Building Mentor - Wright

Cedar Rapids Community School District; Cedar Rapids (IA); On-site; USD 25,000 - 45,000; Full time

Benefits offered by this job

Stipend $500

Extra duty

Professional learning hours

Job summary

The Cedar Rapids Community School District is seeking a Building Based Mentor to empower new-to-district educators through tailored, non-evaluative mentorship, fostering a strong connection to CRCSD culture and improving teacher retention.

The role collaborates with building principals and district leadership to provide actionable feedback, targeted professional learning, and guidance on district policies and procedures, with time outside contracted hours as needed.

Qualifications

• Minimum 3–5 years teaching experience in Cedar Rapids Community Schools.
• Demonstrated success improving student learning and classroom culture.
• Ability to mentor and support new-to-district teachers.
• Strong collaboration with building leadership and staff.
• Commitment to equity and differentiated instruction.

Responsibilities

• Support new-to-district teachers with instructional strategies and classroom management.
• Collaborate with building leadership and supported teachers.
• Participate in job-embedded professional development for new-to-district staff.
• Provide actionable feedback on professional practices.
• Engage in professional learning for new teachers in district.
• Assist with policies and procedures inquiries at building and district levels.

Skills

Instructional practices

Student achievement

Interpersonal skills

Technology skills

Communication skills

Continuous learning

Time management

Growth mindset

Organizational skills

Differentiated instruction

Job description

POSITION TITLE

Building Based Mentor

CLASSIFICATION

Teacher Leadership

REPORTS TO

Building Principal

JOB GOAL

This role will support and empower new to district educators by providing tailored, non-evaluative mentorship that fosters a deep connection to CRCSD culture.Through a professional partnership, this role aims to boost teacher retention, elevate morale, and ensure high-quality learning experiences for all.

PERFORMANCE RESPONSIBILITIES

• Support new-to-district teacher(s) with professional practices which could include;implementing effective instructional strategies, classroom management, analyzing student work, differentiating instruction, class culture and climate, supporting ELL and students with special needs
• Collaborate and maintain confidential relationships with teacher(s) being supported building leadership and teachers
• Participation in opportunities for job-embedded professional development focusing on new-to-district teacher needs
• Provide specific actionable feedback on professional practices
• Participate in professional learning focused on supporting new teachers to the profession or district
• Supports new colleagues with both building level and district level questions regarding policies and procedures.

ESSENTIAL SKILLS/APTITUDES

• Strong knowledge and application of best instructional practices
• Experience demonstrating consistent positive impacts on student achievement and classroom culture
• Strong interpersonal, technology, and communication skills
• Commitment to continuous learning and application
• Ability to manage time and plan effectively
• Optimism and a growth mindset for potential expansion of self and colleague(s) on their collective professional journey
• Strong organizational skills, resourcefulness and problem-solving skills
• Knowledge of differentiated instruction to ensure learner success with diverse populations

QUALIFICATION REQUIREMENTS

• Minimum of 3-5 years teaching experience in Cedar Rapids Community Schools

AMOUNT OF TEACHER LEADER SERVICE

• Additional time outside of contract hours will be required for this position.

COMPENSATION

• Stipend - $500 annually
• Extra duty (i.e., .5 day of support during NT Pre-service)
• 3 hours of Professional Learning paid with TQ funds ($30/hour)

ESSENTIAL FUNCTIONS

To perform this job successfully, an individual must be able to complete each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

LANGUAGE SKILLS

Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc. Ability to effectively write reports and communications to administrators, colleagues, parents, students and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.

MATHEMATICAL SKILLS

Ability to perform basic mathematical functions. Ability to use spreadsheets and reporting documents that assist with the computation of data.

REASONING ABILITY

Ability to solve problems effectively. Ability to interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form.

OTHER SKILLS and ABILITIES

Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff and students. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; and talk and hear. The employee will frequently use hands and fingers to type/word process, file documents, manipulate papers, and use a copying machine. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee must occasionally lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as office materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while working with computers, written materials, reports, assessment data, etc.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is often quiet but may become loud in large group settings. The position requires the commitment of professional working hours that will require the employee to arrive and leave as directed and may require the employee to extend beyond a typical 7:30 a.m. to 3:30 p.m. workday. The employee will usually work in indoor temperatures but will be required to work occasionally in outdoor environments.

AN EQUAL OPPORTUNITY EMPLOYER

The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability. Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources at 319-558-2747.