Building-Based Teacher Mentor & Growth Coach

Cedar Rapids Community School District; United States; On-site; USD 500 - 900; Full time

Benefits offered by this job

Stipend $500 annually

3 hours of Professional Learning paid

Extra duty (i.e., .5 day of support)

Job summary

The Cedar Rapids Community School District is seeking a Building Based Mentor at Wilson Middle School for the 2026-2027 school year. This role provides tailored, non-evaluative mentorship to new-to-district educators to foster strong district culture and high-quality learning experiences.

The mentor will guide instructional practices, classroom management, and collaboration with building leadership, while contributing to professional learning and policy understanding to support teacher retention

Qualifications

• Minimum of 3-5 years teaching experience in Cedar Rapids Community Schools.
• Mentor role supports new-to-district educators and aims to boost retention and morale.

Responsibilities

• Support new-to-district teachers with instructional practices, classroom management, and differentiating instruction.
• Collaborate with building leadership and teachers while maintaining confidential relationships.
• Participate in job-embedded professional development focusing on new-to-district needs.
• Provide specific actionable feedback on professional practices.
• Assist with district policies and procedures and answer policy-related questions.

Skills

Best instructional practices

Impact on student achievement

Interpersonal skills

Growth mindset

Time management

Organization

Differentiated instruction

Communication skills

Job description

The Cedar Rapids Community School District is seeking a Building Based Mentor at Wilson Middle School for the 2026-2027 school year. This role provides tailored, non-evaluative mentorship to new-to-district educators to foster strong district culture and high-quality learning experiences.

The mentor will guide instructional practices, classroom management, and collaboration with building leadership, while contributing to professional learning and policy understanding to support teacher retention