Mentor Teacher - First Year Teacher Support Program (Eligibility Tool)

Glendale Unified School District; United States; On-site; USD 3,600 - 3,900; Part time

Job summary

Glendale Unified School District seeks a Mentor Teacher to provide intensive coaching and professional guidance to first-year teachers lacking a traditional credential program. The role emphasizes instructional support, classroom management, planning, and collaboration to meet district and state requirements while enhancing student learning outcomes.

The mentor will serve under Induction Program Coordination, conducting observations, modeling strategies, and offering timely feedback to promote

Qualifications

• Must be a credentialed permanent classroom teacher with at least three years' experience in Glendale Unified.
• Strong teaching pedagogy and knowledge of current California State Standards.
• Willingness to coach and collaborate

Responsibilities

• Provide individualized mentoring, coaching, and support to assigned first-year teachers.
• Assist new teachers in lesson planning, curriculum implementation, and instructional delivery aligned to district standards.
• Support teachers in developing effective classroom management systems and positive learning environments.
• Model effective teaching strategies, differentiated instruction, and best practices for student engagement.
• Conduct regular classroom observations and provide timely, constructive feedback.
• Help teachers analyze student data to inform instructional decisions and improve student outcomes.
• Guide first-year teachers in understanding district policies, procedures, and instructional expectations.
• Assist teachers in building organizational systems, time management, and professional communication skills.
• Serve as a trusted professional resource, offering encouragement and practical solutions to challenges faced by novice teachers.
• Promote teacher confidence, resilience, and reflective practice.
• Support teachers in navigating school culture, collaboration with colleagues, and parent communication.
• Skilled in recognizing and responding to the social-emotional and professional needs of beginning teachers through timely coaching, encouragement, and empathy
• Participate in district mentor training.
• Provide regular progress updates to program coordinators or designated administrators.

Skills

Coaching & mentoring

Classroom management

Instructional planning

Data-driven instruction

Communication

Education

Bachelor's degree (regionally accredited)

Tools

Computer-based programs

Job description

Mentor Teacher - First Year Teacher Support Program (Eligibility Tool) JobID: 625

• Position Type: Consulting Teacher/ Consulting Teacher
• Date Posted: 11/5/2025
• Closing Date: 11/19/2026 at 9:00 a.m.

MENTOR TEACHER

FIRST YEAR TEACHER SUPPORT PROGRAM

ELIGIBILITY POOL

DESCRIPTION

The Mentor Teacher provides intensive support, coaching, and professional guidance to first-year teachers who are serving in the classroom without having completed a traditional credential program. The mentor's role is to ensure these novice teachers receive the instructional, classroom management, planning, and professional support necessary to develop into effective educators while meeting district expectations, state requirements, and student learning needs. The Mentor Teacher plays a critical role in ensuring that every first-year teacher receives the guidance, structure, and professional support needed to thrive, ultimately strengthening teacher effectiveness and student success across the district.

QUALIFICATIONS

Education

An earned bachelor's degree from a regionally accredited college or university.

Credential

Valid Clear California credential authorizing service as an elementary/secondary/special education teacher.

Experience

To be considered for the position of Mentor Teacher, each applicant must meet the following criteria:

• Must be a credentialed permanent classroom teacher with at least three years' experience as an elementary, secondary, or special education classroom teacher with the Glendale Unified School District.
• Teaching practice and pedagogy
• grade level and/or subject matter knowledge, and knowledge of current California State Standards
• communication and interpersonal skills
• organizational skills
• mastery of teaching strategies necessary to meet the needs of pupils in varying contexts
• Most recent overall summary evaluation rate of "Meets Standards"
• Willingness to coach and collaborate
• Flexibility and willingness to adapt support strategies to meet the individual needs of teacher candidates

WORK YEAR

Regular school year with renewable annual terms.

COMPENSATION

Mentor Teachers will be compensated $3,761 per first-year teacher.

ESSENTIAL FUNCTIONS

• Provide individualized mentoring, coaching, and support to assigned first-year teachers.
• Assist new teachers in lesson planning, curriculum implementation, and instructional delivery aligned to district standards.
• Support teachers in developing effective classroom management systems and positive learning environments.
• Model effective teaching strategies, differentiated instruction, and best practices for student engagement.
• Conduct regular classroom observations and provide timely, constructive feedback.
• Help teachers analyze student data to inform instructional decisions and improve student outcomes.
• Guide first-year teachers in understanding district policies, procedures, and instructional expectations.
• Assist teachers in building organizational systems, time management, and professional communication skills.
• Serve as a trusted professional resource, offering encouragement and practical solutions to challenges faced by novice teachers.
• Promote teacher confidence, resilience, and reflective practice.
• Support teachers in navigating school culture, collaboration with colleagues, and parent communication.
• Skilled in recognizing and responding to the social-emotional and professional needs of beginning teachers through timely coaching, encouragement, and empathy
• Participate in district mentor training.
• Provide regular progress updates to program coordinators or designated administrators.

KNOWLEDGE, ABILITIES, AND PERSONAL CHARACTERISTICS

• Ability to plan, organize, prioritize, and manage time.
• Maintains a positive attitude towards students, learning, and teaching.
• Ability to observe and evaluate student activities and instructional practices.
• Ability to successfully manage multiple tasks.
• Ability to drive to sites to communicate and meet with staff and students.
• Knowledge of, and ability to use, computer-based programs.
• Ability to communicate effectively by providing clear, concise instruction using academic language.
• Ability to listen without bias and provide appropriate feedback.
• Ability to demonstrate proficiency in written and oral English.
• Knowledge of methods for effective collaboration and the ability to work collaboratively with all stakeholders.
• Ability to work effectively with all racial, ethnic, linguistic, economic, and disability groups.
• Demonstrate understanding, patience, and approachability toward students, parents, and colleagues.
• Excellent interpersonal, oral, and written communication and problem-solving skills.
• Oral and written proficiency in a second language preferred.

SUPERVISION

Under the direct supervision of the Induction Program Coordinator