BEGINNING TEACHER MENTOR

***Internal Candidates: Please submit a letter of interest and updated resume to current Principal in lieu of completing application.

DCS BEGINNING TEACHER MENTOR

General Statement of Job

Under general supervision, the Beginning Teacher Mentor provides instructional, professional, and emotional support to beginning teachers as part of Davie County Schools’ Beginning Teacher Support Program (BTSP). The mentor establishes a confidential, non-evaluative relationship focused on improving instructional practice, supporting professional growth, and promoting teacher retention. Working collaboratively with school administrators, district leadership, and instructional support staff, the mentor guides beginning teachers in meeting the North Carolina Professional Teaching Standards. The primary focus of the mentor role is improving instructional practice and supporting beginning teachers during the first three years of service. Reports to the Principal and/or district BT Coordinator(s).

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Establishes and maintains a trusted, professional mentoring relationship with assigned beginning teacher(s).

Supports beginning teacher(s) with acclimation to the school, district procedures, professional expectations, and ethical standards.

Provides job-embedded, instructionally focused mentoring aligned with the North Carolina Professional Teaching Standards, the North Carolina Mentor Standards, and the North Carolina Educator Evaluation System (NCEES).

Meets regularly with assigned beginning teacher(s) in accordance with district mentoring time requirements for each year of the induction program. Maintains required mentor documentation.

Observes beginning teacher(s) in the classroom to gather formative data related to instruction, classroom management, and student learning; engages in reflective conversations to support continuous improvement.

Assists beginning teacher(s) with planning, implementing, and reflecting on effective instructional practices, including lesson design, differentiation, classroom management, and assessment.

Supports beginning teacher(s) in understanding and completing annual Professional Development Plans (PDPs), including goal development, mid-year review, and final reflection; completes required documentation and signatures. 

Supports beginning teacher(s) in understanding licensure requirements and professional responsibilities.

Promotes a supportive, respectful, and inclusive learning environment by assisting beginning teacher(s) in meeting the needs of diverse learners.

Collaborates with principals, district BT coordinators, instructional coaches, and other support personnel as part of a layered support system, while maintaining the non-evaluative nature of the mentoring relationship.

Advocates, as appropriate, for beginning teacher(s) by promoting access to instructional resources and supportive working conditions.

Participates in required mentor training and ongoing professional development aligned with district and state mentoring expectations.

KNOWLEDGE, SKILLS AND ABILITIES

• Strong knowledge of effective instructional practices, classroom management strategies, and student assessment.
• Thorough knowledge of the North Carolina Professional Teaching Standards and solid understanding of the North Carolina Standard Course of Study and the North Carolina Educator Evaluation System. 
• Ability to establish and maintain effective, professional working relationships.
• Effective communication, coaching, and reflective questioning skills.
• Ability to support beginning teachers in meeting professional expectations
• Ability to observe, analyze instructional practice and student data, and support beginning teachers in identifying next steps for improvement.
• Ability to collaborate effectively with school administrators, district staff, and instructional support personnel.
• Strong organizational skills, including the ability to manage time, maintain documentation, and meet program requirements.
• Ability to exercise sound professional judgment and maintain confidentiality.

MINIMUM TRAINING AND EXPERIENCE 

Current classroom teacher with demonstrated effectiveness or an outstanding, recently retired teacher with history of successful classroom practice.

• Bachelor’s degree required.
• Minimum of three years of teaching experience.
• Most recent summative evaluation rating of at least proficient on all applicable standards of the North Carolina Educator Evaluation System, with preference given to candidates rated accomplished or distinguished and demonstrated leadership ability.

Completion of required district and/or state mentor training, or willingness to complete required training.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED 

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to observe classroom instruction, meet with beginning teacher(s) during and outside the instructional day, and perform job duties like a classroom teacher. Due to time spent moving between classrooms, office, and school spaces, physical requirements are consistent with those for Light Work.

Conceptual Awareness: Requires the ability to compare, evaluate, and judge data, instructional practices, and other observable characteristics of people or things to inform mentoring decisions. Must be able to interpret a variety of instructional, observational, and professional documents and to apply data to guide beginning teacher growth.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions and providing feedback and guidance.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical and professional instructions; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages and in standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory to analyze data.

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately in using equipment, preparing materials, or modeling strategies. Must have minimal levels of eye/hand/foot coordination.

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate over telephone or in virtual settings. 

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.