination with school leaders and establish To ensure the high quality and timely
specific goals for the grade-level team. completion of lesson plans, review draft
Establish a structure for team collaboration, plans and provide teachers with
decision-making, and grade level team meetings. feedback.
Set grade level team collaboration norms and Coordinate with other teacher leaders
ensure they are implemented by the grade level (e.g., Curriculum and Planning Team
team. Leader, if available) to develop a lesson
Develop the agenda and facilitate grade level plan template (as necessary and/or
team meetings on a regular basis (frequency to possible).
be decided on with the school leadership team Contribute to hiring decisions for the
and the grade level team). RELEASE TIME
Model effective instructional practice for the
grade level. This teacher leader will receive .5 release
Serve as a communication conduit between time to fulfill these additional
teachers on the grade level team and school responsibilities.
leaders. CASELOAD
Meet and collaborate with other grade level
chairs within the building to share and discuss Responsible for working with up to 8
progress, successes, challenges, and problem teachers within their content area
solve solutions. and/or grade-level.
Lead the teams efforts to identify and implement
solutions to challenges. The teachers on this team will be
determined by the school leader and
Lead the grade level teams tracking and analysis
the school leadership team.
of student-related data and work with teachers on
the team to plan for the differentiation of

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Courtesy of TNTP. 2014.

EXPECTED OUTCOMES

Increased collaboration across the teachers in a grade level team.


Increased number of students are achieving student learning targets due to increased
differentiated instruction, strong instruction, and effective lesson plans.
Stronger school culture and instructional environment.

LENGTH OF TERM FOR THE ROLE

One year.

Term may be extended pending a review of school needs and the teacher leaders success in the
role after the first year.
MINIMUM QUALIFICATIONS

Overall evaluation rating of Proficient or higher, demonstrating effective teaching experience.

SELECTION CRITERIA

Exceptional organizational skills.


Very strong verbal communication skills.
Ability to work effectively with a diverse group of adults.
Awareness of resources that are available and ability to utilize these resources effectively.
Willingness to commit to the role for the entire school-year.

SELECTION PROCESS

Interested candidates will need to complete the following:


Submit a portfolio containing evidence of their performance and skills.
An application for this role.
An interview with the school leader.

Ultimate selection for this role will be based on the principals final decision.

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Courtesy of TNTP. 2014.

PROFESSIONAL DEVELOPMENT

This role will require three days of training over the summer and two days of training during the
school year (dates TBD).

Possible training topics include:


Project management and time management.
Goal setting and progress monitoring.
Analyzing student data and differentiating instruction.

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