Teacher Mentor

Overview

Codman Academy is seeking educators who are interested in serving in the role of a Beginning Teacher Mentor. The below job description outlines the purpose, roles and responsibilities of a Beginning Teacher Mentor. This is a stipend position that will be offered to internal and external candidates who meet the qualifications.

What is the role of a Beginning Teacher Mentor?

All beginning teachers (teachers in their first three years of teaching) should be assigned to a mentor within the opening weeks of school. Mentors provide instructional, social-emotional and logistical support to novice educators, as they acclimate to their new position.

• Mentoring can occur in a one-on-one format or in a group setting.
• Mentor should check in with the mentee 15-20 hours per year (or approximately 2 hours/month) with increased support at the start of the year, and should include activities including, but not limited to:
• Support with understanding the essential role and responsibilities of a new educator in their respective grade level and content area including but not limited to lesson planning, parent/family communication, classroom management and discipline, grading, collaborative planning, and responsibilities related to licensure (if relevant).
• Offer culturally responsive mentorship, supporting educators from diverse backgrounds and preparation pathways.
• Support with lesson planning using High Quality Instructional Materials (HQIM) aligned to Mass Frameworks/CCSS.
• Support mentees with unpacking the Standard of Excellent Teaching and planning for the implementation of high leverage instructional practices outlined in the tool, with a focus on those related to tier 1:
  Crew Culture, Empowering Learning Environment, High Quality Tasks/Work and Student-Centered Learning.
• Modeling best teaching and planning practices including observing the mentee’s practice when possible and providing actionable feedback and/or supporting the mentee to observe the mentor’s practice or visit other model classrooms.
• Provide support with navigating school and district policies and procedures.
• Support mentees in self reflection, goal setting and professional growth, aligned with district and school licensure and evaluation expectations.

• To be eligible to serve as a mentor, educators must meet the following requirements, as outlined by DESE:
  At least 3 full years of experience under an initial or professional license.
• Serve in the same professional role as the educator (e.g. teacher).
• Strong preference will be shown to matching mentors and mentees based on common subject, grade level or program area (secondary teacher, special education teacher, early childhood teacher, etc.).

• Codman is responsible for providing mentors with training on their role prior to the start of mentoring and on-going support throughout the year. This year, this will include 3 mentor development meetings outside of contractual hours. Mentors will be required to participate in these trainings to ensure coherence and alignment of mentorship activities across the district. Topics for mentor training and support will include, but not be limited to:
• Facilitating regular (at least monthly) mentor-mentee meetings
• Supporting reflective practice and goal setting
• Observing and providing feedback to mentees
• Connecting mentees w/ professional learning, resources and supports
• Confidentiality
• Effective, culturally responsive practices for supporting mentees
• Building trusting relationships and establishing effective communication
• Valuing and leveraging mentees’ background and experiences as assets
• Supporting mentees professional learning, growth and agency
• Grade level content standards and culturally and linguistically sustaining practices, in alignment with our Codman Standard of Excellent Teaching.

• Seniority level:
  Entry level
• Employment type:
  
  Full-time
• Job function:
  Education and Training
• Industries:
  Non-profit Organizations, Hospitals and Health Care, and Medical Practices

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