Mentor Teacher Pre K/Pre K Special Needs AIB

Tyler County Schools P.O. Box 25 Middlebourne, WV 26149

ATTENTION: PROFESSIONAL PERSONNEL Posting Reference # 74742

POSITION: Mentor Teacher

LOCATION: Tyler Consolidated High School

POSTING DATE: September 30, 2026

DEADLINE FOR APPLICATION: October 6, 2026 at 11:59 p.m.

POSITION TO BE MENTORED: One (1) full-time Special Education Teacher

QUALIFICATIONS: See attached list.

RESPONSIBILITIES: See attached job description

DATE OF VACANCY: Immediately

COMPENSATION: $600.00 Supplemental Contract for the 2026-2027 school year.

PROCEDURES FOR APPLICATION:

DIRECTIONS TO APPLY THROUGH OUR DISTRICT WEBSITE:

1. Go to http://www.tylercountypublicschools.com
2. Go to Employment
3. Find the position you are interested in and click the red apply button.

All Tyler County positions are posted and applied for on Frontline

EQUAL EMPLOYMENT OPPORTUNITY: Equal employment opportunity will be granted to all persons regardless of race, religion, color, sex, national origin, or handicapping conditions and no discrimination based upon such factors will be made in the salary, demotion, transfer, or termination of any employee.

ADMINISTRATIVE PROCEDURES TYLER COUNTY POLICY: GAM

BEGINNING EDUCATOR INTERNSHIP PROGRAM JOB DESCRIPTION

TITLE: MENTOR TEACHER

QUALIFICATIONS: To be eligible to become a mentor teacher, a candidate must meet the following minimum requirements:

1. At least three (3) years total successful teaching experience, as determined by past evaluations;

2. At least three (3) years teaching experience in Tyler County Schools;

3. Completed training as a Mentor Teacher or Master Mentor Teacher;

4. Teaches the same or similar subjects and grade levels as the beginning teacher, when possible; and teaches at the same school whenever possible.

5. Models a variety of effective instructional and classroom management strategies;

6. Is committed to serving as a mentor teacher.

7. Exemplifies the highest standards of the profession.

8. Demonstrates good listening and organizational skills.

9. Is highly respected by peers to be an outstanding educator.

10. Demonstrates good written and oral communication skills and good listening skills; and

11. Shows evidence of exemplary teaching and support for Tyler County Schools.

12. Complete Beginning Teacher Internship Performance Evaluation Recommendation form and submit it to the County Staff Development Director at the end of each mentoring year.

REPORTS TO: The Beginning Teacher's Immediate Supervisor (Building Principal) and the county Staff Development Director (Coordinator of the Mentorship Program).

PERFORMANCE RESPONSIBILITIES:

1. Complete or have previously completed training as a Mentor Teacher

2. Supervise an orientation program for the beginning teacher prior to the beginning of the instructional term, but within the employment term. If the beginning teacher is employed during the school year, the orientation shall be scheduled as soon as possible after the mentor is assigned.

3. Assess the new teacher's needs, identify problem areas, and develop appropriate strategies to meet students' needs.

4. Advise the new teacher on strategies to develop and maintain effective classroom management.

5. Demonstrate / model the elements of effective instruction and classroom management.

6. Assist the new teacher in developing methods to appropriately evaluate student progress.

7. Assist the new teacher in acquiring appropriate materials and other resources.

8. Review the school handbook and other documents relevant to the system and school building policies and procedures with the new teacher.

9. Establish a constructive relationship designed to enhance communication and an exchange of ideas.

10. Identify and encourage professional development opportunities that will enhance the new teacher's subject area knowledge and/or pedagogical skills.

11. Use effective supervisory techniques to improve/enhance the new teacher's delivery methods.

12. Observe the beginning teacher's teaching skills for at least one hour per week during the first half of the school year when possible. Observation time may be reduced at the discretion of the mentor to one hour every two weeks during the second half of the school year.

13. Conduct weekly meetings with the beginning teacher to discuss the performance of the beginning teacher and any needed improvements. These meetings may be reduced at the discretion of the mentor to biweekly meetings during the second half of the school year.

14. Participate in monthly meetings of the professional support team to discuss the performance of the beginning teacher.