Mentor Teacher

Purpose Statement The job of Teacher, Mentor is done for the purpose/s of implementing core features and evidence‑based teaching practices by providing staff with instructional leadership through the design, delivery, and coordination of intensive professional development; education program development and improvement; facilitation of interdisciplinary collaboration; and reflective supervision/administrative support in conformance with established guidelines. This job reports to Assigned Administrator. Essential Functions Aligns classroom practices with Head Start performance standards for the purpose of delivering services in conformance with Head Start, state, or federal regulations. Collaborates with others (e.g., teachers, staff, parents, etc.) for the purpose of identifying issues, developing plans, and providing direct instruction or consultation in order to support positive outcomes and ensure cultural awareness. Delivers ongoing instruction, consultation, assessment, and personal observations to instructional staff for the purpose of ensuring exemplary early learning classroom and quality teacher and child interactions. Designs intensive professional development, education program development and improvement (e.g., triage processes for special needs classrooms, etc.) for the purpose of ensuring compliance with program, state, and federal regulations. Develops professional development goals, education, and action plans utilizing assessments and observations (e.g., Classroom Assessment Scoring System, videotapes, etc.) for the purpose of meeting program and agency requirements. Maintains a variety of manual and electronic documents, files, and records for the purpose of providing up‑to‑date reference and audit trail for compliance with district, local, state, and federal regulations. Monitors training attendance and records (e.g., Washington State Training and Registry System, Managed Education and Registry Information Tool, etc.) for the purpose of ensuring compliance with state, federal, and/or program requirements. Monitors classroom (e.g., documentation, ratios, etc.) for the purpose of ensuring appropriate supervision of children, quality teacher‑child interactions, and compliance with program, state, and federal regulations. Participates in a variety of meetings (e.g., reflective practice, workshops, conferences, in‑service training, staff meetings, team meetings, etc.) for the purpose of contributing to program services and conveying and/or gathering information. Prepares a variety of written materials (e.g., reports, documentation, evaluations, etc.) for the purpose of documenting activities, providing written reference and/or conveying information. Provides instructional leadership (e.g., promoting first relationships, developing secure base in classroom, etc.) for the purpose of ensuring exemplary early learning classroom and quality teacher‑child interactions. Serves as Teacher (e.g., monitors students, supervises instructional staff, administers curriculum and practices, etc.) for the purpose of providing a safe and positive learning environment, and ensuring compliance with established regulations and performance standards in regular teacher's absence. Supervises personnel (e.g., provide coaching and consultation on technical issues, adaptive challenges, personnel matters, strategic opportunities, career goals, professional development, job performance, etc.) for the purpose of advancing the development of effective leaders and high‑performing teams and achieving agency and departmental objectives. Other Functions Assist other personnel as may be required for the purpose of ensuring an efficient and effective work environment.

JOB‑SPECIFIC COMPETENCIES

BUILDING EFFECTIVE TEAMS: Builds a diverse and cohesive team who work together toward shared goals. CLASSROOM GUIDANCE AND LEADERSHIP: Demonstrates knowledge of evidence‑based classroom leadership practices that create a climate for student learning. CREATING A SUPPORTIVE WORKPLACE: Demonstrates respect and empathy when interacting with people. Listens to ideas, issues and suggestions with an open mind. Offers support, flexibility and guidance when others are balancing differing priorities. Qualifications Master’s Degree in Early Childhood Education, Child Development, or a related field, or a bachelor’s degree in Early Childhood Education, Child Development, or a related field and progressively responsible job‑related experience. Experience providing mentoring and supervisory support to early childhood teaching staff. Comprehensive infant/toddler or preschool experience. Experience in delivering Professional Development content in collaboration with center leaders. Experience mentoring/supervising early learning staff. Experience with diverse and/or low‑income populations. #J-18808-Ljbffr Puget Sound ESD