POSITION DESCRIPTION 

POSITION PURPOSE 

The mentor’s overall role is to promote the growth and development of the beginning teacher to improve student learning. When new teachers are hired, they are given a full program and are expected to impact student learning immediately without the benefit of any period of apprenticeship. New teachers essentially have to learn how to teach while on the job. Mentors are critical supporters in guiding new teachers to enhance their planning, instruction, and content knowledge. Mentors help orient new teachers to the school community and to teaching in general. Mentors also serve as collegial and emotional support for this challenging phase of a teacher’s career. On a practical level, mentors are required to document the new teacher’s mentoring experience

MINIMUM REQUIREMENTS:

• The minimum preferred requirement for mentors is 5 years of teaching;
• Mentors should also demonstrate mastery of pedagogical and subject matter skills;
• evidence of excellent interpersonal skills; and a commitment to participate in professional development. 
• A minimum of proficiency and above on all standards on the last two NC Teacher Evaluation Summative, with a minimum of accomplished or above on Standards III and IV.
• Positive EVAAS Growth when applicable
• Recommendation of Principal.

JOB DUTIES

• Establish a trusting relationship with the new teacher.
• Establish meetings with the beginning teacher for regularly scheduled structured meetings for a minimum of once a week for a minimum of thirty minutes for all beginning teachers regardless of their BT status.

• During the meeting time, help the novice teacher with:
• identify and access school and community resources
•  develop classroom rules and routines
• with classroom management
• set-up classroom 
• instructional Expectations
• plan lessons
• look at student work
• use formal and informal assessment strategies
• analyze student work to differentiate instruction
• understand and use the curriculum and student standards
• develop short and long-term goals
• prepare for supervisors’ observations
• communicate effectively with parents
• prepare for parent-teacher conferences
• understand and comply with clerical responsibilities
• Establish a focus on coaching support
• Complete monthly mentor logs for each novice teacher
• Participate in professional development opportunities for Lead Mentors
• Assist Beginning Teacher and Mentor Support Coordinator with induction programs such as the Beginning Teacher Institute
• Assist Beginning Teacher and Mentor Support Coordinator with professional development opportunities during the year.