Internal Candidates Please submit a letter of interest and updated resume to current Principal in lieu of completing application.
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 Coordinators.
SPECIFIC DUTIES AND RESPONSIBILITIES
Essential Job Functions
Establishes and maintains a trusted professional mentoring relationship with assigned beginning teachers. Supports beginning teachers 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 teachers in accordance with district mentoring time requirements for each year of the induction program. Maintains required mentor documentation.
Observes beginning teachers 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 teachers with planning, implementing, and reflecting on effective instructional practices, including lesson design, differentiation, classroom management, and assessment.
Supports beginning teachers 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 teachers in understanding licensure requirements and professional responsibilities.
Promotes a supportive, respectful, and inclusive learning environment by assisting beginning teachers 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 teachers 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 manage time, maintain documentation, and meet program requirements.
Ability to exercise sound professional judgment and maintain confidentiality.
Minimum Training and Experience
Current classroom teacher with demonstrated effectiveness or an outstanding recently retired teacher with history of successful classroom practice.
Bachelor's degree required.
Minimum of three years of teaching experience.
Most recent summative evaluation rating of at least proficient on all applicable standards of the North Carolina Educator Evaluation System, with preference given to candidates rated accomplished or distinguished and demonstrated leadership ability.
Completion of required district and/or state mentor training or willingness to complete required training.
Minimum Qualifications or Standards Required
Physical Requirements
Must be able to observe classroom instruction, meet with beginning teachers during and outside the instructional day, and perform job duties like a classroom teacher. Due to time spent moving between classrooms, office, and school spaces, physical requirements are consistent with those for Light Work.
Conceptual Awareness
Requires the ability to compare, evaluate, and judge data, instructional practices, and other observable characteristics of people or things to inform mentoring decisions. Must be able to interpret a variety of instructional observational and professional documents and apply data to guide beginning teacher growth.
Interpersonal Communication
Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions and providing feedback and guidance.
Language Ability
Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.
Intelligence
Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions to interpret an extensive variety of technical and professional instructions and deal with several abstract and concrete variables.
Verbal Aptitude
Requires the ability to record and deliver information to explain procedures to follow, oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages and in standard English.
Numerical Aptitude
Requires the ability to utilize mathematical formulas to add and subtract, multiply and divide, utilize decimals and percentages, and apply the principles of descriptive statistics, statistical inference, and statistical theory to analyze data.
Motor Coordination & Dexterity
Requires the ability to coordinate hands and eyes rapidly and accurately in using equipment, preparing materials, or modeling strategies. Must have minimal levels of eyehandfoot coordination.
Visual and Spatial Aptitude
Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.
Interpersonal Temperament
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication
Requires the ability to talk and hear, talking expressing or exchanging ideas by means of spoken words. Hearing perceiving nature of sounds by ear. Must be able to communicate over telephone or in virtual settings.
Disclaimer
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.