Beginning Teacher Mentor

Position: BEGINNING TEACHER MENTOR
Location: Mocksville


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


*** External Candidates:
Please note this is part-time (1 to a few hours per week) and is typically not a stand-alone position.


*** Mentors are hired/assigned on a rolling basis, as needed, based on the starting employment of beginning teachers.

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…