New Teacher Mentor

The beginning teacher assistance program’s mission is to support teachers’ professional growth and to develop effective culturally responsive teaching practices through collaboration, reflection, and encouragement. New Teacher Mentors provide individualized support to beginning teachers in alignment with the FWPS strategic plan, Center for Educational Leadership (CEL) instructional framework, Washington state induction standards, Office of the Superintendent of Public Instruction (OSPI) beginning educator support team (BEST) grant requirements, and OSPI mentor standards.


ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Mentor year 1 and year 2 beginning teacher partners (weekly support for year 1 and support every 3-4 weeks for year 2 beginning teacher partners) differentiated to meet each partner’s growth, in support of the district-wide signature strategies (e.g. implementation of guaranteed and viable curriculum, Standards-based grading and reporting, professional learning communities, culturally responsive teaching practices, classroom management planning)
• Embodies and continually models a strong stance for equity.
• Supports the Director of Professional Learning and New Teacher Development to lead and collaborate on system-wide planning for professional learning and new teacher development.
• Ensures all professional development builds the capacity for culturally competent workforce.
• Supports the Director of Professional Learning and New Teacher Development to lead and develop face-to-face and virtual onboarding for new employees.
• Supports the development of system-wide support structures by designing training procedures, manuals, or course materials (e.g. New Teacher mentor manual);
• Analyze data on a consistent basis to determine program effectiveness and support structures for closing the achievement gap.
• Supports the efforts to coach and build capacity between the mentor program and the district-wide instructional coaching model;
• Provides expertise in coaching adults, specifically, teachers instructional coaches– bring specific expertise around early career teachers to enhance programs within and across departments.
• Provide OSPI “principles of practice” observations to meet OSPI BEST grant requirements
• Guide beginning teacher partners with writing, implementing, and collecting student evidence for BTAP student growth plan that includes data reflective of the 4-lens protocol
• Support the development and implementation of a robust new teacher orientation that develops new teachers’ understanding of the school district Strategic Plan, support structures for new teachers, standards to be taught in their content/grade level, and adopted curriculum.
• Participate in professional learning focused on district and building level initiatives in order to support new teachers in those areas
• Foster practices so that race, socioeconomics, language, cultural background, and other exceptionalities should not be predictors of student achievement
• Complete OSPI Mentor Academy 101 (mandatory OSPI grant requirement.) See OSPI BEST website for dates
• Differentiates new teacher support based on teachers’ unique needs and diverse backgrounds and experiences, providing support using Lipton’s four coaching stances
• Collect, examine, and analyze evidence of student learning in new teacher classrooms to identify strengths and areas of professional growth
• Observe new teachers on a consistent basis, gather data, and conduct reflective learning-focused conversations with new teachers
• Align observations with the CEL 5D instructional framework.
• Understands change and is able to support adult learners’ movement through the process
• Plans and delivers effective professional learning for adults (new teachers, instructional coaches, district administrators, and building administrators)
• Supports planning an appropriate timeline of professional learning to respond to developmental phases experiences by new teachers
• Offer opportunities for new teachers to reflect on feedback from their evaluators and provide resources for further learning
• Uses effective practices when modeling instruction and interacting with students
• Demonstrates positive, open, honest, and sensitive communications with students, staff, administration, and parents
• Respects confidentiality
• Uses equitable classroom practices that support the learning of all students
• Understands and translates research and theory into practical application
• Demonstrates knowledge of the district instructional framework and the state assessment system
• Builds rapport and trusting relationships with both students and adults
• Listens with compassion and empathy and addresses conflict proactively
• Attend or facilitate BTAP year 1 and year 2 classes
• Work collaboratively with BTAP mentor program specialists
• Work scheduled hours on a consistent basis to fulfill BEST grant requirements
• Submit OSPI “principles of practice” observations, monthly mentor logs, monthly timesheets, and monthly travel reimbursement claims by due dates

The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.

REQUIRED QUALIFICATIONS:
Education and Experience

• Holds a current Washington state teaching certificate with appropriate subject area endorsement(s)
• Has documented successful contracted teaching experience
• Received a proficient to distinguished rating in all 8 of the WA State Teacher Evaluation Criteria

PREFERRED QUALIFICATIONS:

• Experience with writing competitive grant applications
• Experience as a professional development facilitator

CONDITION OF EMPLOYMENT:
Criminal background clearance

KNOWLEDGE OF:

• Core concepts of adult learning theory, ENVoY, and/or discipline with love and logic
• Diverse cultures and differences within district and community
• Federal, state and local laws and regulations governing PK-12 education, Beginning Educator Support Team and National Board for Professional Teaching Standards, Professional Learning Standards
• SIOP and other inclusive instructional strategies
• WaKIDS assessment and other activities of the state-funded full-day kindergarten program
• Equity frameworks and culturally responsive teaching practice
• Techniques to motivate student learning via inquiry, discussion, and application of knowledge
• Organizing the physical and human elements in the educational setting
• Instructional and non-instructional human dynamics
• Standards-based instruction and familiarity with common core standards
• School board policies and procedures

ABILITY TO:

• Demonstrate comprehensive understanding of Washington state induction standards and early career performance expectations
• Work independently to meet responsibilities in a reliable manner without close supervision to meet BTAP expectations and monthly program due dates
• Foster trusting relationships with beginning teacher partners and mentor colleagues
• Nurture growth mindset in beginning teacher partners for their learning and their students’ learning
• Foster teachers’ reflection around the Washington state eight criteria and the CEL instructional framework
• Use technology adeptly
• Comply with school board policies and follow administrative procedures
• Speak, read and follow written or verbal communications
• Practice effective safety and security within individual work routines
• Develop and maintain positive customer relations with staff and service providers
• Work collaboratively with district staff and promote teamwork with co-workers
• Practice ethical and professional standards of conduct including the requirements of confidentiality
• Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
• Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Knowledge of the four coaching stances: continuum of learning-focused interaction
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the district.
• Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
• Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

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.

While performing the duties of this job, the employee is regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to reach above and below their shoulders and bend/twist at the waist. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.

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 regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.

WORK SCHEDULE
This position is a full-time 180 day school year position. Attend additional mentor professional development offerings.

REPORTING RELATIONSHIP
Position reports to and will be evaluated by the Director of Professional Learning and New Teacher Development

REPRESENTATION
Federal Way Education Association (FWEA)

LEVEL OF COMPENSATION
Federal Way Education Association (FWEA) salary schedule


Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

CLASSIFICATION HISTORY
Updated to new format 05.2017

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.