Position Type:
Facilitator / Certificated/Teaching for Learning

Date Posted:
5/18/2018

Location:
Educational Service Center

Hours per Day:
7.5 hours per day

Days of the Week:
Monday,Tuesday,Wednesday,Thursday,Friday

Days per Year:
180

First consideration will be given to applicants that apply by midnight of May 25, 2018.

5 positions may be hired from this posting.

POSITION SUMMARY:
The beginning teacher assistance program's mission is to support teachers' professional growth and to develop effective culturally responsive teaching practices through collaboration, reflection, and encouragement. New Teacher Mentors provide individualized support to beginning teachers in alignment with the FWPS strategic plan, Center for Educational Leadership (CEL) instructional framework, Washington state induction standards, Office of the Superintendent of Public Instruction (OSPI) beginning educator support team (BEST) grant requirements, and OSPI mentor standards.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Mentor year 1 and year 2 beginning teacher partners (weekly support for year 1 and support every 3-4 weeks for year 2 beginning teacher partners) differentiated to meet each partner's growth, in support of the district-wide signature strategies (e.g. implementation of guaranteed and viable curriculum, Standards-based grading and reporting, professional learning communities, culturally responsive teaching practices, classroom management planning)Embodies and continually models a strong stance for equity.Supports the Director of Professional Learning and New Teacher Development to lead and collaborate on system-wide planning for professional learning and new teacher development.Ensures all professional development builds the capacity for culturally competent workforce.Supports the Director of Professional Learning and New Teacher Development to lead and develop face-to-face and virtual onboarding for new employees.Supports the development of system-wide support structures by designing training procedures, manuals, or course materials (e.g. New Teacher mentor manual);Analyze data on a consistent basis to determine program effectiveness and support structures for closing the achievement gap.Supports the efforts to coach and build capacity between the mentor program and the district-wide instructional coaching model;Provides expertise in coaching adults, specifically, teachers instructional coaches- bring specific expertise around early career teachers to enhance programs within and across departments.Provide OSPI "principles of practice" observations to meet OSPI BEST grant requirementsGuide beginning teacher partners with writing, implementing, and collecting student evidence for BTAP student growth plan that includes data reflective of the 4-lens protocolSupport the development and implementation of a robust new teacher orientation that develops new teachers' understanding of the school district Strategic Plan, support structures for new teachers, standards to be taught in their content/grade level, and adopted curriculum.Participate in professional learning focused on district and building level initiatives in order to support new teachers in those areasFoster practices so that race, socioeconomics, language, cultural background, and other exceptionalities should not be predictors of student achievementComplete OSPI Mentor Academy 101 (mandatory OSPI grant requirement.) See OSPI BEST website for datesDifferentiates new teacher support based on teachers' unique needs and diverse backgrounds and experiences, providing support using Lipton's four coaching stancesCollect, examine, and analyze evidence of student learning in new teacher classrooms to identify strengths and areas of professional growthObserve new teachers on a consistent basis, gather data, and conduct reflective learning-focused conversations with new teachersAlign observations with the CEL 5D instructional framework.Understands change and is able to support adult learners' movement through the processPlans and delivers effective professional learning for adults (new teachers, instructional coaches, district administrators, and building administrators)Supports planning an appropriate timeline of professional learning to respond to developmental phases experiences by new teachersOffer opportunities for new teachers to reflect on feedback from their evaluators and provide resources for further learningUses effective practices when modeling instruction and interacting with studentsDemonstrates positive, open, honest, and sensitive communications with students, staff, administration, and parentsRespects confidentialityUses equitable classroom practices that support the learning of all studentsUnderstands and translates research and theory into practical applicationDemonstrates knowledge of the district instructional framework and the state assessment systemBuilds rapport and trusting relationships with both students and adultsListens with compassion and empathy and addresses conflict proactivelyAttend or facilitate BTAP year 1 and year 2 classesWork collaboratively with Director of Professional Learning and New Teacher DevelopmentWork scheduled hours on a consistent basis to fulfill BEST grant requirementsSubmit OSPI "principles of practice" observations, monthly mentor logs, monthly timesheets, and monthly travel reimbursement claims by due dates

The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.

REQUIRED QUALIFICATIONS:
Education and Experience

• Holds a current Washington state teaching certificate with appropriate subject area endorsement(s)Has documented successful contracted teaching experienceReceived a proficient to distinguished rating in all 8 of the WA State Teacher Evaluation Criteria

PREFERRED QUALIFICATIONS:

• Experience with writing competitive grant applicationsExperience as a professional development facilitator

CONDITION OF EMPLOYMENT:
Criminal background clearance

KNOWLEDGE OF:

• Core concepts of adult learning theory, ENVoY, and/or discipline with love and logicDiverse cultures and differences within district and communityFederal, state and local laws and regulations governing PK-12 education, Beginning Educator Support Team and National Board for Professional Teaching Standards, Professional Learning StandardsSIOP and other inclusive instructional strategiesWaKIDS assessment and other activities of the state-funded full-day kindergarten programEquity frameworks and culturally responsive teaching practiceTechniques to motivate student learning via inquiry, discussion, and application of knowledgeOrganizing the physical and human elements in the educational settingInstructional and non-instructional human dynamicsStandards-based instruction and familiarity with common core standardsSchool board policies and procedures

ABILITY TO:

• Demonstrate comprehensive understanding of Washington state induction standards and early career performance expectationsWork independently to meet responsibilities in a reliable manner without close supervision to meet BTAP expectations and monthly program due datesFoster trusting relationships with beginning teacher partners and mentor colleaguesNurture growth mindset in beginning teacher partners for their learning and their students' learningFoster teachers' reflection around the Washington state eight criteria and the CEL instructional frameworkUse technology adeptlyComply with school board policies and follow administrative proceduresSpeak, read and follow written or verbal communicationsPractice effective safety and security within individual work routinesDevelop and maintain positive customer relations with staff and service providersWork collaboratively with district staff and promote teamwork with co-workersPractice ethical and professional standards of conduct including the requirements of confidentialityRelate effectively with parents, staff, students and the public in a multicultural and multiracial communityPerform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.Knowledge of the four coaching stances: continuum of learning-focused interactionAbility to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the district.Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future."Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to reach above and below their shoulders and bend/twist at the waist. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.

WORK SCHEDULE
This position is a full-time 180 day school year position. Attend additional mentor professional development offerings.

REPORTING RELATIONSHIP
Position reports to and will be evaluated by the Director of Professional Learning and New Teacher Development

REPRESENTATION
Federal Way Education Association (FWEA)

LEVEL OF COMPENSATION
Federal Way Education Association (FWEA) salary schedule

Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

CLASSIFICATION HISTORY
Updated to new format 05.2017
Updated 05.2018

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.