2023-24 SPED Consulting Mentor Teacher

Special Education Consulting Mentor Teacher Location: Professional Development Department FTE: 1.
0 Non-Interim Position Dates: 7/27/2023 - 5/24/2024 Purpose Statement The Position of Special Education Mentor Teacher – Consulting Mentor is done for the purpose/s of providing support to the instructional process by serving as a Special Education mentor teacher with specific responsibility for promoting improved student learning by facilitating the growth and development of beginning teachers; providing specific instructional assistance to Novice teachers; support for the IEP process and digital IEP program, collaborating with other teachers, other professional staff, and administrators in addressing Special Education instructional and/or classroom issues; and responding to a wide range of inquiries from a variety of personnel.
Essential Functions Advises beginning teachers regarding techniques for improvement and enhancement of teaching time for the purpose of communicating expectations, achievement expectations, developing methods for classroom management, lesson planning and delivery, engaging students and best teaching practices and/or reinforcing goals for teaching and learning.
Provides appropriate feedback to assist new Special Education teachers in reaching mastery.
Collaborates, as a non-evaluative resource, with instructional staff and other school personnel for the purpose of improving the overall quality of student outcomes and achieving established teaching objectives.
Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student requirements.
Maintains a variety of manual and electronic documents files and records (e.
g.
logs of visitation, progress, etc.
) for the purpose of providing up-to-date information and/or historical reference in accordance with established administrative guidelines and legal requirements.
Models lessons and best teaching practices for Special Education Programs for the purpose of providing observable techniques for maximizing student learning and classroom management.
Observes and monitors progress of novice Special Education teachers for the purpose of providing non evaluative feedback, tracking progress, and providing professional development opportunities toward adopted goals of excellence in teaching and learning in a Special Education classroom.
Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
Prepares a variety of written materials (e.
g.
observation reports, communication with a variety of individuals, etc.
) for the purpose of documenting teacher progress and providing necessary feedback.
Provides peer assistance and guidance to beginning teachers in a variety of ways (e.
g.
planning for classroom activities, implementation of the less, classroom and instructional management responsibilities, expected additional duties, etc.
) for the purpose of ensuring that novice teachers are well-supported and guided into the teaching profession as well as meeting district expectations.
Supports novice teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans.
Plans and collaborates with a mentor team and provides high-quality Special Education Professional Development seminars to increase teacher’s practice.
JOB REQUIREMENTS: Skills, Knowledge and Abilities SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.
Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; teaching Arizona State recognized standards; and preparing and maintaining accurate records.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percent’s, 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: Professional Learning Communities, Critical Skills, Content Knowledge; expertise in Guided Reading, Whole Brain Instruction, Kagan Cooperative Strategies, Inquiry-Based Instruction, Understanding by Design, Differentiated Instruction, appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; behavioral management strategies.
ABILITY is required to schedule activities, meetings, and/or events; gather, collate and/or classify 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 a variety of data; and utilize specific, job-related equipment.
Problem solving is required to analyze issues and create action plans.
Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate.
Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.
Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; utilization of resources from other work units is often required to perform the job’s functions.
There is some opportunity to significantly impact the organization’s services.
Work Environment The usual and customary methods of performing the job’s functions require the following physical demands; some lifting, carrying, pushing, and/or pulling.
And significant fine finger dexterity.
Generally the job requires 60% sitting, 20% walking and 20% standing.
This job is performed in a generally clean and healthy environment.
Experience: Job related experience is desired.
Education: Bachelor's degree in job-related area.
Equivalency: Required Testing: Certificates and Licenses: Arizona Teaching Credential Continuing Educ.
/ Training: Clearances: Criminal Justice Fingerprint/Background Clearance FLSA Status - Exempt Salary: Placement on teacher's salary + $6,000 stipend for additional work time.
Additional work time includes but is not limited to: Afterschool teacher academies, IEP meetings, and additional hours worked with mentees before or after the school day.
Paradise Valley Unified School District does not discriminate on the basis of race, color, religion, national origin, age, sex or disability, in admission or access to, or treatment or employment in its programs and activities.
Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (ADA), or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resources.