Coordinator of Novice Teacher Mentor Systems

PENDERGAST SCHOOL DISTRICT

Job Description

JOB TITLE: Coordinator of Novice Teacher Mentor Systems

EXEMPT: No JOB CODE:

SALARY LEVEL: Exempt LOCATION: Talent Management

TERM OF EMPLOYMENT: 12-Month REPORTS TO: Director of Employee Experience

DATE APPROVED: POSITION LEVEL:

SUMMARY:

The Coordinator of Novice Teacher Mentor Systems serves as a district-level leader responsible for designing coordinating and continuously improving the districts novice teacher mentoring and early-career support system. Reporting to the Director of Employee Experience & Professional Learning and housed within Talent Management this role ensures that beginning teachers teacher residents interns and alternative pathway candidates are supported through coherent high-quality mentoring structures aligned to district instructional priorities and workforce needs.

The Coordinator provides system leadership for mentor selection training support and monitoring working in close partnership with full time teacher mentors site-based mentors school administrators Educational Services and higher education partners. This role functions as a critical connector between recruitment pipelines onboarding professional learning and retention strategies ensuring a seamless and supportive employee experience for novice instructional staff.

Through collaboration data-informed decision-making and continuous improvement the Coordinator of Novice Teacher Mentor Systems strengthens instructional practice builds mentor capacity and advances the districts long-term talent and retention strategy.

REQUIRED QUALIFICATIONS:

• Bachelors Degree in Education
• Minimum of 3-5 years of successful teaching experience in a K-12 setting
• Demonstrated experience supporting early-career educators mentoring teachers or leading induction coaching or professional learning initiatives.
• Proven ability to design coordinate and improve systems or programs that support educator development and effectiveness.
• Ability to analyze data (e.g. surveys walkthroughs performance indicators) to inform decision-making and continuous improvement.
• Strong communication collaboration and relationship-building skills with diverse stakeholders including teachers mentors administrators and higher education partners.
• Demonstrated organizational facilitation and project-management skills in a district or complex organizational setting.

PREFERRED QUALIFICATIONS:

• Experience serving in a district-level coordination leadership or program management role
• Experience working with teacher preparation programs alternative certification pathways or grow-your-own initiatives.
• Training or experience in instructional coaching mentoring frameworks or adult learning theory.
• Demonstrated ability to lead professional learning for educators and mentor teachers.
• Experience integrating technology into professional learning coaching or program management.
• Background knowledge of special education equity-centered practices or differentiated support models.

Such alternatives to the above qualifications as the Superintendent or designee may find appropriate and acceptable.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Design implement and continuously improve a districtwide novice teacher mentoring and early-career support system aligned to district goals instructional priorities and workforce strategy.
2. Oversee support structures for novice teachers teacher residents interns and student teachers placed within the district.
3. Monitor progress and provide guidance to ensure teacher candidates successfully meet program expectations and district standards.
4. Serve as a district-level point of contact for novice teacher support addressing systemic needs and escalating concerns as appropriate.
5. Establish clear structures expectations and quality standards for mentor teachers and novice teacher support across schools.
6. Ensure coherence and alignment between mentoring onboarding professional learning and early-career development systems.
7. Coordinate support and train mentor teachers including Middle School Teacher Mentors to ensure high-quality consistent mentoring practices.
8. Facilitate mentor professional learning calibration and ongoing support to strengthen coaching effectiveness and instructional impact.
9. Collaborate with district and school leaders to identify select and support high-quality mentor teachers.
10. Serve as the primary liaison with colleges universities and alternative certification programs to ensure alignment between preparation coursework and district instructional expectations while collaborating on candidate performance and continuous improvement efforts.
11. Support recruitment and grow-your-own initiatives by aligning teacher preparation partnerships to district staffing needs.
12. Collect analyze and respond to mentoring walkthrough survey and performance data to evaluate program effectiveness and recommend adjustments to mentoring structures training and supports.
13. Monitor novice teacher engagement mentor effectiveness and retention trends to inform system improvements.
14. Partner with the Director of Employee Experience & Professional Learning to align mentoring systems with employee engagement onboarding and retention strategies.
15. Collaborate with Educational Services school administrators and district departments to ensure coherence across enterprise initiatives.
16. Communicate regularly with principals regarding mentor assignments qualifications and program effectiveness.
17. Support new teacher onboarding and early-career professional learning initiatives.
18. Participates in district regional and state-level coordinator training and professional development.
19. Perform other duties as assigned by the Superintendent or designee in support of district priorities.

SKILLS KNOWLEDGE AND ABILITIES:

Skills are required to perform multiple non-technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: utilizing standard office equipment; and utilizing pertinent software applications.

Knowledge is required to perform basic math including calculations using fractions percents and/or ratios; understand written procedures write routine documents and speak clearly; and understand multi-step oral and written instructions. Specific knowledge required to satisfactorily perform the functions of the job includes: various position-specific information learned on-the-job.

Ability is required to schedule activities meetings and/or events; routinely gather collate and/or classify data; and use basic job-related equipment. Flexibility is required to work with data utilizing specifically defined processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize specific job-related working with others problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific abilities required to satisfactorily perform the functions of the job include: being attentive to detail; communicating with diverse groups; adhering to safety practices; maintaining confidentiality; meeting deadlines and schedules; and maintaining detailed records.

RESPONSIBILITY:

Responsibilities include: working under limited supervision using standardized practices and/or methods; providing information and advising others; and operating within a defined budget. Utilization of some resources from other work units may be required to perform the jobs functions. There is a continual opportunity to significantly impact the Organizations services.

WORK ENVIRONMENT:

The usual and customary methods of performing the jobs functions require the following physical demands: occasional lifting carrying pushing and/or pulling; some stooping kneeling crouching and/or crawling; and significant fine-finger dexterity. Generally the job requires 50% sitting 25% walking and 25% standing. The job is performed in a generally clean and hazard-free environment and in varying atmospheric conditions.

SUPERVISION: Received from Director of Employee Experience; Evaluated annually per policy

Required Experience:

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