New-to-District Teacher Mentor & Leader

Cedar Rapids Community School District; Cedar Rapids (IA); On-site; USD 2,500 - 4,500; Full time

Benefits offered by this job

Annual stipend $500

Professional development hours paid

Job summary

The Cedar Rapids Community School District is seeking a Building Based Mentor for Wilson Middle School in Cedar Rapids, IA. This role focuses on supporting new-to-district educators through tailored, non-evaluative mentorship, helping them integrate into CRCSD culture and strengthen instructional practices.

Responsibilities include modeling effective strategies, collaborating with building leaders, providing actionable feedback, and supporting participation in professional learning aimed at

Qualifications

• 3–5 years teaching experience in Cedar Rapids Community Schools.
• Ability to mentor new-to-district teachers and support retention.
• Strong collaboration and feedback skills.

Responsibilities

• Mentor and support new-to-district teachers with instructional practices and classroom management.
• Collaborate with building leadership and colleagues to plan professional development.
• Provide actionable feedback and model effective strategies.
• Participate in professional learning focused on new-teacher support.
• Address policy and procedure questions at building and district levels.
• Assist with time management and planning for teachers.

Skills

Mentoring

Instructional strategies

Classroom management

Collaboration

Communication

Time management

Growth mindset

Education

Bachelor's degree in Education

Teaching license / Certification

Job description

The Cedar Rapids Community School District is seeking a Building Based Mentor for Wilson Middle School in Cedar Rapids, IA. This role focuses on supporting new-to-district educators through tailored, non-evaluative mentorship, helping them integrate into CRCSD culture and strengthen instructional practices.

Responsibilities include modeling effective strategies, collaborating with building leaders, providing actionable feedback, and supporting participation in professional learning aimed at