Montezuma-Cortez School District RE-1

EVERY STUDENT. EVERY DAY.

Position: New Teacher Success Coach

Our Vision

The district is committed to creating an environment of collaboration and accountability that ensures our students:

• Achieve personal goals and academic growth.
• Are invested in success for their future.
• Attain high levels of literacy and 21^st century skills.
• Are engaged in active citizenship.
• Learn in a safe and healthy school environment.

Position Summary: The New Teacher Success Coach is responsible for developing and implementing a robust new teacher induction program for our district based on the Get Better Faster framework.

Typical Responsibilities:

• Works with administrators and lead mentors to create coherent mentor and new teacher support in each school.
• Feedback and one on one coaching of beginning teachers on instructional framework and classroom management.
• Facilitates a coaching cycle that includes observation, feedback, reflection, and goal setting as well as providing social and emotional support.
• Creates and leads professional development for teacher mentors and beginning teachers.
• Support district curriculum development and objectives.
• Supports administrators, lead mentors and mentors in the development of beginning teachers.
• Works with beginning teachers to address learning needs of their students through classroom observations and conferences.
• Coordinates with other departments, offices and organizations to best serve beginning teacher needs.
• Participates in regular professional development to improve knowledge, skills and build professional capacity.
• Ensures that all beginning teachers maintain state required professional files through regular reviews during their first three years of teaching.
• Maintains master list of trained teacher mentors and strategically plans mentor training to meet individual school needs.
• Plan district’s mini academies – up to six per academic year.
• Survey current staff to determine what professional development interests the team has.
• Partner with finance to purchase materials.
• Send out registration forms for certified teachers to participate in academies.
• Develop class content and facilitate training sessions via zoom or in person.
• Responsible for new teacher Induction.
• Performs other related duties as assigned or requested.
• Observes all district policies and procedures.

Pre-Service Professional Development Aligned to Get Better Faster

1. Provide pre-service professional development to new teachers aligned to Get Better Faster Framework.
2. Contribute to professional development content for principals and other school instructional leaders on effective implementation of Get Better Faster Framework.
3. Evaluate the effectiveness of the pre-service professional development and use the data for ongoing process improvements of the pre-service professional development.

New Teacher Observation and Coaching Aligned to Get Better Faster

1. Provide observation and feedback to all new teachers using the Get Better Faster Framework for the first 60 days of teaching.
2. Participate with principals in the school-based process for “tiering” new teachers based on their progress on Get Better Faster and their specific growth needs.
3. Participate in ongoing observation and coaching for a subset of new teachers based on tiering process and principal consultation.

Mentoring Overview

1. Identification of teacher mentors
   • Work with principals annually to identify teachers who will serve as mentors for the upcoming year.

• Create and maintain a list of teacher mentors and mentor matches in collaboration with HR and principals. 
• Work with district offices (HR, payroll, grants) to set up stipends for teacher mentors annually.

1. Training and support for teacher mentors
   • Coordinate with applicable district departments (Student Academic Services, HR) and/or external partners (e.g. BOCES, PEBC) to ensure initial orientation training for teacher mentors.

• Coordinate with applicable district departments (Student Academic Services, HR) and/or external partners (e.g. BOCES, PEBC) to provide ongoing support and PD for teacher mentors.

1. Ongoing coordination and assessment of teacher mentor program

• Conduct quarterly (or more frequently if needed) check-ins with principals to monitor implementation of the mentoring program at the building level.
• Attend monthly mentor PLCs for mentors and ensure alignment to teacher mentor needs.
• Conduct quarterly (or more frequently if needed) check-ins with teacher mentors to monitor their implementation and provide support as needed.
• Collect data on mentoring implementation through mentee and mentor surveys.
• Collect data on mentoring as may be required by grants.
• Update district mentor handbook annually or as needed.

Essential Physical Demands:Constant lifting 5 to 20 poundsFrequent lifting 20 to over 50 poundsConstant standing, walkingFrequent bending, reaching, squatting, climbing, kneeling.Occasional crawling, sitting, stooping.

Supervisory Duties: None. Provides coaching to new teachers, organizes, and supports the team of Teacher Mentors.

Reports to: Executive Director of Student Academic Services

Candidate Profile:

Physical Requirements and Working Conditions: The physical demands, work environment factors and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The signatures below indicate that this job description has been reviewed by the employee with the supervisor.

________________________________ _______________________________ _________

Employee Name (Print) Employee Signature Date

________________________________ _______________________________ ___________

Supervisor Name (Print) Supervisor Signature Date

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

NONDISCRIMINATION CLAUSE

Montezuma-Cortez School District RE-1 does not discriminate against any protected classes as identified by the State of Colorado. A lack of English speaking skills will not be a barrier to participation or admission. The following staff have been designated to handle inquiries regarding our nondiscrimination policies: 

Title IX Coordinator and Compliance Officer (Title II/ADA, Title VI)

Cynthia Eldredge, Executive Director of Human Resources

400 North Elm Street, Cortez, CO 81321 970-565-7522 ext. 1135

titleIXcoordinator@cortez.k12.co.us 

504 Compliance Officer (Section 504) 

Lisa Megel, Executive Director of Exceptional Student Services

400 North Elm Street, Cortez, CO 81321 970-565-7522 ext. 1118

504complianceofficer@cortez.k12.co.us 

M-CSD RE-1 School Governance Policies can be found on our website at:

www.cortez.k12.co.us/our-district/board-of-education/policies 

CLÁUSULA DE NO DISCRIMINACIÓN

El Distrito Escolar Montezuma-Cortez RE-1 no discrimina contra ninguna clase protegida identificada por el Estado de Colorado. La falta de habilidades para hablar inglés no será una barrera para la participación o la admisión. El siguiente personal ha sido designado para atender consultas sobre nuestras políticas de no discriminación:

Coordinador del Título IX Oficial de Cumplimiento (Título II/ADA, Título VI)

Cynthia Eldredge, Directora Ejecutiva de Recursos Humanos

400 Calle Elm Norte, Cortez, CO 81321 970-565-7522 extensión 1135

titleIXcoordinator@cortez.k12.co.us 

504 Oficial de Cumplimiento (Sección 504)

Lisa Megel, Director Ejecutivo de Servicios para Estudiantes Excepcionales

400 Calle Elm Norte, Cortez, CO 81321 970-565-7522 extensión 1118

504complianceofficer@cortez.k12.co.us 

Las políticas de gobierno escolar de M-CSD RE-1 se pueden encontrar en nuestro sitio web en:

www.cortez.k12.co.us/our-district/board-of-education/policies

11.28.23 DKR

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Referenced Policies: AC, AC-E-1, AC-R (Option 1), AC-R-2*, JB, JBA, JBA-E, JBB*, JII-R

NOTE: Federal law requires districts to provide continuing notification of non-discrimination statements and the Title IX coordinator’s contact information. This information must be published in student, parent, and employee handbooks, course catalogs, program/employee application forms, and recruitment materials. 34 C.F.R. § 106.8.