Teacher Mentor - Differential

New Teacher Mentor - Differential

The In-building New Teacher Mentor will support new teachers during their initial years in the profession to establish proficient practices and continually discuss adjustments for professional growth. This role will support assigned new teachers through collaboration sessions and participation in program events while working to collaborate with other mentors district-wide.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. In addition to the requirements listed below, regular attendance is an essential function of this position.

Ensure that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives and parameters found in the Board's strategic plan. Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job. Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment.

Provide continuous mentoring support to new teachers (mentees) in the RPS 205 New Teacher Mentoring Program. Use Collaboration Minutes forms and the Collaborative Log to record one-on-one mentor collaboration session discussion items and set goals for continual growth and advancement of practice. Maintain the confidentiality of the mentor mentee relationship. Supply mentee(s) with honest and constructive feedback, encouragement, and positive reinforcement through meaningful classroom observation and discussion aligned to the Framework for Teaching.

Actively participate in a professional learning community to improve mentor practices.

The Mentor must hold or have retired while holding a Standard or Master certificate that should, to the extent possible, be the same type of certificate held by new teachers during any given school year. Minimum Bachelor's Degree in Teaching; required teacher leadership training mandated by the District. The Mentor must be tenured, have received a rating of "Proficient" or above on last evaluation, and be in good standing with the District.

The Mentor understands and can address: content knowledge and pedagogy, adult learning theory, verbal and non-verbal communication skills, attributes and styles of positive critiques, classroom observation skills related to assessment of performance aligned to the RPS Rubric for Teacher Evaluation [based upon Charlotte Danielson's 2013 Framework for Teaching], strategies for providing constructive feedback and social support, problem-solving skills, and formative assessment and self-assessment.

This is not a benefits-eligible position. Moderate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work.