The PAR program assists two groups of teachers:
- Probationary teachers working toward tenure
- Tenured teachers requiring intensive support
The function of the Professional Assistance and Review (PAR) mentor is to support, and accelerate the professional learning and development of new and experienced Minneapolis Public Schools teachers to increase instructional skills and student learning. Mentors in this role will provide leadership, guidance, and coaching to build teachers’ instructional strategies that will accelerate student achievement for all students while closing the achievement gap for racially and culturally diverse students.
Director of Organizational & Professional Development
- Valid Minnesota teaching license. Minimum of 5 years successful teaching experience. Master’s Degree preferred, Tenure in Minneapolis Public Schools as of September, 2010, preferred;
- Licensure in the following areas are highly preferred ESL, Bilingual Spanish, Elementary, Middle School, Special Ed, or Mathematics;
- Experience related to mentoring and/or some aspect of adult learning such as master teacher, pre-service supervisor, mentor teacher or other professional development positions.
- Demonstrated success in working with students and staff of racially diverse backgrounds; a distinguished track record in hard-to-staff schools is highly desired
- 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) and the Professional Development Plan (PDP) process;
- Demonstrated commitment to professional collaboration with colleagues
- Strong oral and written communication skills
- Committed to improving mentoring skills, and meeting or exceeding all mentor performance targets established by program leadership.
- Establishing professional goals and assessing growth along a mentor continuum, and engaging in ongoing process of reflection; and inquiry to deepen mentor practice.
- 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
SPECIFIC RESPONSIBILITIES FOR NEW TEACHER MENTORS:
- Facilitate professional growth and development of individual teachers through strategies such as modeling exemplary teaching, co-teaching, classroom observation and feedback, analysis of student work; and relationship building.
- Provide leadership and guidance with mentoring teachers in culturally relevant teaching strategies that will benefit all students;
- Guide teachers in using formative data to assess their practice and formulate standards-based professional goals as the focus of their a Professional Development Plan
- Guide teacher growth in areas such as differentiated instructional strategies, use of data and formative assessment, analysis of student work lesson planning, selection and use of curricular materials, strategies for classroom climate, organizing content for meaningful learning, and behavior management.
- Assist teachers in goal setting through classroom observation and pre- and post-conferencing.
- Accelerate teachers’ professional practices to ensure that instruction meets the standards identified in the Minneapolis Standards of Effective Instruction, grade level content standards, focused instruction, in alignment with Site Improvement Plan (SIP) goals, and District equity goals.
- Guide and monitor teacher development through frequent on site teacher-mentor interactions based on a consistent scheduled cycle. Maintain and regularly update required documentation and paperwork.
- Collaborate with district and site-based staff, teams and administrators to provide aligned teacher support;
- Support implementation of Focused Instruction and Teacher Evaluation;
- Fully participate in a mentor community of practice, e.g. key PAR mentor professional development: Mentor Academies, Mentor Forums, and other trainings as assigned.
- Other duties as assigned to support the goals of the PAR Panel and the PAR Mentor Program.
SPECIFIC RESPONSIBILITIES FOR TENURED TEACHER MENTORS:
- Accelerate growth and development along the Standards of Effective Instruction continuum;
- Facilitate Professional Development Process (PDP) meetings to support new teachers in developing and accelerating their practice;
- Work with administrators, peer coaches, Teaching and Learning staff and other colleagues as team members and facilitators in the Achievement of Tenure Process,
- Use formative and summative assessment processes and reflective conversations with beginning teachers using evidence of classroom practice and student learning to promote teacher growth
- Gather data and evidence to make recommendations regarding teachers’ future employment decisions;
- Facilitate PDP team decision making processes using data and evidence to inform decisions regarding continued employment during probation;
- Work with teachers to meet Achievement of Tenure requirements;
- Develop and facilitate new teacher professional development.
Panel regarding the teacher’s continued status with the district;
- Conduct assessments of teachers’ skills and provide recommendations for PAR services based on observations and consultation with the teacher and administrators in alignment with the teacher 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, 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 formulating recommendations for continued services or referral to the PAR
SPECIFIC RESPONSIBILITIES FOR WORKING WITH SPECIAL EDUCAITON TEACHERS
- Other duties as assigned to support the goals of the PAR Panel and the PAR mentor Program.
- Support Special Education Teachers in accelerating growth and development through goal setting, record reviews, classroom observations and pre and post conferencing
- Assist teachers’ professional growth in using the SOEI and other methods specific to their area of exceptionality
- Provide models, demonstration and guided practice to teachers in all areas of special education services
- Support teachers to ensure secure knowledge of and compliance with all special education due process regulations, timelines, procedures, documentation and related technology
- Assist special education teachers to become effective participants within IEP teams
Teacher Salary Schedule (38 weeks) and $5,000 yearly professional account (pro-rated to start and ending date).
FOR MORE INFORMATION, PLEASE CONTACT:
Lucy Kapp at
or Terry Peña at
Questions about the application process should be directed to
METHOD OF APPLICATION:
All applicants, including MPS employees, must complete an on-line application at www.mpls.k12.mn.us (click on employment) & complete answers to supplemental questionnaires located under the SUPPLEMENTAL QUESTIONAIRRES section at the bottom of this posting.
In addition, upload an electronic copy of your cover letter, resume, and answers to supplemental questions, to your application at the time that you apply. Make sure that you apply for the specific position in which you are interested. Please upload your supplemental questions with your cover letter as ONE document.
Only complete applications, which include all of the following items, will be considered:
- Cover Letter
- Three Letters of Reference (one of the letter should be from a current supervisor) upon request
- On-Line Application
- Supplemental Questions (Please add the answers to your cover letter (one document) when attaching)
Why do you want to be a PAR mentor? What experiences and skills do you bring to the position?
2. What does successful mentoring look like (e.g. coaching, feedback, follow-up, etc. )?
3. Describe a time when your instructional strategies accelerated student achievement for all students while closing the achievement gap and how did you know?
Final candidates may be invited to interview with a committee for selection to a candidate pool for this position.