District Teacher Mentor – 2025-2026 School Year

Job Description

Job Ttitle: District Teacher Mentor – 2025-2026 School Year

Company: Tolleson Union High School District


Description: The job of the District Mentor is to provide job-embedded professional development to beginning and evolving teachers to accelerate teacher practices that increase student achievement.Qualifications
Required: * Valid Arizona Teaching Certificate.

• Bachelor’s degree in a subject area, Education, or other related field.
• Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
• Proficiency in their performance in each of the following teacher competency standards:
• Design and Plans Instruction.
• Creates and Maintains a Learning Climate.
• Implements and Manages Instruction.
• Assesses Learning and Communicates Results.
• Collaborates with Colleagues, Parents, and Others.
• Minimum of five years successful, secondary classroom teaching experience.
• Experience working with linguistically and ethnically diverse students.
• Knowledge of formative assessment processes.
• Experience working collaboratively and sharing instructional ideas and materials with beginning teachers.
• Strong literacy and communication skills.
• Experience in the use of virtual classrooms.
• Commitment to ongoing personal professional growth.
• Knowledge of the function and processes of mentoring.
• Experience in the effective instruction of adult learners.
• Strong technological software skills in Word, Excel etc.
• Understanding of Quality District Model.

Preferred: * Master’s Degree and/or National Board Certification preferred.

• Bilingual in English and Spanish.

Essential Functions * Commit to spending two hours per week with each assigned beginning teacher; one hour per week with each assigned evolving teacher.

• Develop norms of collaboration, inquiry, and on-going learning.
• Serve as a model of a positive, empowered professional performing at or above the standards of performance expected by the school and school district.
• Model attitude and belief that all students can learn.
• Model attitudes and beliefs of the teachers’ influential role in the academic lives of their students.
• Reflect and analyze one’s own mentoring.
• Exhibit discrete skills of teaching and subject matter or grade level expertise as displayed in their classroom.
• Share knowledge of instructional theory and district curriculum with beginning and evolving teachers and other mentors in a collaborative manner.
• Engage in empathetic projection based upon the needs of beginning and evolving teachers.
• Model a dedication to their own professional growth, showing curiosity about their practice and constantly seeking to improve it.
• Work well with colleagues to create schools that are true communities of learners where teachers hold themselves personally accountable for the academic success of their students.
• Establish relationships with site administrators.
• Serve as models of professional leadership.
• Applies knowledge of best practices in curriculum, instruction, and assessment, and methods of supporting and extending instruction and student learning.
• Applies knowledge of school law and district policy.
• Ability to effectively utilize digital applications and software such as Microsoft Office Suite, Synergy, Power Point, Nearpod, Teams, etc.
• Attend mentor sessions identified in the TUHSD Process.
• Conduct formative observations of all assigned beginning and evolving teachers.
• Discuss strengths and areas of concern with beginning and evolving teachers to formulate a plan for strengthening the teacher’s instruction.
• Participate in the mentoring program/seminars.
• Attend all Mentor Academies, Mentor Forums, and mentoring program/seminars.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Skills, Knowledge, and Abilities
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: regularly required to talk and hear; frequently required to use hands to touch, handle, or feel objects, tools, or controls and use a keyboard or keypad; regularly type or enter data using a computer keyboard; operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records.KNOWLEDGE is required to perform advanced math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions.
Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: classroom management; and concepts of grammar and punctuation.ABILITY is required to schedule classroom activities, discussions, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is high. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision depth perception, and the ability to adjust focus.Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job’s functions. There is a continual opportunity to have some impact on the organization’s services.Working Environment
The usual and customary methods of performing the job’s functions require the following physical demands: the employee will be required to reach with hands and arms; some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity; the employee is frequently required to stand, walk, bend, and sit; the employee is occasionally required to climb, or balance and stoop or kneel; the employee must regularly lift and/or move up to 10 pounds, and occasionally lift and/or move up to 35 pounds. Generally, the job requires 10% sitting, 45% walking, and 45% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors. The noise level in the work environment is usually moderate to severe. Travel between District campuses and to locations outside the District is required.Reports to: Director of Curriculum and InstructionTerms of Employment: Nine-month, full timeEvaluation: This position will be evaluated annually as outlined in Governing

Salary:

Location: Arizona

Date: Sun, 11 May 2025 01:33:54 GMT


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