Under the direction of the Supervisor of Professional Learning and Leadership, the Mentor Teacher’s primary responsibility will be to provide coaching, demonstration lessons, shared lesson planning and professional development sessions to support all first year educators, as well as those educators requesting/needing mentor teacher support assigned to their caseload.  The incumbent of this position will informally observe classroom performance and will provide feedback to assigned educators, as well as prepare reports/documentation regarding the progress of educators assigned to their caseload.  Additional responsibilities include providing support, and assisting with management of the Professional Development Lead Teacher initiative.    

Conducts informal observations of educators in assigned caseload to provide feedback on instructional practice, strategies and/or resources;

Prepares and submits reports and documentation regarding the progress of all educators in assigned caseload; creates and maintains accurate data logs;

Analyzes student needs, including data analysis for instructional decision making;

Assists educators in assessing students’ abilities, talents, and strengths to identify appropriate learning modalities to plan and teach with those abilities in mind;

Assists with the design and delivery (including team teaching and co-teaching) of effective lessons using the Framework for Teaching and Curriculum Framework Progress Guides for differentiated instruction in mixed-ability classrooms;

Assists with the implementation of best instructional practices in core content-area classrooms;

Designs and delivers professional development modules as needed (i.e., classroom management, behavior management, etc.);

Assists the Office of Professional Learning and Leadership with systemic professional development, inclusive of the Professional Development Lead Teacher (PDLT) training and Professional Educator Induction Program (PEIP);

Provides structured opportunities for peer coaching and reflection on lesson design, delivery, and assessment in order to appropriately adjust instructional practices to meet the evolving needs of students; and

Performs other duties as assigned.

Demonstrated professional development experience at the school and/or system level;

Skill and experience working with school teams and leaders to support the implementation of systemic teacher effectiveness initiatives;

Demonstrated proficiency in a teacher leadership role (i.e., department / grade level chairperson, school leadership team member, etc.);

Demonstrated competency in developing and leading professional learning opportunities for instructional staff and parents;

Excellent oral and written communication skills;

Excellent organizational skills/human relations skills;

Ability to transition between school-based and central office support seamlessly;

Ability to effectively utilize technology, including three (3)+  years’ experience with using Google Documents, Microsoft Office Suite, Electronic Registrar On-Line; two (2) + years’ Experience Using WebEx or Comparable On-Line Professional Development Software;

Providing effective customer service; and

Flexible work schedule that includes travel to multiple schools.

Graduation from an accredited college or university with a Master’s degree required.  A minimum of 10 years successful teaching experience with five (5) years successful teaching experience in Prince George’s County Public Schools required. 



Advanced Professional Certificate required for elementary and secondary candidates; an endorsement in a core content area preferred for secondary candidates.



No direct supervisory responsibilities.



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.




None.