1-3 years of experience
Concerned about your lack of experience? Learn More...
Employment Type:
Full time
Job Category:
Social Services
Infant Toddler Mentor Teacher
(This job is no longer available)
Felton Institute | San Francisco, CA
Grad Date

Not sure what types of jobs you are interested in?

Explore Jobs
Based on Your Education

Follow This Company

Job Description


Mentor responsibilities include demonstration teaching, providing consultation, team building, problem solving, collaborative instructional support, positive and non evaluative feedback, preparing and planning trainings. The Mentor Teacher is responsible for mentoring and training the classroom teachers, in three (3) main areas: (1) Best practices in: Professional ethics, teacher/child, parent/teacher, teacher/teacher relationships, supervision, developmentally appropriate activities, curriculum implementation, observation and evaluation of children and implementation of Teaching Pyramid/ PITC Principles. (2) School Readiness: Social and Emotional Development; Language Development and Literacy; Approaches to Learning; Cognition and General Knowledge;  Physical Well-Being and Motor Development. (3) Inclusion of children with special needs in areas of: Curriculum, planned activities, individualizing needs and identification of unmet needs for the child.  In collaboration with Program Supervisors, the Mentor Teacher is responsible for the development, coordination and/or presentation of continued professional growth workshops/trainings/ in-services.

 MENTORING AND COACHING                                                

 Mentor| Lead Teacher(s) will:

  • Assumes Head Teacher responsibilities and supervise children under his/her care at all times to ensure their safety. Keeps all children within vision in order to be accountable for safety. Follows protocols and procedures at all times on a consistent basis.
  • Coach and mentor staff by demonstrating HOW to acquire or improve a particular skill set or practice. (clearly describing the area of needed improvement, creating a plan to include clear expectations, what, who, where and by when).
  • Ensure environments support primary care groups, individual, small group, and whole group learning.
  • Ensure organized classrooms and learning environments that exhibit order, safety, and clear and predictable routines so that children are not distracted or spend excessive time in transitions.
  • Ensure centers' environments are conducive to an appropriate learning environment for infants and toddlers & preschoolers.
  • Equip all classroom with appropriate and with enough materials to engage children in meaningful play , that is also meet ERS standards.  Ensure materials are rotated, easily accessible to classrooms.
  • Ensure activities are prepared ahead of time to reduce and eliminate waiting time for children.
  • Support Teachers in every classroom to have a well-organized classroom that exhibit clear routines and access to high quality materials that support diverse learning activities and use of a rich variety of objects and materials. In addition, to have learning environments that provide a climate that promotes positive and responsive interactions and supportive relationships among children, families and staff.
  • Work with Head Teachers and classroom teams to oversee consistent implementation of such practices and hold them and their staff responsible and accountable when they are not visible and observed at all times.
  • In collaboration with HTs, structure warm, nurturing and respectful environments (ITERS/ECERS)
  • Support and empower HT's in their roles to encourage positive communication and teamwork through modeling these skills.
  • Support Teacher/child, parent/teacher, teacher/teacher relationships
  • Ensure teaching teams are implementing the Teaching Pyramid Model (CSEFEL), and the California Infant/Toddler Learning Foundations, PITC standards for Infant/Toddler Care and the concepts of responsive/ individualized care and primary groups.
  • Promotes the development of self concept through the use of positive reinforcement using verbal feedback. Encourages mastery of skills and ensures environment helps the child to feel important and develop a positive self image, self esteem.
  • Encourages and ensures meaningful verbal and non-verbal interactions through role modeling, use of language that encourages children to use their words to express their needs as appropriate.
  • Make recommendations for the purchase of instructional materials, supplies and equipment to support the implementation of the program goals and curriculum. Request necessary assembly and distribute instructional materials to classrooms, MPR and infant/toddler/preschool yards.
  • In collaboration with Program Supervisors and Directors is responsible for overseeing the development, planning and implementation of agency-sponsored family celebrations/trainings and classroom parent meetings, that targets an increased amount of parent participation/involvement.
  • Enforce all Program policies and procedures, Licensing Regulations set forth in the Manual of Policies and Procedures, under Child Care Center, including, but not limited to insuring that appropriate staff-child ratios are maintained at all times.
  • Complete additional duties/related tasks, as assigned by the Administration Director /Early Intervention & Inclusion Director, Division Director as requested.

Offer Mentoring and Coaching that is:

  1. Time limited, focused on the Teacher's (mentee’s) acquisition of a particular skill set, within a early childhood education | center based context
  2. Focused on specific behavioral objectives
  3. Clearly articulated and has expectations, with clear task(s) and timeline(s) for both mentors and mentees
  4. Created for the purpose of providing the Teachers (mentees) with an opportunity to learn specific skills in a specific context
  5. A means for structured feedback from the Mentor| Lead Teacher to Teachers (mentees)
  6. Actively engaging  the Teachers (mentees) in reflection and self-assessment
  7. Inclusive of an evaluation component to document results, i.e organized and DAP environments, improved teacher practices over a period of time.

 Success will be measured by observing tangible progress , organized, equipped environments, improved teacher practicesMentor| Lead Teachers are responsible for having evidence that teacher instruction, team work and collaboration, effectiveness are improving over time. They are responsible for visible & improved practices. 

 The observational tools used to assess teacher’s practices and effectiveness and provide timely and constructive feedback is the L.E.A.R.N 360 Teaching Pyramid Model tool.



Minimum Qualifications:

  • BA/BS in Early Childhood Education or related field plus 4 verifiable years of teaching, supervisor experience in a licensed childcare, leadership position required. + hold or be eligible for State of California Commission on Teacher Credentialing Site Supervisor Permit or above
  • Must have a Teacher Mentor Certificate or be willing to get it within 6 months of employment.- Required!
  • Must pass a Department of Justice fingerprint clearance and a Child Abuse Index clearance as required by licensing.
  • Must have demonstrated ability to create and maintain team effort in the implementation of all programs and             projects.
  • Ability to work with a staff of varying educational and experiential backgrounds with sensitive leadership,    maturity, and stability.
  • Strong communication and interpersonal skills required
  • Ability to coordinate various tasks involving various staff person to meet the specific deadlines.
    • Must have through knowledge of Title V and Title 22 regulations.
    • Must have demonstrated leadership skills and abilities.
    • Must have excellent writing and oral communication skills.
    • Must adhere to the principles of Early Childhood Education and the NAEYC Code of Ethics
    • Knowledge of and sensitivity to the cultural background of staff, the children and families.
    • Ability to work independently under broad supervision
    • Ability be a team player with a welcoming attitude and flexibility
    • Must be able to pass a physical exam, to meet Title 22 regulations as required.
    • Ability to lift 25-40 lbs.
    • Ability to bend, stoop,  sit on the floor, lower and raise self from floor during classroom activities and to use both  hands to grasp securely on a consistent bases.  Ability to move quickly in an emergency situation.
    • Ability to independently speak, understand, read and write English adequate to communicate effectively with children, parents and staff
    • Candidates of color and/or who are bi-lingual in Spanish/English, Cantonese/English, encouraged to apply
    • Ability to work nights and weekends as needed.
    • Computer skills: Microsoft Word, Excel other programs required.


Additional Information:

Division: Children, Youth and Family

Position Level:

Position: 100% 

Salary DOE: + 21 paid vacation, 15 sick days and 3 Personal Business Days and 12 Holidays.

Reports to: Early Intervention and Inclusion Director



 Kaile Thomas, Educational Director

2730 Bryant Street, 1st floor

Fax: (415) 648-1098

Email: cyfjobs@felton.org

Resumes sent without a proper cover letter and/or not meeting MINIMUM qualifications will not be considered.


About Felton Institute

Founded in 1889, the Felton Institute | Family Service Agency of San Francisco is the oldest non-profit social-services provider in the bay area. Our mission is to strengthen families by providing caring, effective, and innovative social services, with special emphasis on the needs of low-income families, children, and the elderly and individuals with disabilities, thus improving the quality of life for all San Franciscans.