Building Mentor - Cleveland

Building Mentor - Cleveland

Location:

Cedar Rapids, Iowa.

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.

• Support new-to-district teacher(s) with professional practices, including implementing effective instructional strategies, classroom management, analyzing student work, differentiating instruction, building 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.
• Participate 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.
• Support new colleagues with both building-level and district-level questions regarding policies and procedures.

• 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 colleagues on their collective professional journey.
• Strong organizational skills, resourcefulness, and problem‑solving skills.
• Knowledge of differentiated instruction to ensure learner success with diverse populations.

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

• Stipend – $500 annually.
• Extra duty (i.e., 0.5 day of support during NT Pre‑service).
• 3 hours of Professional Learning paid with TQ funds ($30 per hour).

The responsibilities and duties listed are representative of the knowledge, skill, and/or ability required for successful performance of this job. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

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.

Ability to perform basic mathematical functions and use spreadsheets and reporting documents. Ability to solve problems effectively and interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form.

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.

Frequent standing, walking, use of hands and fingers to handle objects, typing, filing documents, using a copying machine, etc. Must occasionally lift up to 50 pounds and occasionally up to 20 feet. Must squat, stoop, kneel, reach, and on occasion extend hands to 36 inches. Must continuously use hand strength to grasp. Must bend or twist neck and trunk. Specific vision abilities include close vision, color vision, and ability to adjust focus while working with computers, written materials, reports, assessment data, etc.

The work environment characteristics described are representative of those an employee encounters while performing the essential functions of this job. Noise…