District Beginning Teacher Mentor

Reports to: District Beginning Teacher Support Coordinator

Purpose: Rowan-Salisbury Schools Beginning Teacher Support Program includes the employment of certified teachers to serve as District Beginning Teacher Mentors. Mentors provide consistent, on-going support to new teachers while establishing a direct link between new teachers and Rowan-Salisbury Schools Directional System, Strategic Plan Priorities, and State Mandated Priorities. The mentors assist with orientation for beginning, residency, and renewal teachers. District Beginning Teacher Mentors serve as advocates for beginning teachers and provide emotional, instructional, and organizational support. School-based administrators work with District Mentors to develop schedules that assure sufficient time to meet with and support beginning teachers. Mentor expectations are aligned with the North Carolina Mentor Standards.

Primary Job Responsibilities:

• Understand and put into practice the North Carolina Beginning Teacher Support Program guidelines and the North Carolina Mentor Standards
• Address needs and concerns of beginning teachers
• Connect renewal and residency teachers with appropriate supports to work towards obtaining their NC Teaching License
• Analyze data for the purpose of developing continuous improvement strategies
• Implement curriculum through best instructional practices
• Share and reinforce the vision, mission, values, beliefs, strategic direction, and goals of Rowan-Salisbury Schools
• Serve as a positive ambassador in support of continuous improvement in the district
• Serve as a role model for other teachers
• Model positive leadership practices and is involved in continuous improvement
• Demonstrate a commitment to lifelong learning
• Be a reflective practitioner and learn from others
• Advise on classroom management practices
• Collaborate with District Leadership, Administrators, Instructional Coaches, and Teachers in order to provide services to beginning teachers including in-classroom support and professional development
• Articulate effective instructional strategies
• Provide feedback in positive and productive ways
• Develop and implement large and small group professional learning for beginning teachers and mentor colleagues focused on improving instructional practices
• Participate in the planning and facilitation of conferences and other professional development opportunities for beginning teachers
• Perform other duties as assigned

Qualifications:

• Has a minimum of five successful years of teaching experience
• Holds a valid NC teaching license
• Rated as accomplished or higher on the most recent summative evaluation
• Strong curriculum knowledge
• LETRS, SIOP and OG trained (for K-6-licensed mentors)
• Uses a continuous improvement model in the classroom to produce exemplary student results
• Has a positive recommendation from school and district leadership to serve as a part of the Mentoring Program
• Establishes and maintains rapport with others
• Is approachable
• Works well with individuals from diverse backgrounds
• Nurtures and supports others
• Has credibility
• Exemplifies a professional demeanor
• Demonstrates tolerance and flexibility and has a positive and caring attitude
• Conveys enthusiasm and portrays a passion for teaching
• Maintains confidentiality and is discreet
• Has a sound knowledge of teaching and learning pedagogy
• Has consistently implemented a classroom learning system yielding positive student results
• Demonstrates excellent classroom management skills
• Understands district and state priorities, policies, and procedures
• Has served successfully, in the past, as a mentor and/or clinical teacher
• Collaborates well with other teachers and administrators
• Willing and able to work during non-instructional time for planning and execution of professional development opportunities for self and others

TERM OF EMPLOYMENT: 10 months