When Okema Owens Simpson, the sixth-grade Multi-Classroom Leader (MCL) for English language arts (ELA) at Ranson IB Middle School in Charlotte, North Carolina, plans her schedule for the coming week, she provides what her teachers need most: daily, on-the-job coaching; lesson planning; practice in delivering lessons; co-teaching or modeling a lesson; analysis of student learning data; and pulling out small student groups for intensive help. Although schedules and tasks vary somewhat from school to school and among grade levels, Simpson's days illustrate the essentials of the MCL role done right--and how to fit them all in over several typical days. In the 2017-18 school year--her 19th as an educator--Simpson led a team of three ELA teachers. As their MCL, Okema Simpson took accountability for the learning of all 275 of her ELA teachers' students. Ranson, part of the Project L.I.F.T. zone within Charlotte-Mecklenburg Schools, was one of the first Opportunity Culture schools in the country. The high-poverty L.I.F.T schools had been persistently struggling, but after taking Opportunity Culture and the MCL model schoolwide in 2014-15, Ranson had the highest student growth among Title I district schools in the state and was in the state's top 1 percent overall for growth. MCLs also use other strategies to guide and develop their team members and help their peers. This profile of Okema Simpson shows what a high-performing MCL's days typically include, viewed through the lens of a school and MCL on the cutting edge of defining the art and science of instructional teacher leadership.