Summary:

The New Teacher Support Coordinator is a centrally-based teacher leader who helps foster the development and growth of new teachers for the purpose of improving teacher efficacy and student learning and achievement. This position provides vision and leadership for teacher growth by working in close collaboration with the Learning Community, principals, school leadership teams, central services, and new teachers. Supports the building of instructional capacity among new teachers to meet the goals outlined in the district's strategic plan and school improvement plans. Incorporates 21st century learning tools and methods outlined in the 21st Century learning framework.

The position assumes a variety of roles in supporting new teachers, including, but not limited to:

• Professional Developer: helps new teachers acquire new skills and knowledge through custom-designed, job-embedded learning activities utilizing best practices of adult learning
• Facilitator: designs and implements processes to create productive interactions for new teachers and their colleagues
• Resource Provider: provides resources to help new teachers reach desired goals
• Data Coach: guides new teachers in assessing effectiveness of instructional practices and moves staff to implement necessary systemic changes of practice

Essential Duties: (These duties represent a sample and may be adjusted based on the needs of new teachers and schools.)

• Engages new teachers to develop a culture that fosters professional learning and reflective practices
• Supports new teachers as learners acquiring and building a repertoire of skills to provide personalized learning to meet the needs of every student.
• Designs, implements, evaluates and refines professional development for new teachers related to: evidence of student learning, data analysis, instructional best practices, collaborative team planning, individual professional growth, reflective practices, and effective technology integration.
• Leads the modification and improvement of teaching methods in a culturally responsive manner.
• Supports differentiation of instruction by demonstrating flexibility and creativity in choosing and modifying learning strategies, tools, and resources in various formats to meet the diverse needs of all learners
• Assists new teachers to develop standards-based short and long term curriculum plans and student assessments.
• Trains mentors in effective feedback to foster self-efficacy and to improve teaching practices among new teachers
• Collaborates with colleagues at the district level to foster growth opportunities for new teachers and mentors
• Participates in non-evaluative observations and feedback for new teachers and collaborates with colleagues to mentor and support professional growth among new teachers.
• Performs related duties as assigned.

Knowledge / Skills / Abilities:

• Ability to advocate for new teachers and their professional growth
• Knowledge of Common Core and NC Essential Standards for all content areas and grade levels
• Knowledge of the North Carolina teacher evaluation process
• Knowledge of the North Carolina Beginning Teacher Support Program Standards
• Knowledge of the North Carolina Mentor Standards
• Knowledge of the North Carolina Teacher Leadership Specialist Standards
• Knowledge of best practices for effective teaching and student assessment
• Knowledge of the challenges facing staff, students and families in high poverty schools
• Knowledge of professional development techniques and adult learning theory
• Ability to remain current in teaching methodologies and best practices.
• Effective use of collaborative communication and coaching skills in diverse groups
• Ability to effectively discern the professional development needs of the new teacher and model effective strategies
• Ability to collaborate with school leaders and teachers to create change in classrooms
• Ability to use tools and processes to transition a project from start to finish with attention to detail
• Flexibility to adjust priorities and assume new responsibilities based on school needs
• Strong organizational and time management skills
• Proficient in 21st century technology teaching tools.

Education and Experience:

Minimum

• Master's degree in education or a related field
• Four to five years of successful teaching or counseling experience including coaching teachers for student performance
• Technology proficiency and knowledge of digital learning

Desirable

• Master's degree in education or a related field
• Three years of experience providing increasingly more responsible professional development for teachers
• Evidence of highly effective teaching, teamwork and leadership achieving specific outcomes set and achieved a goal working with and through other adults

Licensing / Certification Requirements:

NC licensure in any teaching area (with the exception of a restricted CTE or ROTC licensure) or School Guidance Counselor required.