PT Preschool SpEd Classroom Mentor

Bonneville Preschool Center - PT Preschool SpEd Classroom Mentor (29638)

Weber School District Bonneville Preschool Center - Washington Terrace, Utah Open in Google Maps

Starting Date: Immediately

Title: Mild/Moderate Teacher Mentor ( Preschool SpEd Classroom Mentor)
Hours: 2.0 hours/day | 10.0 hours/week (part-time/hourly)

FLSA Status: Non-exempt

Application

Note:

Works at various locations in the district specifically with new teachers in special classroom settings. This position requires classroom observations, mentoring, and supporting in curriculum, instruction and behavior support for special education teachers.
Hours are 10 per week. This position is stand alone and not an additional duty for a current teacher.

This position will remain open until filled after a minimum five working days (three working days if EMERGENCY HIRE is indicated above). Applications will be reviewed prior to scheduling interviews. Current employees of Weber School District should ensure they are marked as an internal candidate to access to the internal application.

This position is funded, in full or in part, through grant allocations or student enrollment-based funding sources. Continued employment (or the position’s hourly workload) is contingent upon the availability of future funding, as determined on yearly basis.

Essential Functions :

• Under the direction of the Special Education Dept., the Preschool Special Education Classroom Mentor is responsible for the mentoring of assigned mentees, including but not limited to:

  • Providing curriculum and instructional support, professional development, technology integration and special education compliance.
  • Supporting the development of classroom instructional scope and sequence including implementation of all preschool learning platforms and programs.
  • Providing support and guidance in classroom scheduling, behavior management strategies, and para educator supervision.
  • Provide training for supervision of para educators.
  • Visiting each classroom of each new teacher.
    • Meet with 1st year teachers weekly at a minimum
    • Meet with 2nd year teachers twice a month at a minimum
    • Meet with 3rd year teachers monthly (New Teacher PD) at a minimum
  • Conducting a scheduled observation once per term; new teachers in an alternative licensure program must have 3-4 observations per term
  • Attend university program trainings specific to conducting university observations
  • Modeling/role-playing/co‑teaching with/for new teachers in classroom and in IEP meetings
  • Coordinating and side‑by‑side observation for new teacher to observe “master” teachers in their buildings or district (1 full day every year for first three years)
  • Training IEP expectations, i.e. ensure that new teacher can:
    • Complete an appropriate and compliant IEP on EdPlan, including notice of meeting
    • Conduct IEPs, includes mentor initially attending IEPs
    • Develop a data tracking system to show progress on IEP goals and track Medicaid‑billable services
    • Complete components of Special Education eligibility (referral, data review, consent, evaluation results summary and eligibility)
  • Training for preschool teachers’ professional development and supporting the PLC process for groups of teachers with similar assignments at different schools.
  • Support administration and training of PEEP and progress monitoring assessment
  • Attending all district directed professional development training sessions and mentor meetings
  • Participating in new teacher development, new teacher orientation, model classroom visits, etc.; (note - some training may occur in the summer).
  • Communicating with principal(s) about the new teacher’s progress and goals.
  • May include writing and holding IEP meetings.
  • Represent WSD as the Local Education Agency (LEA) at meetings with staff and families.
• Attendance is an Essential Function of this Position: Physical presence at the worksite is an essential function of this position. The role requires in-person collaboration, direct interaction with team members, other staff, students, and/or guardians, and access to on‑site equipment and…