Academic Mentor

Havre Public Schools Education Foundation; Havre (MT); On-site; USD 20,000 - 28,000; Part time

Job summary

Havre Public Schools Education Foundation in Havre, MT seeks dedicated staff to provide mentorship and academic support to students. The role involves building trauma-informed relationships, moderating behavior, and offering targeted academic assistance.

Shifts include part-time and full-time options at $17.60 per hour. Candidates should be able to communicate effectively, manage time, and maintain confidentiality while supporting students to achieve personal and educational growth.

Qualifications

• Ability to follow both oral and written directions and instructions.
• Ability to effectively present information and respond to questions from students, parents, staff.
• Ability to handle stressful situations.
• Ability to maintain confidentiality of student matters.
• Ability to effectively manage time and responsibilities.

Responsibilities

• Build positive, trusting, and trauma-informed relationships with assigned students to encourage personal growth, academic engagement, and positive behavior.
• Conduct regular 1-on-1 check-ins and check-outs (e.g., CICO framework) to set daily goals, review behavioral expectations, and celebrate growth.
• Provide real-time coaching during moments of academic frustration, emotional dysregulation, or interpersonal conflict.
• Assist students in developing self-advocacy, time management, organizational skills, and conflict-resolution strategies.
• Support students with classroom assignments, executive functioning skills (e.g., homework tracking, binder organization), and targeted academic remediation under teacher guidance.
• Escort, push in, or pull-out students to/from general education classrooms, resource rooms, or sensory spaces to ensure academic access.
• Help teachers modify assignments or implement classroom accommodations in real-time to match student learning needs.
• Implement Tier 2 and Tier 3 behavioral interventions, Behavior Intervention Plans (BIPs), and IEP goals with fidelity.
• Utilize positive behavioral interventions and supports (PBIS), training for trauma-informed care, and de-escalation techniques (e.g., CPI, Mandt, or district-approved protocol) to de-escalate crisis situations safely.
• Supervise designated reset/sensory areas or reflection spaces, helping students process behavior and return to class ready to learn.
• Data: Collaborate regularly with classroom teachers, special education staff, school counselors, and program administrators to review student data and adjust strategies.
• Other functions may be required as given or assigned.

Job description

Wage: 17.60/hr

Part Time and Full Time shifts available Monday through Thursday

Essential Functions

Direct Mentorship & Student Support

• Build positive, trusting, and trauma-informed relationships with assigned students to encourage personal growth, academic engagement, and positive behavior.
• Conduct regular 1-on-1 check-ins and check-outs (e.g., CICO framework) to set daily goals, review behavioral expectations, and celebrate growth.
• Provide real-time coaching during moments of academic frustration, emotional dysregulation, or interpersonal conflict.
• Assist students in developing self-advocacy, time management, organizational skills, and conflict-resolution strategies.

Academic Assistance & Skill Building

• Support students with classroom assignments, executive functioning skills (e.g., homework tracking, binder organization), and targeted academic remediation under teacher guidance.
• Escort, push in, or pull-out students to/from general education classrooms, resource rooms, or sensory spaces to ensure academic access.
• Help teachers modify assignments or implement classroom accommodations in real-time to match student learning needs.

Behavioral Intervention & Crisis Management

• Implement Tier 2 and Tier 3 behavioral interventions, Behavior Intervention Plans (BIPs), and IEP goals with fidelity.
• Utilize positive behavioral interventions and supports (PBIS), training for trauma-informed care, and de-escalation techniques (e.g., CPI, Mandt, or district-approved protocol) to de-escalate crisis situations safely.
• Supervise designated reset/sensory areas or reflection spaces, helping students process behavior and return to class ready to learn.

Data: Collaborate regularly with classroom teachers, special education staff, school counselors, and program administrators to review student data and adjust strategies.

Only minimum duties are listed. Other functions may be required as given or assigned.

Desired Minimum Qualifications

• Ability to follow both oral and written directions and instructions.
• Ability to effectively present information and respond to questions from students, parents, staff.
• Ability to handle stressful situations.
• Ability to maintain confidentiality of student matters.
• Ability to effectively manage time and responsibilities.

Equipment Used

A variety of electronic and technology devices, telephone/voice mail.

Work Environment

While performing the duties of this job, the employee regularly works inside.

The noise level in the work environment is usually moderate, depending on the nature of the assignment.

Physical Demands

While performing the duties of this job, the employee is frequently required to sit; occasionally walk and stand. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in quiet environments.

Mental/Motor Demands

While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are infrequently available. The employee frequently works within time constraints and maintains attentiveness intensity. The employee is frequently involved in social interactions which require oral and written communications.

The physical demands, work-environment characteristics, and mental/motor demands described within this job description are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions.