Beginning Teacher Coach
REPORTS TO: School Principal
PURPOSE:
The Beginning Teacher Coach supports the successful transition, growth, and retention of beginning teachers. The coach provides consistent and job-embedded support to help new teachers develop the knowledge, skills, confidence, and professional habits needed to create rigorous, engaging, relevant, and supportive learning experiences for every student.
DUTIES AND RESPONSIBILITIES
- MAJOR FUNCTION: Beginning Teacher Support
- Provide consistent, ongoing support to beginning, residency, and other early-career teachers assigned to the coach.
- Build trusting, professional relationships that encourage reflection, questions, problem-solving, and continuous growth.
- Serve as an advocate and supportive resource for beginning teachers.Help beginning teachers navigate school routines, expectations, systems, resources, and professional responsibilities.
- Support beginning teachers in developing effective organizational, planning, classroom management, and communication practices.
- Assist beginning teachers in identifying needs, concerns, and barriers to success and connect them with appropriate school or district supports.
- MAJOR FUNCTION: Instructional Coaching and Classroom Support
- Observe, model, co-teach, and provide job-embedded support to strengthen instructional practice.
- Facilitate coaching conversations that help beginning teachers reflect on planning, instruction, assessment, student engagement, and classroom culture.
- Provide timely, specific, positive, and productive feedback that supports teacher growth.
- Model effective instructional strategies, classroom management practices, student engagement strategies, and professional routines.
- Support beginning teachers in designing learning experiences that are rigorous, relevant, engaging, and connected to students' future aspirations.
- Help teachers use formative and summative assessment information to adjust instruction and respond to student needs.
- MAJOR FUNCTION: Professional Learning & Collaboration
- Collaborate with the administration, district BT mentor, school-based support staff, and other instructional leaders to provide coordinated support.
- Participate in and contribute to professional learning opportunities for beginning teachers.
- Facilitate or co-facilitate small-group professional learning based on identified needs of beginning teachers.
- Connect beginning teachers with colleagues, resources, professional learning, and exemplars of effective practice.
- Participate in developing and executing beginning teacher meetings, mentor collaboration, and other opportunities designed to strengthen the support system for new teachers.
- MAJOR FUNCTION: Licensure, Induction & Professional Responsibilities
- Support beginning and residency teachers in understanding expectations associated with the North Carolina Beginning Teacher Support Program and applicable mentor standards.
- Help connect residency and renewal teachers with appropriate supports and resources related to obtaining or maintaining a North Carolina teaching license.
- Encourage beginning teachers to monitor required professional responsibilities, deadlines, documentation, and licensure-related requirements.
- Maintain appropriate documentation and communication related to mentoring and support activities.
- Maintain confidentiality and exercise sound professional judgment in all interactions involving beginning teachers.
MINIMUM TRAINING AND EXPERIENCE
- Valid North Carolina Teaching License.
- Minimum five years of successful teaching experience.
- Demonstrated success as a classroom teacher and a strong understanding of effective teaching and learning practices.
- Strong classroom management skills and the ability to model effective instructional practice.
- Ability to establish and maintain positive, trusting relationships with beginning teachers and colleagues.
- Strong communication, collaboration, organization, and problem-solving skills.
- Ability to provide feedback in a positive, specific, and productive manner.
- Commitment to confidentiality, professionalism, continuous improvement, and the success of beginning teachers.
PREFERRED QUALIFICATIONS
- Previous successful experience as a mentor, clinical teacher, cooperating teacher, instructional coach, or teacher leader.
- Experience supporting beginning or early-career teachers.
- Experience facilitating professional learning or collaborative teams.
- Strong knowledge of curriculum, assessment, instructional planning, and student engagement.
- Experience with coaching cycles, observation, modeling, co-teaching, or feedback.
- Knowledge of North Carolina Beginning Teacher Support Program requirements and Mentor Standards.
KNOWLEDGE, SKILLS, and ABILITIES
- Knowledge of effective instructional practices, classroom management, curriculum alignment, assessment, and student-centered learning.
- Skill in coaching, observation, questioning, feedback, facilitation, and reflective practice.
- Ability to support adult learning while maintaining trust, confidentiality, and professional boundaries.
- Strong interpersonal, communication, and relationship-building skills.
- Ability to organize multiple priorities, maintain consistent mentor contact, and follow through on commitments.
- Ability to recognize individual teacher needs and differentiate support accordingly.
- Commitment to equity, belonging, student voice, teacher growth, and continuous improvement.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements:
Must be physically able to operate a variety of equipment including computers, copiers, calculators, cellular phones, etc.
Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body.
Light Work usually requires walking or standing to a significant degree.