Teacher on Special Assignment (TOSA) (2026-2027) PAR Mentor

Below is specific information for you to consider about this position.

Job Title:

Teacher on Special Assignment (TOSA) ) PAR Mentor and

Requisition r: 104845

Close Date: 11:59 PM on

Organizational Unit: PAR Mentors )

Site:
Davis Center (0001)

FTE: 1.0 FTE; 42 weeks; this is based on full-time equivalency with 1.0 being full time

Union:
Teachers(04)

Functional Area:

Teaching

Salary Range: N/a - N/a

Benefits:
Dental insurance | Health insurance | Vision insurance | Paid time off | HSA & FSA | Retirement plan

Resume and Cover Letter are mandatory to apply for any position.

Position

Description:

PAR Mentors provide mentoring, coaching, and other functions of PAR Mentors to support the effectiveness of two groups:

* Probationary teachers working towards tenure

* Tenured teachers requiring PAR support

* High School Education Licensure and teaching experience

* Special Education Licensure and teaching experience

Function:

The function of the Peer Assistance and Review (PAR) mentor is to support, and accelerate the professional development of new and experienced Minneapolis Public Schools teachers in order to increase instructional skills and student learning. PAR Mentors in this role will provide regular mentoring and coaching for equity in order to build teachers' instructional strategies that will accelerate student achievement for all students.

PAR Mentors are advisors, role models, and highly skilled teachers with successful teaching experience in MPS. PAR Mentors are committed to setting an example, sharing ideas with others, offering support and encouragement and assisting teachers in acquiring the Standards of Effective Instruction (SOEI) competencies through the Professional Development Process (PDP.)

RESPONSIBLE TO:
The Executive Director of Human Resources

QUALIFICATIONS:

* Valid Minnesota teaching license

* Tenured in Minneapolis Public Schools in 2022 or earlier

* Highly preferred: demonstrated success in working with students and staff of racially diverse backgrounds

* Highly preferred: a distinguished track record in hard-to-staff schools

* Highly preferred, but not limited to, licensure in the following areas:
Special Education, Bilingual Spanish, Secondary, or Specialist (ex. Art, music, physical education, media specialist, etc.)

* Preferred: minimum of 5 years successful teaching experience as demonstrated by the Standards of Effective Instruction (SOEI)

* Preferred: recent classroom teaching experience

* Experience related to mentoring, coaching, and/or some aspect of teacher leadership such as secondary observer, cooperating teacher, lead teacher or other professional development positions

* Demonstrated expertise in designing and implementing standards-based instruction, applying differentiated learning strategies and improving student achievement in the classroom

* Experience with teacher support and development using the Standards of Effective Instruction (SOEI)

* Certified or willing to obtain certification in the Standard of Effective Instruction (SOEI) Rubric and to engage in reflective conversations with teachers using evidence of classroom practice and student learning

* Demonstrated commitment to professional collaboration with colleagues

* Strong organizational and time management skills

* Demonstrated commitment to improving mentoring skills, and meeting or exceeding all mentor performance targets as established by the PAR Mentor Program leadership

* Demonstrated dedication to personal professional growth, including: establishing professional goals and assessing growth along a mentor continuum; engaging in ongoing process of reflection; and inquiry to deepen mentor practice

RESPONSIBILITIES:

* Meet regularly (every 5-10 days) with assigned teachers on-site to support their professional growth in the Standards of Effective Instruction (SOEI) such as: effective and equitable lesson planning; selection and use of culturally relevant and diverse curricular materials; use of student data and formative assessment; creating a safe and respectful classroom climate; behavior management focused on prevention; engaging and differentiated instructional strategies;

regular and accurate self-reflection on practice;…