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Job Title: Teacher on Special Assignment (TOSA), PAR Mentor (2024-2025) and Requisition ID number: 102150

Close Date: 11:59 PM on

Organizational Unit: PAR Mentors (10001010)

Site: Davis Center (0001)

FTE : 0.5 FTE; 39 weeks ; this is based on full-time equivalency with 1.0 being full time

Union: Teachers(04)

Functional Area: Teaching

Resume and Cover Letter are mandatory to apply for any position.


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Position Description:

PAR Mentors provide mentoring, coaching, and other functions of PAR Mentors to support the effectiveness of two groups:

• Probationary teachers working towards tenure

• Tenured teachers requiring PAR support

• High School Licensure

• Special Education Licensure

Function:

The function of the Peer Assistance and Review (PAR) mentor is to support, and accelerate the professional development of new and experienced Minneapolis Public Schools teachers in order to increase instructional skills and student learning. PAR Mentors in this role will provide regular mentoring and coaching for equity in order to build teachers’ instructional strategies that will accelerate student achievement for all students. PAR Mentors are advisors, role models, and highly skilled teachers with successful teaching experience in MPS. PAR Mentors are committed to setting an example, sharing ideas with others, offering support and encouragement and assisting teachers in acquiring the Standards of Effective Instruction (SOEI) competencies through the Professional Development Process (PDP.)

RESPONSIBLE TO: The Executive Director of Human Resources

QUALIFICATIONS:

• Valid Minnesota teaching license

• Tenured in Minneapolis Public Schools in 2022 or earlier

• Highly preferred: demonstrated success in working with students and staff of racially diverse backgrounds

• Highly preferred: a distinguished track record in hard-to-staff schools

• Highly preferred, but not limited to, licensure in the following areas: Special Education, Bilingual Spanish, Secondary, or Specialist (ex. Art, music, physical education, media specialist, etc.)

• Preferred: minimum of 5 years successful teaching experience as demonstrated by the Standards of Effective Instruction (SOEI)

• Preferred: recent classroom teaching experience

• Experience related to mentoring, coaching, and/or some aspect of teacher leadership such as secondary observer, cooperating teacher, lead teacher or other professional development positions

• Demonstrated expertise in designing and implementing standards-based instruction, applying differentiated learning strategies and improving student achievement in the classroom

• Experience with teacher support and development using the Standards of Effective Instruction (SOEI)

• Certified or willing to obtain certification in the Standard of Effective Instruction (SOEI) Rubric and to engage in reflective conversations with teachers using evidence of classroom practice and student learning

• Demonstrated commitment to professional collaboration with colleagues

• Strong organizational and time management skills

• Demonstrated commitment to improving mentoring skills, and meeting or exceeding all mentor performance targets as established by the PAR Mentor Program leadership

• Demonstrated dedication to personal professional growth, including: establishing professional goals and assessing growth along a mentor continuum; engaging in ongoing process of reflection; and inquiry to deepen mentor practice

RESPONSIBILITIES:

• Meet regularly (every 5-10 days) with assigned teachers on-site to support their professional growth in the Standards of Effective Instruction (SOEI) such as: effective and equitable lesson planning; selection and use of culturally relevant and diverse curricular materials; use of student data and formative assessment; creating a safe and respectful classroom climate; behavior management focused on prevention; engaging and differentiated instructional strategies; regular and accurate self-reflection on practice; and professional collaboration with colleagues

• Support the professional growth of assigned teachers in the Standards of Effective Instruction (SOEI) by modeling exemplary teaching, co-teaching, co-planning, classroom observation and feedback, analysis of student work, and relationship building

• Accelerate assigned teachers’ professional practices to ensure that instruction meets grade level content standards and is aligned with Site Improvement Plan (SIP) goals and district priorities: equity, social emotional learning (SEL), literacy, and multi-tiered system of supports (MTSS)

• Guide assigned teachers in goal setting, using formative data to assess their own practice, and accurate self-reflection

• Collaborate with administrators and site-based teams to provide aligned teacher support

• Maintain and regularly update required documentation and paperwork, including the Mentor Log

• Fully participate in a mentor community of practice, including PAR Mentor professional development, Mentor Forums, case reviews, and other trainings as assigned

• Other duties as assigned to support the goals of the PAR Mentor Program

SPECIFIC RESPONSIBILITIES FOR NEW TEACHER MENTORS:

• Accelerate growth and development along the Standards of Effective Instruction (SOEI) continuum

• Complete SOEI secondary observations for assigned probationary teachers, including classroom observations and pre- and post-conferencing

• Guide assigned probationary teachers through the PDP process and Achievement of Tenure (AofT) process in collaboration with site-based PDP Coordinator

• Develop and implement support plans (when needed)

• Facilitate gradual release of mentees over the school year and collaborate with site-based teams in a gradual transition away from Mentor services and onto site-based supports

• Gather data and evidence to inform teachers’ rehire decisions

• Collaboratively develop and facilitate New Teacher Orientation (NTO) and other professional learning for new teachers

SPECIFIC RESPONSIBILITIES FOR TENURED TEACHER MENTORS:

• Conduct assessments of tenured teachers’ skills and provide recommendations for PAR services based on observations and consultation with the teacher and administrators (as outlined in the MFT contract)

• Using a teaming model, collaboratively develop individualized plan for the teacher with clear goals, expected results and timelines;

• Using individualized plan, provide intensive assistance to struggling teachers (Guided PDP and PSP) to ensure teachers are offered and have access to appropriate services in a timely manner that accelerate growth and development and reach proficiency

• Facilitate regular team meetings to monitor individualized plans, teacher growth and development;

• Using data, support teams in informing decisions for continued services or referral to the PAR Panel regarding the teacher’s continued status with the district

• Other duties assigned to support the goals of the PAR Mentor Program

METHOD OF APPLICATION:

All applicants, including MPS employees, must complete an online application at ww.mpls.k12.mn.us (click on “careers”).

In addition, upload an electronic copy of your cover letter and resume to your application at the time that you apply. Make sure that you apply for the specific position in which you are interested. Only complete applications, which include all of the following items, will be considered.

• Cover Letter

• Resume

• Online Application

• Most recent MPS multiple measures summary report (MMSR) - available in the Teacher Evaluation Report Finder here: . For security, employees can only access when they are connected to the internet at an MPS site or via the virtual private network (VPN). If one cannot connect to the MPS network, then they can email TEquestions@mpls.k12.mn.us to request their report.

Final candidates may be invited to interview with a committee and may be asked to have a classroom observation or other job-related project for selection for this position.

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Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.



COMMITMENT TO DIVERSITY:

Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On | PAR Mentors (10001010) | Davis Center (0001) | Teaching

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