The foundational role is that of a multi-classroom leader, or MCL—a teacher with a track record of high-growth student learning who leads a small teaching team for substantially higher pay. The MCL continues to teach students directly in various ways for a portion of each day; leads lesson planning, data analysis, and instructional changes; coaches team teachers, and co-teaches and models for them.

An MCL’s team may include team reach teachers, who—critically in a time of teacher shortages—directly teach more students, typically without raising instructional group sizes, for more pay. This avoids filling a small portion of teacher vacancies with substitutes. Master team reach teachers may take on some leadership responsibilities to assist the MCLs of larger teams and reach even more students.

Team reach teachers get support from an instructional paraprofessional called a reach associate, and from pre-existing teaching assistants, if available. Reach associates are a key part of MCL teams. They play a variety of roles, but the core is providing instructional support, with strong MCL guidance and coaching, through tutoring small groups and supporting students on skills practice and other assignments.

And teams may include yearlong, paid teacher residents, embedded in existing reach associate roles. They learn on the job, with heavy guidance and feedback from MCLs, just like new teachers on the team.

Together, the adults on these teams can ensure that more students achieve high-growth learning, and in interviews and surveys, educators report strong satisfaction with the support these roles provide.