BEGINNING TEACHER SUPPORT SPECIALIST

Beginning Teacher Support Specialist

Purpose: The Beginning Teacher Coordinator works under general supervision and is responsible for instructional functions including, but not limited to, Beginning Teacher Program, professional development for BTs, Lateral Entry program, National Board Certification support, oversight of the Mentor Program, being involved in and keeping abreast of the North Carolina Standard Course of Study instructional initiatives as they apply to new teachers, and other coordinating duties as assigned by the Chief Officer for Human Resources/Leadership Development.

Reports to: Director of Talent Development

Qualifications:

• NC Teacher Certification
• National Board Certification
• At least five years of successful teaching experience
• Experience as a mentor or new teacher support role

Essential Functions:

• Plans, directs and facilitates the onboarding of all new teachers.
• Coordinates the mentor program for Beginning Teachers.
• Supervises the district mentors and supports the site support leaders.
• Coordinates all communication and expectations for site support leaders.
• Implements effective coaching rounds for Beginning Teachers.
• Demonstrates lessons and observes Beginning Teachers.
• Attends required district, regional, and state meetings, including regional BT meetings
• Leads training for Beginning Teachers on the North Carolina Educator Evaluation System
• Develops and maintains Title II Beginning Teacher and Lateral Entry reports.
• Maintain Beginning Teacher website.
• Conducts research and applies best instructional strategies
• Analyze retention, recruitment, assessment, and survey data.
• Coordinates the recruitment and placement of student teachers.
• Works collaboratively with the Director of Lab School to recruit lab school apprentices and facilitate the placement of Lab School graduates.
• Works collaboratively with the Alternative Licensure Specialist to plan and facilitate support for renewal and alternatively licensed teachers.
• Assists in the planning, development, and coordination of National Board Certification training for career teachers on the district level.
• Plans and facilitates a program to increase the number of Nationally Board Certified Teachers.
• Plans, develops, and coordinates new teacher orientation, training in school system policies and procedures for beginning teachers, the beginning teacher support program, and other programs supporting teacher development as assigned.
• Plans and collaborates with school system principals to provide support for beginning teachers at school sites. 4/2019
• Delivers system-wide orientation, training, mentoring, and support programs for beginning teachers.
• Assists and works collaboratively with the Executive Director of Professional Learning to develop, implement and evaluate curriculum and instruction for beginning teachers.
• Assists in the evaluation of the district and school-level professional development for impact on increased teacher effectiveness and improved academic achievement.
• Communicates effectively with supervisors concerning pertinent aspects of the district and school-level professional development programs, particularly for beginning teachers.
• Encourages and supports the development and implementation of innovative, effective instructional programs based on scientifically based research to increase achievement for all students.
• Monitors professional development activities for beginning teachers.
• Monitors the teacher evaluation system for Beginning Teacher Support compliance. Consults and works with principals and supervisors to ensure state and local requirements are met.
• Verifies and provides information necessary to satisfy local and state reporting requirements.
• Demonstrates awareness of school/community needs and supports activities to meet those needs.
• Remains current in state and federal program guidelines, procedures, rules, and laws.
• Improves leadership skills through self-initiated professional activities
• Carries out other duties assigned by the Chief Officer for Human Resources/ ED of Talent Development.

Knowledge, Skills and/or Abilities Needed

Maintain high confidentiality

Exceptional verbal and written communication skills

Willingness to build deeper understanding of Pk-12 Curriculum Initiatives

Strong Understanding of research-based best practices for new teacher support

Ability to conduct professional development for teachers and administrators

Ability to disaggregate, interpret, and analyze data

Success working collaboratively with colleagues

Ability to multi-task

Ability to work with diverse groups

Excellent interpersonal skills

Ability to utilize technology in a meaningful manner

Ability to work and lead with limited supervision

Ability to effectively communicate and collaborate with principals, directors and chief officers

Term of Employment: 12 months

Salary: Commensurate with the NC Salary Scale for Teachers