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.