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Teacher Mentor*
Job Number:
25683134
Company Name:
District of Columbia Public Schools
Job Location:
Washington, DC US
Job Category:
Education, Training, & Library
Teacher Mentor*
Teacher Mentor*
Openings (1)
Our public school students need your expertise, passion and leadership. We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees. DCPS serves 45,000 students in the nation's capital through the efforts of approximately 4,000 educators in 123 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS ition Overview
The District of Columbia is seeking a highly qualified Teacher Mentor with a demonstrated commitment to improving the academic achievement of all students. This position is a part of the Office of Professional Development, Department of Teaching and Learning. The Office of Teaching and Learning is charged with providing academic leadership, management, instructional support and the overall coordination of professional development for the school district. As a Teacher Mentor, the incumbent fosters a culture of collaboration with each school by assisting new teachers in the implementation of the Teaching and Learning Framework and ensuring continuous new teacher improvements in the components of what DCPS teachers should know and be able to do so that student achievement improves. This individual is skilled at working with adults, communicating with school based leadership-while maintaining the confidentiality relationship between mentor and new teacher, facilitating teams and groups, and monitoring progress toward established goals. The motivated incumbent is highly knowledgeable in standards-based lesson planning and delivery and assessment, both formal and informal. Teacher Mentors are central office staff members that provide critical support and guidance to new teachers at targeted ponsibilities
Under the Leadership of the Director of New Teacher Induction, the incumbent will provide instructional support to beginning teachers at the Elementary, Secondary, and Special Education levels. This involves effectively forming partnerships with new teachers to assist them with utilizing effective instructional strategies, creating a learning environment conducive to student achievement, assessing student growth and learning and all other aspects of their professional development as they begin their teaching careers. The duties of the Teacher Mentor include: . Develops a trusting, confidential, and reflective professional partnership with new teachers; . Provides weekly on-site support to each new teacher to ensure strong implementation of the Teaching and Learning Framework; . Delivers high quality, job-embedded support through various approaches such as individual discussions (formal and informal), coaching sessions, demonstration lessons with pre/post discussion and analysis, study groups, staff meetings and formal professional development sessions; . Models research based instructional approaches and collaborates with various teachers and roles to meet the needs of individual learners; . Informally observes teachers and provides specific feedback on instructional delivery and implementation of the framework; . Utilizes the formative assessment process to facilitate a new teacher's growth and development in reflecting and analyzing their practice and reviewing student work to inform instruction and improve student achievement; . Performs all other professional responsibilities such as conducting a case study, submitting weekly logs and participating in all professional development activities (scheduled trainings, Forums, and cohort meetings); . Provides feedback on program effectiveness to site administrators and program leaders; . Participates in the new teacher mentor program evaluation process; . Complies with District reporting procedures; . Consistently models high expectations for self, teachers, and studentsQualifications
The successful candidate is motivated by the mission to transform the District of Columbia Public Schools into the nation's highest-performing public school system. This position offers the successful candidate the opportunity to have a profound and lasting impact on student learning and achievement. Candidates must possess the following professional qualifications: . Master's Degree from an accredited college or university in education, curriculum, and instruction or related field; . At least 5 years of successful teaching experience; . Holds a valid District of Columbia Teaching Certificate or License; or demonstrates eligibility to receive the appropriate certification; . Meets Highly Qualified status as defined by the NCLB mandates; . Exemplary communication and interpersonal skills; . Knowledge of adult learner theory; . Strong organizational and strategic planning skills, and efficiency in meeting deadlines; . Three letters of reference citing examples of a commitment to professional growth, improving academic achievement, excellent peer relations, etc. (letters from principals, colleagues, new teachers, etc.).Additional Desired Characteristics
. Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education. . Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations. . Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains. . Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions. . Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations. . Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others . Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed work plans, and balancing of multiple priorities. . Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner. TWPEducational Requirements
Bachelor's Degree RequiredHow To Apply
Please email a current resume and cover letter citing vacancy announcement 10-OTL-001in the email subject line to . For additional vacancies, visit the DCPS homepage at Notice of Criminal Background accordance with the Criminal Background Checks for the Protection of Children Act of 2004, this position has been designated and identified as one which requires a criminal background check and/or traffic record check. If you are tentatively selected for the position, a criminal background check and/or traffic record check (for positions which require the operation of a motor vehicle) will be conducted. A final offer of employment is contingent upon the receipt of a satisfactory criminal background check and/or traffic record check. Notice of accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990 and the D.C. Human Rights Act of 1977, as amended, District of Columbia Official Code Section 2-1401.01 et seq. (Act), the District of Columbia Public Schools (DCPS) does not discriminate (including employment therein and admission thereto) on the basis of actual or perceived race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, family status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, status as a victim of an interfamily offense, or place of residence or business. Sexual harassment is a form of sex discrimination, which is prohibited by the Act. In addition, harassment based on any of the above-protected categories is prohibited. Discrimination in violation of the aforementioned laws will not be tolerated. Violators will be subject to disciplinary action. Inquiries regarding the non-discrimination policies of DCPS will be handled as follows: Employees with inquiries regarding non-discrimination policies related to employment and employees should contact: Equal Employment Opportunity Specialist Office of Labor Management & Employee Relations District of Columbia Public Schools 1200 First St, NE, 10th Floor Washington, DC 20002
Students, parents and/or guardians with inquiries regarding non-discrimination policies related to students and student activities, including Section 504, should contact: Director of Targeted Student Support Office of Youth Engagement District of Columbia Public Schools 1200 First St, NE, 10th Floor Washington, DC 20002
Position InformationOpening Date: July 22, 2010 Vacancy Announcement Number: 10-OTL-001 Salary: $45,194+ Location: Washington, DC
