New Teacher Mentor Position
2 days ago
To excel in this role, 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.
- Ensure that all actions align with the Board's policies, mission statement, and strategic plan.
- Participate in job training and professional growth opportunities to enhance ability to perform the essential functions of the job.
- Perform other related duties as assigned to ensure an efficient and effective work environment.
- Provide continuous mentoring support to new teachers 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.
- Represent Current District Policy/Procedure.
- Attend scheduled collaboration sessions, observation, and Check and Connect professional development opportunities with new teachers.
- Qualified mentors will enroll in the Teacher Leader Pathway with a mentoring emphasis, including Mentoring Change in Practice during their initial year as a New Teacher Mentor.
- Attend up to 5 days of summer training and development in addition to attending New Teacher Orientation, if requested.
- Complete and submit program paperwork and reports on time.
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.
Knowledge, Skills and AbilitiesThe 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.
Working ConditionsModerate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work.
Performance StandardsMeet ISBE requirements.
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