Instructional and Administrator Mentor

1.     Summary

The Instructional and Leadership Mentor will serve as an educational leader responsible for supporting the professional growth, instructional effectiveness, leadership development, and retention of novice educators and new school based leaders within Somerset County Public Schools. The individual in this role shall demonstrate expertise in instructional coaching, curriculum implementation, classroom management, professional learning systems, and the effective analysis and application of student performance data.

The Instructional and Leadership Mentor shall provide targeted, research based support to novice teachers through collaborative coaching cycles, reflective practices, demonstration teaching, co planning, co teaching, leadership coaching, and professional development facilitation. The mentor will support teachers in implementing effective instructional practices, strengthening classroom management, developing learning targets, and using student data to inform instructional decisions and improve student outcomes.

The Instructional and Leadership Mentor will assist with data informed instructional and operational planning designed to strengthen instructional capacity across the district and support measurable improvements in student achievement. The individual serving in this role will function as a professional resource to administrators, teachers, and instructional staff while maintaining compliance with all applicable local, state, and federal laws, regulations, Board policies, and Maryland State Department of Education requirements.

1.   Essential Duties and Responsibilities include the following:  Other duties may be assigned by the School Improvement and Blueprint Coordinator, Chief Academic Officers, CHief Operations Officer, or Superintendent.

• Participate in research-based coaching cycles through co-planning, co-teaching, classroom observation, modeling, and engaging new teachers and novice administrators in reflective dialogue focused on instructional leadership, school culture, and professional growth.
• Participate in learning walks to provide feedback and coaching related to teaching, learning, instructional practices, leadership effectiveness, and schoolwide instructional improvement.
• Assist new teachers in the planning and presentation of appropriate, standards aligned, and data driven instruction.
• Support novice administrators in analyzing instructional data, monitoring classroom instruction, conducting effective walkthroughs, and using evidence to guide school improvement efforts.
• Co-plan and co-teach with new teachers to ensure differentiated learning experiences that address the range of skill levels and developmental needs found in the classroom.
• Collaborate with school administrators to support the implementation of instructional best practices, intervention systems, and strategies that promote student achievement and positive school culture.
• Co-plan and co-teach with new teachers to ensure that all students meet and exceed the Common Core State Standards and Maryland College and Career Readiness Standards.
• Support novice administrators in understanding curriculum implementation, instructional expectations, teacher support systems, and effective supervision practices aligned with district goals and priorities.
• Co-plan and co-teach with new teachers sequential learning experiences using a variety of instructional strategies consistent with the district and school philosophy, mission, instructional goals, school level objectives, and Core Curriculum Content Standards. Learning experiences shall align with approved county curricula and instructional materials.
• Provide demonstration and model lessons for new teachers using effective instructional, engagement, differentiation, and assessment strategies.
• Provide mentoring and leadership coaching to novice administrators in areas including instructional leadership, staff communication, data analysis, school operations, professional learning, and effective feedback practices.
• Identify instructional and professional resources to enhance new teacher lessons and support school improvement initiatives.
• Coordinate peer observations for new teachers and novice administrators to observe veteran teachers and experienced school leaders.
• Provide necessary professional development related to research based instructional best practices, leadership development, classroom management, instructional coaching, and school improvement across all content areas.
• Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, leadership development, and research related to teaching and learning.
• Assist new teachers in creating nurturing, supportive, and positive classroom climates that encourage student responsibility through positive motivation, clear routines, challenging instruction, and effective classroom management techniques.
• Support novice administrators in fostering positive school culture, effective communication systems, collaborative staff relationships, and student centered learning environments.
• Assist new teachers in assessing and diagnosing the learning, social, and emotional needs and learning styles of students using a variety of assessment techniques and data sources.
• Develop and implement workshops, coaching cycles, job embedded professional learning, leadership support sessions, and ongoing professional development opportunities that address district, school, classroom, and leadership needs.
• Develop and implement New Teacher Orientation and support the development and continuous improvement of the new teacher induction program.
• Support onboarding, mentoring, and professional growth opportunities for novice administrators and emerging school leaders.
• Complete in a timely manner all records, reports, documentation, and data required by law, regulations, Title IIA, MSDE, or district expectations.
• Serve as a role model for students, teachers, and administrators by demonstrating professionalism, ethical leadership, continuous learning, accountability, and pride in the profession of education.
• Maintain positive, cooperative, and mutually supportive relationships with administrators, instructional staff, students, parents, community agencies, and district stakeholders.
• Notify appropriate personnel immediately regarding evidence of substance abuse, child abuse, neglect, severe medical or social conditions, potential suicide risk, or individuals appearing to be under the influence of alcohol, controlled substances, or anabolic steroids.
• Protect the confidentiality of records and information obtained in the course of professional duties and exercise discretion in sharing information within legal and ethical guidelines.

III.   Qualifications

         To perform this job successfully, 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.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Education and/or Experience

Must have a Master’s degree or  National Board Certification from an accredited institution or an APC and at least five years of successful classroom teaching, at least five years of Administration and/or Supervision experience..   

1. Certificates, Licenses, Registrations

Current Maryland State Certification/License, Administration  Level I, and/or qualify for a Maryland Certification 

1. Additional Qualifications (COMAR 13A.07.06)

(1) Demonstrate knowledge of adult learning theory and peer coaching techniques;

(2) Demonstrate a knowledge base and skills to address the performance evaluation criteria and outcomes to be met by each mentee; and

(3) Hold an advanced professional certificate or be a retiree from the local school system;

(4) Possess a positive reference from a current or recent building principal or supervisor that addresses the instructional, management, human relations, and communication skills of the mentor applicant.

1. Language Skills

Ability to comprehend related laws, policies and procedures.  Ability to read job related information to stay updated on latest trends.

1. Mathematical Skills

Ability to use math to interpret data and analyze complex and technical tasks.

1. Reasoning Ability

Specific skill-based competencies required to satisfactorily perform the functions of the job including planning and managing projects and preparing and maintaining accurate records using pertinent software applications.

1.   Computer Skills

To perform this job successfully, an individual should have knowledge of Internet software; Human Resources Information Systems software; Spreadsheet software and Word Processing software.  Knowledge of Google Suite products is preferred.  Pursues training and development opportunities to expand job knowledge.

1.   Other Skills and Abilities

Must possess strong organizational, management, and interpersonal skills.  Ability to motivate others to perform well and to communicate policies, procedures and requirements is essential.  Must have excellent oral and written communication skills.

1. Other Qualifications

Must be able to travel to all schools within the County on a regular basis.  Attendance is also required at numerous out of town meetings and training sessions.  Must be dependable. Ensures work responsibilities are covered when absent. Arrives to appointments and meetings on time.

         Joins various professional organizations and reads professional journals and other     publications in order to remain current in the development of the profession.

Previous working knowledge of labor relations and teacher certification is preferred.

1.   Physical Demands

The physical demands described here 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.  Reports potentially unsafe conditions; Uses equipment and materials properly.

While performing the duties of this job, the employee is regularly required to talk or hear.  The employee is frequently required to stand; walk and use hands to finger, handle, or feel.  The employee is occasionally required to sit and reach with hands and arms.  The employee must occasionally lift and /or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus.

1.   Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

While performing the duties of this job, the employee is occasionally exposed to moving mechanical parts.  The noise level in the work environment is usually moderate.

Salary : $52,018 - $96,181