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Peer Coaches/Mentors must possess a clear teaching credential and have a minimum of three years of effective teaching experience. Peer Coaches perform all assignments and comply with a regular teacher's assignment's job description(s). The Peer Coach possesses effective communication skills and exhibits a wide range of teaching strategies. They know the context and the content area of the candidate’s teaching assignment, display a demonstrated commitment to professional learning and collaboration, and have the ability, willingness, and flexibility to meet the candidate's needs for support. Peer Coaches must possess the same credentials as the teacher that they are supporting. The Peer Coach works with new teachers who are working with a Provisional Internship Permit (PIP), Short-Term Staff Permit (STSP), or with an intern credential (Intern). Teachers assigned as peer coaches to support PIP, STSP, or Intern credential holders will receive a stipend of $3474 for supporting one (1) teacher, $6369 for 2, and $8625 for 3. Roles and Responsibilities of Peer Coaches: ? New Peer Coaches Attend and participate in ? “Mentoring in the 21st Century” workshop Attendance is paid on a performance contract. ? “Peer Coach CTC & IHE Requirements” paid on a performance contract for attendance ? Attend and participate in Peer Coach meetings throughout the school year ? Follow the expectations and guidelines established by the Commission on Teacher Credentialing and the university program, ? Meet and confer with assigned teacher candidate(s) prior to school beginning and familiarize the teacher with school site and classroom procedures, ? Establish a relationship characterized by openness, sharing, reflection, and trust with the teacher candidate, ? Meet with and document support to the candidate at least one hour per week, ? Complete contact log and submit on a monthly basis, ? Provide “just in time” support for day to day questions and needs. Examples of responsibilities for supporting PIP, STSP, and Intern credential holders enrolled in university programs: ? Provide orientation to the curriculum, ? Provide support in techniques of instruction and classroom management, ? Provide coaching, modeling, and demonstrating within the classroom, assistance with course planning and problem-solving regarding students, curriculum, and development of effective teaching methodologies, ? Assist with course planning and problem-solving regarding students, curriculum, and development of effective teaching methodologies, ? Provide support with planning lessons appropriately designed and differentiated for English learners, for assessing language needs and progress, and with support for language-accessible instruction, ? Provide support with planning lessons appropriately designed and differentiated for students with IEPs, for meeting IEP accommodations, and for communicating with special education staff. ? Provide long-term guidance and analysis of teacher progress on the program standards. ? Offer support as needed based on teacher’s needs (observation of teacher, arranging observation of other teachers, planning, data analysis, reflecting on teaching practices, analyzing student work, connecting teacher to resources, creating a positive learning environment, etc)