Under the direction of the Instructional Supervisor, the Instructional Specialist – Professional Learning will assist with the development and implementation of a mentor teacher program targeted at supporting all first year educators, as well as those educators requesting/needing mentor teacher support.  The incumbent of this position will assist in providing professional development to mentor teachers, as well as assisting with observations and evaluations.  The responsibilities of this position include collaboration with school and administrative personnel for program planning and design, recruitment and retention of staff, staffing assignments and professional development.  The Instructional Specialist – Professional Learning will support the day-to-day work of mentor teachers and will serve as a conduit to all of Prince George’s County Public Schools (PGCPS) as it relates to professional development and teacher support.

Assists the Instructional Supervisor in the development and professional learning for mentor teachers;

Performs administrative tasks that support the work of mentor teachers and all aspects of the mentor teacher program;

Assists with the planning and support of educator induction programs;

Reviews evaluation data and makes recommendations for professional development;

Conducts formal and informal mentor teacher observations and provides meaningful feedback;

Assists with obtaining and maintaining reports on educators receiving mentor teacher services; creates reports and tracks metrics related to mentor teacher program;

Provides coordination and general oversight for the mentor teacher program, including assignments of caseloads, conducts staff observations and evaluations, and makes recommendations as needed;

Assesses the needs of educators receiving mentor services; collects, analyzes and uses data to identify systemic gaps, evaluate progress and make recommendations for improvements;

Identifies and promotes best practices relative to the provision of mentor teacher services; conducts site visits as a coach to demonstrate essential components of mentor teacher services;

Supports mentor teachers in meeting professional learning outcomes; assesses in-service needs and provides leadership in development and implementation of ongoing development for mentor teachers;

Collects and analyzes data to indicate trends, patterns and implications in order to convey through presentations and special reports;

Attends staff meetings and program-related conferences; and

Performs other duties as assigned.

Demonstrated exemplary classroom practice as well as the ability to present demonstration lessons to classes and staff;

Ability to work collaboratively to improve instruction using research-based approaches;

Demonstrated competence in developing, leading and evaluating professional development programs and initiatives;

Knowledge of state standards and alternative modes of assessment;

Ability to analyze performance and participation data, as well as manage and develop reports;

Understanding and expertise in implementing accommodations and modifications;

Effective planning and organization skills, as well as the ability to multi-task and meet deadlines;

Ability to proactively work in partnership with others to achieve a common goal or necessary objective;

Ability to effectively convey reliable, accurate information so that the recipient clearly understands its intent;

Must be proficient in Microsoft Office Suite, conducting on-line training opportunities and other technological platforms and programs (i.e. Oracle, Google etc.); and

Demonstrated skill in effective human relations and in oral and written communications.

Master’s degree from an accredited college or university in educational leadership, educational administration and supervision, or a closely related field required.  A minimum of ten (10) years of successful teaching experience required; some of which will have been in a leadership capacity. 



Maryland Professional Certificate with Administrator I endorsement required.



Conducts observations and evaluation of mentor teachers.



The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.




The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.




Highly demanding and fast-paced environment; frequently required to work long hours and weekends.