Multi-Classroom Leaders (MCLs) are teachers with a record of high-growth student learning who lead a small subject or grade teaching team, for much higher pay, within regular school budgets. They continue to teach some portion of the time, in various ways. MCLs lead lesson planning, data analysis, and instructional changes through coaching, co-teaching, modeling, and collaborating with their team teachers. They take accountability for the learning outcomes of all the students the team serves. Multi-Classroom Leadership creates a strong environment of support, collaboration, and on-the-job professional learning for teachers; this also provides districts with an internal leadership development pipeline.

Some or all of the teachers on a multi-classroom leader’s team may be Team Reach Teachers (TRTs) who directly teach more students than usual, but without raising instructional group sizes, under the guidance of the MCL, and with the support of paraprofessional “reach associates.” Master team reach teachers (MTRTs), who also have a track record of high-growth student learning, reach significantly more students and/or coach other teacher(s) on the team.

(In schools that joined the Opportunity Culture initiative before 2018–19, some reach-extending teachers work on a team led by an MCL, while others teach independently; since that time, all work on MCL teams.)

Team Teachers work on a team led by an MCL, receiving intensive support from the MCL and working collaboratively as a team to review student progress and adjust instruction to ensure high-progress learning for every student. Each team teacher is accountable to the MCL for their contributions to the learning outcomes of each student, with specific goals and measures dependent on the role each plays.