Great support is pivotal to the success of Opportunity Culture. MCLs get intensive training before the school year begins on how to lead their teams. All Opportunity Culture staff, including MCLs, RAs, and Administrators, get on-the-job training and development and scheduled, dedicated collaborative time for planning, coaching, and support.

Researchers from the Brookings Institution and American Institutes of Research found large student learning gains associated with Multi-Classroom Leadership. Teachers who were on average at the 50th percentile in student learning gains, who then joined teams led by teacher-leaders known as multi-classroom leaders, or MCLs (who had prior high growth as teachers), produced learning gains equivalent to those of teachers from the 75th to 85th percentile in math, and, in six of the seven statistical models, from 66th to 72nd percentile in reading. Teams had a median of five teachers in addition to the MCL.

Yes. Opportunity Culture creates roles that are sustainably funded through reallocating the school’s budget, not through temporary grants. We believe these roles will be the new norm in education, and they will continue to spread in other school districts. We believe these roles are best for students, providing them with great education through well-supported, great teachers, and we believe these roles are best for teachers and the overall teaching profession.

Busy and rewarding! An MCL’s day may include direct instruction with students, co-teaching, coaching, modeling instruction for teachers, planning with teachers, and data analysis, observation, and feedback. MCLs are granted much schedule flexibility but are expected to plan their schedules carefully to focus on what will have the most impact on student achievement.

MCLs are responsible for the results of all the students on their team. They are evaluated under North Carolina’s Educator Evaluation System along with an MCL-specific supplemental evaluation.

Unlike most coaches, multi-classroom leaders are fully accountable for the results of all the students assigned to them and their team—and they continue to teach as well. And unlike many coaches, MCLs lead small teams—typically two to five. This gives them the protected, in-school time to provide on-the-job guidance, co-planning, help with data analysis, and feedback that is a hallmark of the support in an Opportunity Culture. Additionally, many MCLs help select their teammates, help them advance in their careers, and help principals lead instructional excellence schoolwide.

The Reach Associate (RA) role is an advanced paraprofessional role. RAs take on greater levels of responsibility to support teachers with instruction. They are expected to support student learning through various activities such as leading small groups, working with students one-on-one, and managing larger groups of students, while the MCL or other team teacher works with individuals or small groups. While working with students, RAs often reteach concepts to students who have not mastered a skill, or extend and enrich instruction for students who are ready to move forward. RAs also must have some classroom management skills to supervise students independently. RAs do not create lesson plans, but implement plans created by the MCL or other team teacher. They may provide input for lesson plans based on their observations and data gathered on student performance. 

Hannaford Dole Elementary School, China Grove Elementary School, Granite Quarry Elementary School and Hurley Elementary School. Other schools may be added for the 2025-2026 academic year and beyond.

We have a rigorous selection process that focuses on competencies, taking into account our mission and school fit. It includes a pre-screening that considers your submitted data that shows your record of success with student achievement, followed by district-level interviews, then school-based interviews.