Mentor Teacher; Contractual Carroll County Public Schools Teacher Induction Program

Responsibilities and Duties

The Responsibilities For Mentor Teachers Include The Following

Provides support/mentoring/coaching for new teachers, which includes classroom coaching and induction process responsibilities by meeting with mentees for a minimum of 180 minutes per month

Provides ongoing support and feedback through joint planning, modeling, team teaching, coaching and other methods as needed in both a face-to-face and virtual setting

Models effective classroom practices and pedagogical techniques

Manages time effectively to meet consistently with mentees at various locations

Implements the instructional coaching model effectively to collaboratively identify mentee's needs, collect data and reflect on the instructional process

Gathers a variety of qualitative and quantitative data and engages the mentee in assessing data to create a plan of action for teaching and learning

Identifies and coordinates appropriate professional resources to address the performance needs of mentees

Collaborates closely with school administration, content supervisors, media specialists and teaching staff to integrate effective teaching strategies

Participates in the planning, development, and delivery of professional learning opportunities for non-tenured teachers and peer mentors

Attends Mentor Team meetings as required to discuss program direction, procedures, program improvements and mentoring best practices

Contributes to the Mentor Team and engages as a collaborative team member

Participates in self-reflection to improve practice; seeks ongoing professional learning

Demonstrates a solid understanding of the Carroll County Public School (CCPS) Framework for Teaching and builds teachers' capacity in all four domains

Qualifications And Skills



Required Qualifications :

• At least five years of outstanding teaching experience
• Eligible for an advanced professional certificate/license
• Experience with instructional mentoring or instructional coaching within the past two years
• Experience in school/teacher leadership opportunities within the past two years
• Demonstrates knowledge of data-driven planning and continuous improvement
• Demonstrates a high level of expertise and skill in differentiated instructional practices
• Demonstrates outstanding interpersonal communication skills

• Ability to build relationships through interpersonal communications with school staff
• Ability to establish and maintain professional boundaries and confidentiality
• Ability to work with persons from diverse backgrounds
• Ability to communicate effectively orally and in writing
• Ability to organize, prepare, and multi-task