Expanding the Pathways

My bride sent me a text message in October with a screenshot of a Facebook post from one of the most amazing teachers she knows.  In the post, the teacher was looking for a 2nd job to take care of new family needs – daycare for a new baby. I thought, why on Earth would one of our best teachers need to find a 2nd job to take care of his/her family. My response was to reach out to this teacher to make sure all the options were on the table with regards to the R3 Career Pathways. Here’s an overview of that conversation.

R3 is the umbrella program for both the Federal TIF grant and the North Carolina TCM grant. Combined this is a $21M effort to recruit, retain, and reward our excellent educators to ensure the success of every child, every day. This school year the R3 Program rolled out the first few steps in our Career Pathway as part of our effort to Recruit, Retain, and Reward our excellent educators. Next year, we roll out even more pathways.


Facilitating Teachers – The role of the Facilitating Teacher (FT) was the first step of the Career Pathway. The FT is a highly-effective teacher who works with other effective teachers in a Community of Practice (CoP) which is like an amped up PLC. Each FT works with 2-4 Collaborating Teachers (CTs) on a Problem of Practice (PoP) that impacts student achievement.  We started this August with 54 FTs and 177 CTs hired across the district to form the first Communities of Practice (CoP). Our goal for both grants is to have a total of 96 FTs hired across the district with representatives in every school.

In order to expand the opportunity for teacher leaders, the R3 Leadership Team introduced another way to recognized FTs besides the principal or district choosing which Problem of Practice to focus on. Our innovative teacher leaders can create their own proposal to address a need they see with a team they recruit. This should allow problems of practice that are important to groups of teachers to be addressed in addition to the school-wide problems of practice the principals focus on. A teacher who is interested in submitting a FT/Collaborative Action Research proposal may do so with support of their principal.


Multi-classroom Teachers  – Multi-classroom teachers provide a completely different model to address different needs that impact student and teacher learning. The MCT is an additional allotment above the regular state allotment for teachers. This means that the additional cost limits the district to 18 MCTs across the district. The MCT is also targeting the needs of novice or underperforming teachers who choose to apprentice under an expert teacher to learn and implement highly-effective instruction.

The MCT co-teaches with the other teacher on a daily basis and shares the student achievement results of the students they co-teach. This means that the relationship between the MCT and Co-Teacher has to be mutually beneficial, and more like an ideal marriage. We say, both sides have to choose to work closely with each other.

Next Steps: Teachers who are interested in individually submitting a Teacher Proposed Collaborative Action Research proposal may submit a proposal by March 1st using the form on the R3 Webiste under PCS Educator Resources.  Schools may submit additional request for FTs and initial request for MCTs after attending orientation training scheduled in February. The deadline for school proposals is March 15th.

The FT-MCT Comparison Overview (click on link) provides a one-page handout with key points for the two primary pathways teachers may choose: the Facilitating Teacher (FT) and the Multi-Classroom Teacher (MCT).







Facilitating Teacher Multi-Classroom Teacher
Focused on a team of effective teachers working on an instructional problem of practice, while remaining teachers in their individual classrooms Focused on a master teacher co-teaching with  novice or underperforming teachers to apprentice them in the art and science of what highly-effective instruction looks like

Be a classroom teacher (70% of time spent is teaching)

-Positive Green in EVAAS or alternative similar criteria

-Other qualifications to represent expertise in content, collaboration, pedagogy, or leadership based on the Career Pathway Qualification Criteria


Be a classroom teacher (70% of time spent is teaching)

-Blue in EVAAS

-Other qualifications to represent expertise in content, collaboration, pedagogy, or leadership based on the Career Pathway Qualification Criteria

-15% supplement -15% supplement above the FT supplement
-Leads the team (Community of Practice) in Collaborative Action Research -Co-plans, co-teaches, co-assesses student learning with other teachers
-Teaches own class with own scores -Shares students and scores with other teachers for the areas co-taught


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