Position Title

Full - Release Mentor

Custom Job Purpose

This position exists to support the growth and development of beginning teachers. Full-Release Mentors will provide beginning teachers support in multiple areas such as, but not limited to, instructional strategies, classroom management, analyzing student work, and differentiated instruction. Full-Release Mentors will utilize a variety of data collection tools and protocols that guide beginning teachers in reflecting on their practice and monitoring progress towards professional goals for instructional improvement. Individuals selected for the position of Full-Release Mentor will attend training and professional development throughout the school year through Mentor Academies, Weekly Mentor Forums, professional learning teams, and communities of practice. This position will serve a specified school or schools within the district.

Essential Functions of this Job

Essential Functions of this Job (cont.)

Non-Essential Functions of this Job

Performs other duties as assigned.

Qualifications

Graduation from an accredited college or university with a minimum of a Bachelor's degree in the field of education or a related area and a Florida Standard Teaching Certification are required. A Master's degree is preferred. A minimum of five years of recent and successful classroom teaching experience is also required. Designing, presenting, and facilitating adult learning experience is preferred as is successful teacher leadership experience.

Knowledge, Skills and Abilities

Demonstrate expertise in designing and implementing instruction, assessment, and methods that improve student achievement in the classroom. Ability to implement innovative teaching methodologies. Ability to collaborate and maintain confidential relationships with administrators and beginning teachers. Experience related to adult learning (mentoring, professional development, teaching). Demonstrated commitment to personal and professional growth and learning within a community of practice. Willingness to engage in formative assessment processes, including non-evaluative, reflective conversations with beginning teachers using evidence of classroom practice and student learning. Evidence of excellent oral, written, and technology skills. Strong interpersonal and communication skills. Proficiency in maintaining and managing regular communication and documentation. Optimism for potential of beginning teachers and schools to effect change in the academic lives of students. Understanding of classroom observation principles and processes. Bilingual/biliterate preferred.

Work Context

Requires some sitting and standing, walking and moving about to coordinate work. Requires the use of alternative communication systems, such as electronic mail, telephones and computers. Requires coordination of work tasks to establish priorities, set goals and meet deadlines. Requires face-to-face discussions and contact with individuals and/or teams. Requires work with students, internal and external contacts, and withthe public.

Physical Environment

Requires working indoors in environmentally controlled conditions. Requires sitting, standing and moving for the majority of the day, and the ability to lift, carry, move and/or position objects infrequently weighing up to 20 pounds. Requires travel to schools and work locations within the district.

Collective Bargaining Agreement

2 - Teachers Union - C1 - Other Certified

Salary Grade

N/A

Pay Grade

Teacher Salary Schedule

FLSA Status

Exempt

Local Code

10279

EEO5

43

Approval Date

4/26/2016

Date Last Revised