Mentor jobs at Boston Public Schools - 25 jobs

Description Undergraduate Experiential Learning & Academic Excellence CONTRACT PERIOD August 2025 - December 2025 OR January 2026 - May 2026 COMPENSATION This is an hourly, paid leadership position for the Spring or Fall semester. On average, mentors work five hours per week, which includes attending your assigned class twice per week. SUPERVISION For training, support, and guidance with completing the position responsibilities, Mentors report to Undergraduate Experiential Learning & Academic Excellence. Mentors also establish collaborative relationships with the faculty of their assigned section. POSITION SUMMARY EPS1000/MOB1010 Mentors will work with either an EPS1000 or MOB1010 course. Mentors will play an important role in accompanying students through one of Babson's two introductory business courses; entrepreneurship or management. The focus of this leadership role is peer support for learning and integration with the Babson community. Mentors will serve as a semester coach for transfer and new students enrolled in EPS1000 or MOB1010 providing peer connections and campus resource guidance. These course leaders are expected to develop a productive mentor relationship with their students, along with professional relationships with Faculty members and Undergraduate Experiential Learning. Mentors will be a visible and positive influence for the students in their sections. EXPECTATIONS Relationship Building Professionalism Timely and respectful communication Campus Resource Knowledge Uphold Babson Core Values KEY RESPONSIBILITIES Support new students in their transition to Babson Organize 1:1 and/or small group meetings to connect with each student outside the classroom during the semester Assist students with learning Babson academic expectations Promote campus resources and events Remain in good standing with the College through the selection, training, and contract periods Exemplify professionalism in the classroom and role model student behavior in both conduct and communication Attend monthly meetings with Undergraduate Experiential Learning Communicate regularly with Faculty and Undergraduate Experiential Learning Keep professional intrapersonal relationships with students in section Maintain confidentiality with information presented POSITION KNOWLEDGE / SKILLS & ABILITIES Successful completion of EPS1000 or MOB1010 course Must have cumulative GPA of 2.8 or higher at time of applying and throughout employment Ability to provide appropriate guidance to peers through active listening and open-ended questioning Ability to direct students to different campus services as needed (Math, Writing and Speech Resource Centers, Peer Tutoring, Student Advising & Success, Health Services, CAPS, etc.) You will need a SSN for this job and any other job on campus. To initiate the SSN process click the blue box on this link

MMCFE Mentor CONTRACT PERIOD January 2026-May 2026 COMPENSATION: $15/hour This is an hourly paid leadership position for the Spring 2026 semester. On average, mentors work between seven and nine hours per week, which includes attending your assigned class twice per week. Mon/Wed | 1:15 PM - 2:45 PM or Tue/Thu | 11:30 AM - 1:00 PM or Tue/Thu | 1:15 PM - 2:45 PM SUPERVISION For training, support, and guidance with completing the position responsibilities, Mentors report to Lisa Alberts, the Program Coordinator of Advanced Experiential Learning. This position reports under the Office of Undergraduate Experiential Learning & Academic Excellence. Mentors will also establish collaborative relationships with Professors Joseph Weintraub, Lucy Turner and David Sands. POSITION SUMMARY Mentors for MOB3534 will play an integral role in supporting MCFE teams each semester. The focus of this leadership role is peer support for learning and integration with the Babson Community. Mentors will assist with developing students' professionalism skills and navigating communication between students, company partners and faculty. Mentors will encourage MCFE students to utilize campus resources such as our Resource Librarians, Writing Center and Speech Centers and faculty. These mentors are expected to build productive relationships with their mentees and foster professional connections with faculty members and the Undergraduate Experiential Learning team. With their current knowledge and experience in the MCFE Program, mentors will serve as visible and positive influences for the students in their sections. EXPECTATIONS Relationship building Professionalism Problem-solving Timely and respectful communication Campus resource Knowledge Uphold Babson core values KEY RESPONSIBILITIES Support current MCFE students and teams Help to identify resources for individuals and project groups Communication between faculty and students when needed Assist with problem-solving conflicts Encourage professionalism and communication Coaching on interactions with company partners POSITION KNOWLEDGE / SKILLS & ABILITIES Successful completion of MOB3534 (MCFE Program) Must have a cumulative GPA of 2.8 or higher at the time of applying and throughout employment. Ability to provide appropriate guidance to peers through active listening and open-ended questioning. Ability to communicate between faculty and students when necessary. Ability to direct students to different campus services as needed (Math, Writing and Speech Resource Center, Resource Librarian, Health Services, CAPS, etc.)

Roxbury Community College (RCC) is a public institution of higher education offering associate degrees, certificate programs and lifelong learning opportunities to the Greater Boston community. The Department of Education recognized RCC as a Predominantly Black Institution (PBI) and as one of the top 100 community colleges in the country for student outcomes through the Postsecondary Success Recognition Program, making it the only community college in Massachusetts with these designations. RCC offers 24 associate degree programs, 6 credit-based certificate programs, 13 non-credit professional certification programs, 30+ lifelong learning and fitness classes, and customized incumbent worker training programs. The college hosts hundreds of civic and community events at the Reggie Lewis Track and Athletic Center each year. RCC is committed to providing all learners with the academic and non-academic support required for degree completion and long-term success. Roxbury Community College is guided by our six core values of Accountability, Equity, Excellence, Honesty, Integrity, and Respect. RCC is also an AA/EO employer and strongly encourages applications from candidates who would enhance the diversity of its staff. Reasonable accommodation may be provided to enable individuals with disabilities to perform essential job functions. Job Description: Title: Peer Wellness Mentor Unit: Non-Unit Department: Center for Student Success Advising and Retention Reports to: Assistant Director of Wellness Date: Spring 2026 Position Overview The Peer Wellness Mentor is a leadership role focused on cultivating a culture of care and radical self-preservation at Roxbury Community College. Mentors serve as a "bridge to care," using their lived experience and training to support fellow students through non-clinical peer support, co-facilitation of affinity spaces, and resource navigation. This role is designed to support student retention by normalizing help-seeking behavior and building community connection. Core Responsibilities * Co-Facilitation & Community Building: Co-facilitate the "Rise & Thrive" affinity spaces and wellness workshops, ensuring a welcoming, safe, and inclusive environment for student dialogue. * Peer Support & Accountability: Host weekly "Accountability Hours" to help peers organize their academic/personal schedules, set goals, and practice self-regulation skills. * Bridge to Care: Practice active listening to validate student experiences and warmly refer peers to professional campus resources (Project Access, Counseling, Academic Advising). * Education & Outreach: Conduct classroom visits to promote wellness services and share personal narratives of resilience to reduce stigma. * Administrative Support: Assist the Wellness Department with data entry, scheduling, and office management tasks as needed. * Professional Development: Complete mandatory training in Trauma-Informed Care, Mental Health First Aid/Ambassadorship, and FERPA compliance. Scope of Practice & Safety Clause * Peer Support, Not Clinical Care: Mentors do not diagnose, treat, or provide therapy. The role is strictly limited to listening, validating, and referring. * Mandated Reporting: As employees of RCC, Mentors are Mandated Reporters. They are trained to immediately escalate any concerns regarding safety, harm, or crisis to the Assistant Director of Wellness. Requirements: Qualifications * Currently enrolled RCC student in good standing. * Preferred: Previous participation in the "Rise & Thrive" cohort or similar wellness leadership experience. * Strong verbal communication, empathy, and listening skills. * Ability to maintain strict confidentiality regarding student interactions. Additional Information: Compensation: $18/hour Location: Roxbury Campus Unit: Non-Unit Hours: 10-12 hours per week Expected Start Date: Spring 2026 Application Instructions: All applicants must apply online by submitting: * Resume * Cover letter Successful applicants will be required to complete a Criminal Offender Record Information (CORI/SORI) request. After completing all the steps above, please go back into the newly created account and double check that your resume and cover letter uploaded as you intended. Roxbury Community College understands that persons with specific disabilities may need assistance with the job application process and/or with the interview process. For confidential assistance with the job application process, please contact Pat Noel, ADA Coordinator, at ************ or *******************. ADA Compliance: The Massachusetts Board of Higher Education - Roxbury Community College is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, The Massachusetts Board of Higher Education - Roxbury Community College will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. Roxbury Community College only accepts application materials through our online application system. We are unable to accept application materials through mail, email, fax, or hand delivery. If you do not have access to a computer, please contact Human Resources at ********************. Frequently Asked Questions (FAQs) Powered by

In order to participate in Berklee Student Employment, a student must fulfill the following requirements: Current student at Berklee College of Music or Boston Conservatory at Berklee. Enrolled at least half-time in a degree, diploma, or certificate-seeking undergraduate or graduate program. Summer is the only semester in which a student can maintain employment without being enrolled. In this case, the student must be pre-registered for the upcoming fall semester. This exception does not apply to fall or spring semesters. Have a valid United States Social Security Number (SSN). Remain in “valid” Visa status as applicable. A minimum 2.0 cumulative GPA. Students in their first semester can work, even though they do not have an official GPA until the completion of their first semester. Federal Work Study student may apply. In good disciplinary standing. Must be located in the U.S. For complete program details, please go to our website: ************************ the direction of the IRP Program Associate, mentors work closely with IRP students to provide tutoring and complete additional tasks as needed. The primary role of this position is to assist students who need clarification or additional support with course materials, projects, and homework assignments.Applicants must: Be enrolled in the IRP major and be in their third IRP semester or higher Have successfully completed all required courses from the first two semesters of the IRP major Be knowledgeable in the required IRP software and hardware bundle Have experience installing, licensing, and updating music production software Be proficient in Pro Tools and Logic Pro X; Ableton Live experience is a plus Possess excellent communication and organizational skills Be able to respond promptly to daily emails Be able to assist IRP students with projects, weekly homework, and exam preparation Be able to commit to at least two semesters Hourly Rate: $17.51 Hiring Manager: Alyssa Barker

DMH Group - Waltham Salary Range: $20.50 - $24.00/hour depending on experience and certification + sign-on bonus (half paid after 6 months of employment and half paid after 1 year of employment/pro-rated for part-time). Wayside Youth & Family Support Network is hiring for creative and empathic Peer Support Specialists with personal "lived" experience in the behavioral health system. We provide a supportive culture that is team-focused and places value on healthy work dynamics. This position can be full or part time. What you will do: Facilitate activity based and support groups for young adults with mental health concerns. Use your story and experience to provide hope, information, advocacy and one on one support to young adults learning to manage their mental health challenges. Promote skill building in the life domains of: social functioning, symptom management, coping skills and activities of daily living. Contribute to system change through policy advocacy. Competencies/Traits of Our Superstars: Talent connecting with people. Strong communication skills - both written and verbal. Ability to assess and manage risk. Flexibility and creative thinking with an ability to adapt. Strong boundaries. Minimum Requirements: Lived experience managing your own mental health, emotional health and/or trauma resulting in significant life disruption. Willingness to share your recovery story in the context of peer support. Driving in the community is a requirement of this position; please ensure you have a valid driver's license and access to a reliable vehicle. We will train you in: Motivational Interviewing; Courageous Conversations; Attachment, Regulation and Competency Model (ARC); Trauma Informed Practice; Substance Use Intervention; Risk and Safety Assessment.

Athletics/Extracurricular/Assigned Mentor Description: 45 Assigned mentors for new teachers in the district

In-Home Services - Lowell Salary Range: $20.50 - $24.00/hour depending on experience and certification + sign-on bonus (half paid after 6 months of employment and half paid after 1 year of employment/pro-rated for part-time). Wayside Youth & Family Support Network is hiring creative and empathic Peer Support Specialists/Mentors with personal "lived" experience in the behavioral health system. We provide a supportive culture that is team-focused and places value on healthy work dynamics. This is a full time - 40hours/week position. What you will do: Facilitate activity based and support groups for young adults with mental health concerns. Use your story and experience to provide hope, information, advocacy and one on one support to young adults learning to manage their mental health challenges. Promote skill building in the life domains of: social functioning, symptom management, coping skills and activities of daily living. Contribute to system change through policy advocacy. Competencies/Traits of Our Superstars: Talent connecting with people. Strong communication skills - both written and verbal. Ability to assess and manage risk. Flexibility and creative thinking with an ability to adapt. Strong boundaries. Minimum Requirements: Lived experience managing your own mental health, emotional health and/or trauma resulting in significant life disruption. Wiliness to share your recovery story in the context of peer support. Driving in the community is a requirement of this position; please ensure you have a valid driver's license and access to a reliable vehicle. We will train you in: Motivational Interviewing; Courageous Conversations; Attachment, Regulation and Competency Model (ARC); Trauma Informed Practice; Substance Use Intervention; Risk and Safety Assessment.

Performs duties associated with and reports to the School of Arts, Sciences & Education. One goal is to support Ivy Tech and prospective Ivy Tech STEM students in their fields of interest. Hourly Wage = $15.00 Major Responsibilities: * Participate in activities in conjunction with IUN to facilitate the transfer of Ivy Tech students to IUN * Involve in Ivy Tech STEM club and participate in joint activities with IUN stem club * Mentor Ivy Tech students in STEM fields by providing guidance in the STEM programs * Provide additional tutoring to Ivy Tech students as needed * Guide Ivy Tech students to Ivy Tech and IUN resources and wrap-around services. • Provide feedback to the project Director and Coordinator on current support services for the students at Ivy Tech and IUN * Participate in activities that may take place at the STEM center at IUN with or without IUN students This is not to be construed as an exhaustive list. Other duties logically associated with the position will be assigned. REQUIREMENTS: * Must be a current Ivy Tech student in a STEM program (biology, chemistry, psychology, or information technology). * Must be a United States citizen due to grant funding Ivy Tech Community College is an accredited, equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, ethnicity, national origin, marital status, religion, sex, gender, sexual orientation, gender identity, disability, age or veteran status. As required by Title IX of the Education Amendments of 1972, Ivy Tech Community College does not discriminate on the basis of sex, including sexual harassment in its educational programs and activities, including employment and admissions. Questions specific to Title IX may be referred to the College's Title IX Coordinator or to the US Department of Education Office of Civil Rights.

This particular job posting is a "Pool" position. There may or may not be available openings at this time however, when an opening does occur, the hiring manager will draw from the pool of applicants we have on file on an as needed basis. Applicants for positions will not be notified of their status unless they are contacted to come in for an interview, which might occur soon after applying or as much as a year later. General Statement of Duties SUCCESS Mentors are student representatives who support the college's mission while assisting prospective students throughout the enrollment process. Responsibilities * Participate, lead and implement summer programming initiatives for new SUCCESS students * Participate in New Student Orientation * Participate in SUCCESS programming & workshops to encourage attendance * Participate in SUCCESS social events to encourage community building * Assist new students with transition to college life by providing a safe, accepting and helpful environment * Help students reach their academic, social and personal goals by connecting them to appropriate campus resources and professionals based on individual needs * Co-facilitate new student programming workshops * Communicate with students about upcoming campus and community events * Demonstrate appropriate behaviors inside and outside of the classroom * Attend all regularly scheduled staff meetings Benefits of Serving as a SUCCESS Mentor * Develop and articulate transferable skills appropriate to personal and professional goals. * Enhance communication and facilitation skills. * Strengthen personal leadership identity. * Establish positive relationships with fellow students, faculty, and staff. * Play a vital role with the college community. Requirements: MINIMUM QUALIFICATIONS: * Must have completed two semesters and was an active participant in the SUCCESS Program * Must be a currently enrolled MWCC student (minimum 6 credit hours per semester) in good academic standing; * Able to commit to at least 4 hours per week per semester * Ability to foster encouraging and intentional relationships with students, faculty and staff Equivalency Statement Applicants who do not meet the qualifications as stated above are encouraged to put in writing precisely how their background and experience have prepared them with the equivalent combination of education, training and experience required for the responsibilities of this position. Additional Information: Salary: $15.00 per hour Employee Status: Part Time Success Funded Benefits: No Hours per Week: 4-10 hours Number of Weeks: 52 Mount Wachusett Community College is an affirmative action/equal opportunity employer and does not discriminate on the basis of race, color, national origin, ethnicity, sex, disability, religion, age, veteran status, genetic information, pregnancy or related conditions, gender identity, sex characteristics, sex stereotypes or sexual orientation in its programs and activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and college policies. The College prohibits Sex-Based Harassment. Inquiries or complaints concerning discrimination, harassment, or retaliation shall be referred to the College's Affirmative Action Officer and/or Title IX Coordinator, the Massachusetts Commission Against Discrimination, the Equal Employment Opportunities Commission or the United States Department of Education's Office for Civil Rights. Application Instructions: This particular job posting is an "Open Pool" position. There may or may not be available openings at this time however, when an opening does occur, the hiring manager will draw from the pool of applicants we have on file on an as needed basis. Candidates for employment should be aware that although the COVID 19 Vaccination Requirement Policy is no longer in effect, all Community College students, faculty and staff are strongly encouraged to be up to date with vaccination against COVID-19. For additional information related to the status of the COVID19 Vaccination Requirement Policy, please visit:*********************** The following documents are required: 1. Resume 2. Cover Letter This position is open until filled Candidates may be subject to employment screening to include both a Criminal Offender Record Information (CORI) request and a Sexual Offender Registry Information (SORI).

Title: Success Scholars Peer Mentor Unit: Student Employment Department: Success Scholars Reports to: Director of Success Scholars Program General Summary: A Peer Mentor conducts engaging mentoring sessions for program-eligible students. Peer Mentors develop an enduring, trusting relationship with students and help them: 1) with the transition to college, 2) develop effective study strategies and life skills to implement within the classroom and outside of the classroom as students work toward individual academic and personal goals and 3) become more involved on campus by referring them to appropriate department workshops, campus resources, and/or engagement activities. Duties and Responsibilities: * Provide individual and small group mentoring sessions * Guide students in self-advocacy skills, study skills, and time management skills to become successful, independent learners * Contribute to a friendly and productive learning environment * Serve as an energetic and enthusiastic coach to help students succeed at Middlesex * Serve as a positive role model and create a sense of belonging with mentees * Attend all trainings and meetings * Maintain regular contact through informal check-in meetings throughout the semester * Be available as an ongoing resource for the mentees * Refer students to other appropriate college support services and resources as needed and follow up with students to ensure support is provided * Communicate student concerns and student referrals to other services with the direct supervisor or Success Program Director * Assist students in navigating MCC Portal, Blackboard, Navigate, email, MS Office, MCC App, and Degree Audit * Provide student success tips for the best ways to communicate with professors * Aide in students' understanding of course expectations * Success mentors who work in the ACE Department as peer tutors or SI Leaders can provide subject tutoring with their mentees as needed Requirements: Minimum Qualifications: * Be in good academic and student conduct standing * Maintain a minimum overall GPA of 2.5 or show academic progress * Work a minimum of 5 hours per week and a maximum of 18.5 hours per week * Demonstrate an ability to quickly establish rapport and communicate well with students * Ability to relate to students with various academic levels and needs * Effectively communicate study strategies to ensure academic success * Work comfortably with people from diverse backgrounds * Possess good organizational skills and complete paperwork in a timely manner * Exhibit patience and positive attitudes in establishing an encouraging learning environment * Good organizational, communication, and basic computing skills * Experience with equity-minded work and/or understanding of individuals of diverse identities such as race, ethnicity, socioeconomic level, sexual orientation, veterans, and individuals with different academic preparation levels and varying physical and learning abilities Additional Information: Hourly Rate: $17.25 Location: Lowell and Bedford campus Hours: up to 18.5 hours per week, schedule to be determined upon hire Expected Start Date: January 21, 2026 Application Deadline: This position will remain open until filled Application Instructions: All applicants must apply online by submitting: * Cover Letter * Resume Pre-Employment Requirements: The College will not sponsor applicants for work visas. All offers of employment at Middlesex Community College are contingent upon clear results of a thorough background check. Background checks will be conducted on all final candidates, as deemed necessary. Middlesex Community College only accepts application materials through our online application system. We are unable to accept application materials through mail, email, fax, or hand delivery. If you do not have access to a computer, please contact Human Resources at *********************. Middlesex Community College strives to make the application and interview process accessible for all applicants but understands that applicants may still encounter barriers due to ability, language, or technology. If we can make the process any more accessible for you, contact Human Resources at ************ or *********************.

Description The Peer Mentor Team Coordinator (PMTC) position represents Orientation and Student Engagement staff as a leader on the Peer Mentor team. A PMTC is a role model to other Peer Mentors and will work collaboratively with other selected PMTCs to achieve outcomes and goals for the Peer Mentor team. PMTCs will have a voice in determining the direction of Peer Mentor training, Undergraduate Orientation, and new student programming for the benefit of all mentors and new students. In addition to fulfilling the responsibilities of a Peer Mentor, PMTCs are responsible for training preparation, program planning, and Peer Mentor team leadership. These responsibilities are outlined below. 5 hours a week Training & Morale Primary Responsibilities: Create and facilitate training schedules. Plan and execute icebreakers and social activities for peer mentors. Consult regularly with OSE staff on training programs. Act as the main contact for campus partners during training sessions. Develop training materials and content for the Peer Mentor binder. Assess and improve the effectiveness of Peer Mentor training program. Organize team building and relationship-building activities. Plan the Fall end-of-program Peer Mentor dinner/banquet. Additional Responsibilities: Develop mentorship programs to support peer mentors. Implement feedback mechanisms for continuous improvement of training programs. Ensure successful warm and fuzzy/Sneetches programming executed. Orientation Logistics Primary Responsibilities: Oversee logistics for in-person Undergraduate Orientation. Coordinate with OSE & facilities staff for program execution. Research and select ‘swag' items for Peer Mentor staff. Assign Peer Mentor duties for Fall Orientation. Evaluate program success and document processes for future orientations. Handle space reservations and logistics and golf cart reservation/logistics. Additional Responsibilities: Develop emergency response plans for orientation events and backup reservation in case of weather. Coordinate with external vendors for event supplies and equipment. Manage inventory and storage of orientation materials in cages/OSE office. Program Coordinator Primary Responsibilities: Facilitate live training programs for Peer Mentors. Offer guidance and advice to Peer Mentors. Organize social programs, ice breaker training, and team-building activities. Lead the “Peer Mentor Banquet” at the end of Fall Orientation. Communicate regularly with OSE staff. Manage weekly Instagram updates and bulletins. Plan first-year programs, collaborating with CAB, SGA, and RAs. Additional Responsibilities: Coordinate peer mentor contributions to the college's newsletter or blog. Develop a mentor-mentee matching system. Organize periodic check-ins and feedback sessions with peer mentors.

Collins Middle School in partnership with Salem State University , where belonging leads to opportunity. Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity, and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at ********************** Reimagining Middle School: To bring this vision to life, the middle schools in Salem have committed to reimagining the student experience, including designing, piloting, and scaling innovative work in partnership with our students, families, and educators. The goal is to create relevant learning experiences that connect middle schoolers to the community, empower them to be independent learners, and offer appropriate challenges and supports. A core component of this work has been creating “near-peer” mentorship opportunities for current middle schoolers to connect with college students to build understanding of themselves and possibilities for their futures. Role Description: You are a current Salem State College Student who will provide mentorship to multiple small groups of 7th graders as part of SPS's work to reimagine middle school by creating connection, relevance, and growth for all students. You will facilitate small group sessions focused on future-oriented thinking & action planning. The session materials are provided by the partnership between Salem Public Schools and Salem State University, and you are eager to prepare for the session to ensure it runs successfully and both you and your students grow and learn together. We are ideally seeking education majors who are also interested in exploring working with students in future roles, but have found success with other majors who are eager to build connection and community. This Possibility Mentoring work grows out of learning and partnership with Dr. Michael Nakkula at Penn State University, who explains, “Possibility mentoring is a specialized form of youth mentoring that combines a focus on relationship-building between the mentors and mentees with an exploration and pursuit of students' interests and related goals.” (*************************************************** Core Responsibilities: This role is ideal for individuals who enjoy helping others see their own potential, building relationships, and fostering a positive community environment. In this role, you will: Provide mentorship to small groups of middle school students using share materials, including comfortably interacting with a diverse group of 7th graders. Attend the training and debrief sessions. Prepare for and debrief sessions as a cohort with support from SSU & SPS staff. Willingly share your lived experience and college journey to model what is possible for students. Position Details: COLLINS MIDDLE SCHOOL & SALEM STATE UNIVERSITY Hours: ~2 hours/week plus preparation supported by SSU Compensation: $25/hour Reports to: Chelsea Banks - Executive Director of Innovation & Learning Dates: Required Training: Weds. 1/21 5-6pm All Sessions - Mondays 11am-1pm: At Collins Middle School: (SPS will provide a bus!) Rotation 1: Jan. 26 & Feb. 9 Rotation 2: Mar. 30 & April 6 Tour @ SSU: Rotation 1: March 2 Rotation 2: April 13 This is a non-union, grant-funded position. Qualifications: Strong work ethic and willingness to learn. Reliable, punctual, and able to follow schedule and program requirements. Strong communication skills and ability to work well with others. Maintain a 2.8 GPA Minimum at SSU and be in good standing with the university Current authorization to work in the United States Categories: Up to 15 total positions Part-time Tutor Stipend Location: Collins Middle School This position is funded by the WPS grant. Equal Opportunity Employer Salem Public School District is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, housing status, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Collins Middle School in partnership with Salem State University , where belonging leads to opportunity. Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity, and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at ********************** Reimagining Middle School: The Salem Public Schools vision for a middle school graduate, developed in partnership with students, families, and educators in 2023, states: "Powered by relationships, trust, and a sense of belonging, students will develop their identity, skills, and mindsets that empower them to navigate their learning, chart their course, and engage with their community to reach their academic and life potential." To bring this vision to life, the middle schools in Salem have committed to reimagining the student experience, including designing, piloting, and scaling innovative work in partnership with our students, families, and educators. The goal is to create relevant learning experiences that connect middle schoolers to the community, empower them to be independent learners, and offer appropriate challenges and supports. A core component of this work has been creating "near-peer" mentorship opportunities for current middle schoolers to connect with college students to build understanding of themselves and possibilities for their futures. Role Description: You are a current Salem State College Student who will provide mentorship to multiple small groups of 7th graders as part of SPS's work to reimagine middle school by creating connection, relevance, and growth for all students. You will facilitate small group sessions focused on future-oriented thinking & action planning. The session materials are provided by the partnership between Salem Public Schools and Salem State University, and you are eager to prepare for the session to ensure it runs successfully and both you and your students grow and learn together. We are ideally seeking education majors who are also interested in exploring working with students in future roles, but have found success with other majors who are eager to build connection and community. This Possibility Mentoring work grows out of learning and partnership with Dr. Michael Nakkula at Penn State University, who explains, "Possibility mentoring is a specialized form of youth mentoring that combines a focus on relationship-building between the mentors and mentees with an exploration and pursuit of students' interests and related goals." (*************************************************** Core Responsibilities: This role is ideal for individuals who enjoy helping others see their own potential, building relationships, and fostering a positive community environment. In this role, you will: * Provide mentorship to small groups of middle school students using share materials, including comfortably interacting with a diverse group of 7th graders. * Attend the training and debrief sessions. * Prepare for and debrief sessions as a cohort with support from SSU & SPS staff. * Willingly share your lived experience and college journey to model what is possible for students. Position Details: * COLLINS MIDDLE SCHOOL & SALEM STATE UNIVERSITY * Hours: ~2 hours/week plus preparation supported by SSU * Compensation: $25/hour * Reports to: Chelsea Banks - Executive Director of Innovation & Learning * Dates: * Required Training: Weds. 1/21 5-6pm * All Sessions - Mondays 11am-1pm: * At Collins Middle School: (SPS will provide a bus!) * Rotation 1: Jan. 26 & Feb. 9 * Rotation 2: Mar. 30 & April 6 * Tour @ SSU: * Rotation 1: March 2 * Rotation 2: April 13 * This is a non-union, grant-funded position. Qualifications: * Strong work ethic and willingness to learn. * Reliable, punctual, and able to follow schedule and program requirements. * Strong communication skills and ability to work well with others. * Maintain a 2.8 GPA Minimum at SSU and be in good standing with the university * Current authorization to work in the United States Categories: * Up to 15 total positions * Part-time * Tutor * Stipend * Location: Collins Middle School This position is funded by the WPS grant. Equal Opportunity Employer Salem Public School District is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, housing status, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Bookmark this Posting Print Preview | Apply for this Job Please see Special Instructions for more details. All student employees will be required to submit employment verification documents on their first day of work. For a list of acceptable documentation, follow this link: ******************************************************************************************************* Position Details Position Details Student Employment Enrollment Requirements Indiana State University student enrolled in at least 6 credit hours. Comments to Applicants All student employees will be required to submit employment verification documents on their first day of work. For a list of acceptable documentation, follow this link: ******************************************************************************************************* Notice of Vacancy Number ST2500377 Job Title Student Mentor for Nursing Students Job Category Regular Student Job Job Type Regular Student Jobs Position Class Code 82100 - Student - Unrestricted Student Pay Grade 999 Hourly Wage/Salary 10.00 Job Summary/Basic Function Provides general office assistance to the faculty, staff and students who work in or visit the University on behalf of the Nursing Student Success Specialist. Provides comprehensive tutoring to nursing students in need. Specific Responsibilities Work Schedule Scheduled hours happen during ISU business hours of M-F, 8am - 4:30pm. Desired Start Date 01/19/2026 Open Date 01/07/2026 Close Date 02/06/2026 Required Relevant Education & Experience High School diploma or GED Required Field(s) of Study Indiana State University student enrolled in at least 6 credit hours. Preferred Relevant Education and Experience Completed all nursing program requirements. Supervisory Responsibilities This job has no supervisory responsibilities. Required Certificates, Licenses and Registrations Other Required Certificates, Licenses and Registrations Preferred Certificates, Licenses and Registrations Preferred Other Certificates, Licenses and Registrations Knowledge, Skills and Abilities Able to adapt to change, Able to assemble, analyze and present data, Able to learn and retain information, Able to multitask, Able to plan, organize, and implement projects in a timely manner, Able to read English, understand, and follow verbal and written instructions, Able to work both independently and collaboratively, Able to work carefully and politely around others, Able to work well with others, Attention to detail, Excellent customer service skills, Excellent interpersonal, organizational, planning, teambuilding and problem solving skills, Excellent public speaking skills, Experience and knowledge in job related program, Must be comfortable networking with groups or individuals, Professional demeanor, high energy, dynamic personality and excellent communication and interpersonal skills, Willing to interact with students, Work effectively with a diverse community Other Knowledge, Skills and Abilities Basic office skills: not required NCAA Guidelines All employees and staff of ISU are bound by all NCAA, Missouri Valley Conference and institutional rules and regulations pertaining to intercollegiate athletics and must conduct themselves in accordance therewith. For more complete information on the duties and obligations of ISU employees and staff in this regard, employees and staff should contact the Compliance Office in the ISU Athletic Department. No ISU employee (whether paid or a volunteer) shall knowingly influence others to furnish the NCAA or an ISU investigator/compliance officer false or misleading information concerning an individual's involvement in or knowledge of matters relevant to a possible violation of an NCAA regulation. Failure to abide by this term of employment shall constitute unethical conduct as defined by the NCAA and may result in immediate suspension and/or termination of the employment relationship with ISU. Job Duties Essential Duties and Responsibilities * Mentor and tutor nursing students in need. * Assist the Nursing Student Success Specialist with administrative duties. Career Readiness Competencies o Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in the process, and may demonstrate originality and inventiveness. o Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively. o Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict. o Digital Technology: Select and use appropriate technology to accomplish a given task. The individual is also able to apply computing skills to solve problems. o Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work. o Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes. o Career and Self Development: Identify and articulate one's skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace. o Equity and Inclusion: Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals' differences. Career Competencies Competency: Professionalism/Work Ethic Applicant Documents Required Documents * Resume * Cover Letter/ Letter of Application * Letters of Recommendation Optional Documents Supplemental Questions Required fields are indicated with an asterisk (*). * * Are you currently in good academic standing with the University? * Yes * No * * Are you currently in good conduct standing with the University? * Yes * No

The following vacancy exists in Goshen Community Schools for the 2025-2026 school year: Goshen Community Schools Deaf/Hard of Hearing School Age Mentor (SAM) The School Age Mentor (SAM) - Deaf/Hard of Hearing provides specialized support, consultation, and direct services to students who are Deaf or Hard of Hearing (DHH), their families, and school personnel. This position ensures that services are delivered in accordance with Indiana Article 7 and reflect the high-quality educational and communication-access supports historically provided by the Indiana School for the Deaf (ISD). The SAM works collaboratively with school teams to promote language access, communication development, academic engagement, and inclusive participation for DHH students across educational environments. ESSENTIAL FUNCTIONS: Student Support Collaborate with Teacher of Record for student(s) with DHH eligibility (review IEP, provide input for special factor of consideration when developing services and IEP.) Provide direct and/or consultative services based on the IEP to support academic, communication, and social-emotional development. Support language acquisition and communication access using the communication mode(s) identified in the IEP (e.g., ASL, spoken English, total communication, tactile supports). Assist in monitoring auditory access, amplification, and assistive technology (e.g., hearing aids, cochlear implants, FM/DM systems, SoundField systems), collaborating with audiologists as needed. Facilitate self-advocacy, self-determination, and communication repair strategies appropriate for the student's age and language needs. Provide reinforcement of skills in listening, spoken language, visual language, or multimodal communication, depending on the student's identified communication approach. Support transition planning, including access needs, postsecondary readiness, and development of independent communication and self-management skills. School & Staff Collaboration In collaboration with DHH Teacher of Record: Consult with general education teachers, special education staff, interpreters, audiologists, and related service providers to support accessible instruction and effective communication environments. Offer guidance on instructional strategies, environmental modifications, visual supports, and classroom acoustics that promote full access. Provide training, modeling, or coaching to staff regarding communication modes, DHH-specific needs, assistive technology use, and strategies for language-rich environments. Collaborate with case conference committees to develop compliant and appropriate IEPs aligned with Article 7 and best practices in DHH education. Family Collaboration Communicate regularly with families to support understanding of their child's communication development, educational progress, and assistive technology needs. Provide families with resources regarding Deaf culture, language development, communication options, community supports, and state-level services. Support families in navigating Article 7 procedures, rights, service options, and program placements in collaboration with educational team members ( general education teacher, DHH Teacher of Record, SLP and any other team members) Assessment & Documentation Assist in conducting functional listening assessments, communication observations, and other data collection to inform educational decisions. Contribute to multidisciplinary evaluations and provide input consistent with the student's language and communication needs. Complete service notes, reports, and documentation in compliance with Article 7, district policies, and timelines. Participate in person or through written report in IEP meetings, re-evaluations, and progress monitoring. Program & System-Level Support Serve as a liaison to community and statewide resources, including the Indiana School for the Deaf, outreach providers, audiology centers, and family support organizations. Support professional development efforts related to Deaf/Hard of Hearing education across the district. Promote awareness and understanding of Deaf culture, communication equity, language access, and the unique educational needs of DHH students. REQUIREMENTS: Must be at least 18 years of age. Possess a high school diploma or equivalent. Proficiency demonstrated by Deaf Mentor Certificate, Deaf Hard of Hearing Teacher License, or significant documented ASL experience. QUALIFICATIONS: ASL proficiency demonstrated by Deaf Mentor Certification, Deaf Hard of Hearing Teaching License, or significant ASL experience. Proficiency in American Sign Language (ASL) or willingness to attain and maintain competency. Knowledge of auditory development, hearing technology, and communication access supports. Understanding of Article 7 requirements and best practices for serving DHH students. Ability to travel between schools and provide itinerant services. Strong interpersonal, communication, organization, and collaboration skills. Ensure all services are compliant with Article 7 requirements. Provide high-quality, student-centered support consistent with state standards and statewide best practices. Maintain confidentiality, professionalism, and cultural competence when working with students and families. Itinerant position serving multiple school buildings and environments. Requires communication across modalities (ASL, spoken English, written English). Involves working with students from preschool through high school. May require lifting, positioning, or supporting equipment related to assistive technology. HOURS: As needed SALARY: Schedule 25-3 beginning range of $31.00 to $32.00 an hour BENEFITS: This position is not eligible for benefits. APPLICATION PROCESS: In order to be considered, all applicants must have completed their on-line application at ************************************************ CURRENT GCS EMPLOYEES CLICK HERE Please attach the following to your application: Letter of interest Up-to-date resume For questions regarding this position please contact: Cindy Berger Director of Exceptional Learners 613 E. Purl Street Goshen, IN 46526 ************ ************************* The Goshen Community School's Board of School Trustees is an equal opportunity employer. Selection of the applicant will be made without reference to race, color, creed, sex, age, handicap, or national origin. THE CLOSING DATE FOR RECEIVING APPLICATIONS IS: Until Filled

Title: Mentor Teacher (CAMS) (Internal Only) (SY25-26) Reports to: Building Principal in collaboration with District Coordinators/Directors An experienced teacher who has demonstrated exceptional classroom techniques and who demonstrates substantial knowledge about the subject he or she teaches. Mentor teachers should have rapport with colleagues and a marked ability to guide and counsel, plus available time to fulfill all requirements including meetings. Mentors should also be committed to helping their new colleagues have a positive experience in Chelsea in order to increase teacher retention. The appointment of a mentor teacher is for one year only. Previous mentorteachers wishing to be assigned a new must submit a new application. All mentors must be available for training during new teacher orientation on August 18 - 21, 2025 to meet with their mentees. Mentor Responsibilities: Each mentor will provide support for the following: teachers new to the profession will be 2:1 and veteran teachers will be up to 4:1. Mentors who have less than the maximum ratio will serve as the point of contact for substitute teachers. Second year mentors will have a caseload of 6:1. The mentor will provide support in the key areas of learning school rules and policies, developing effective teaching and classroom management strategies, understanding the culture of the school, personal confidence and stability; and if mentor and mentee share a common area, curriculum. Mentor will meet weekly and separately with each mentee to discuss current concerns and offer strategies for 45 minutes for new to the profession mentees and 30 minutes for veteran teacher mentees; in addition, mentor will keep track of meetings and communications in a log that must be submitted to the lead mentor monthly. Monthly meeting requirement is 2 hours for veteran teachers and 3 hours for teachers new to the profession. Observe each mentee at least 2 times a year, including a pre-conference, a full-period observation, and a debrief Arrange observations for the mentee to observe other teachers at least 2 times a year, including a pre-conference, a full-period observation, and a debrief Attend and participate in monthly meetings with new teachers on the designated date of each month and quarterly meetings with the mentors only. Facilitate, or help facilitate, an equitable portion of the monthly mentor-mentee meetings Mentors commit themselves to attend mandatory mentor training in August. Mentors also commit themselves to attend quarterly mandatory meetings during the school year. These meetings will be from 3-4 pm and focused on continued mentor training and strengthening the current mentor program. First year mentors only - Will be required to attend PD for new mentors (approximately 4 per year). Mentors commit an additional day of work outside the regular school year with new teachers, and will work with assigned teachers during new teacher educator orientation week in August. Complete required assigned summer reading prior to the NEO. Mentors will report to the Mentor Lead and an Asistant Principal or Principal. The mentoring program will be overseen by the Director of Instruction and District Mentor Lead. Application: Upload a letter of interest to the "documents" section of your application in TalentEd. Compensation: CTU contractual rate. For emergency situations, if a mentor cannot attend NEO and/or serve for the full year, compensation will be adjusted accordingly. The Chelsea Public Schools District is an equal opportunity employer committed to recruiting, appointing, assigning, training, evaluation and promoting personnel on the basis of merit and qualifications, without regard for race, color, national origin, sex, religious affiliation, age, ancestry, marital status, handicapping conditions, gender identity, sexual orientation or any other applicable unlawful discriminatory standards. (Title VI & Title VII of Civil Rights Act of 1964. Title VII & Title VIII of the Public Health Services Act, Title IX of the Education Amendments of 1972, as well as other relevant federal and state laws).

Bookmark this Posting Print Preview | Apply for this Job Please see Special Instructions for more details. All student employees will be required to submit employment verification documents on their first day of work. For a list of acceptable documentation, follow this link: ******************************************************************************************************* Position Details Position Details Student Employment Enrollment Requirements Indiana State University student enrolled in at least 6 credit hours. Comments to Applicants All student employees will be required to submit employment verification documents on their first day of work. For a list of acceptable documentation, follow this link: ******************************************************************************************************* Notice of Vacancy Number ST2500316 Job Title Bridge Week Mentor Coordinator Job Category Regular Student Job Job Type Regular Student Jobs Position Class Code 82100 - Student - Unrestricted Student Pay Grade 999 Hourly Wage/Salary 14.00 Job Summary/Basic Function This position coordinates training and daily operations and serves as a liaison to a small group of Bridge Week Peer Mentors. They will participate in the hiring and assessment of BWPMs. Specific Responsibilities Work Schedule 8am - 9pm depending on need for a max of 10 - 15 hours during the academic year and varies during summer and actual Bridge Week. Desired Start Date 01/19/2026 Open Date 11/06/2025 Close Date 02/06/2026 Required Relevant Education & Experience High School diploma or GED Required Field(s) of Study N/A Preferred Relevant Education and Experience Must have been a Bridge Week Peer Mentor prior to application. Supervisory Responsibilities This job has no supervisory responsibilities. Required Certificates, Licenses and Registrations Other Required Certificates, Licenses and Registrations Preferred Certificates, Licenses and Registrations Preferred Other Certificates, Licenses and Registrations Knowledge, Skills and Abilities Able to adapt to change, Able to learn and retain information, Able to multitask, Able to plan, organize, and implement projects in a timely manner, Able to read English, understand, and follow verbal and written instructions, Able to work both independently and collaboratively, Able to work carefully and politely around others, Able to work well with others, Attention to detail, Demonstration of high ethical standards, integrity, professionalism, politeness, and courteousness, Excellent customer service skills, Excellent interpersonal, organizational, planning, teambuilding and problem solving skills, Excellent leadership skills, Excellent public speaking skills, Experience and knowledge in job related program, Experience in an educational environment preferred, Professional demeanor, high energy, dynamic personality and excellent communication and interpersonal skills, Proficiency with Microsoft Office and other computer applications, Proven verbal and written communication skills, Willing to interact with students, Willing to work extended hours during events and peak seasons, when required, Work effectively with a diverse community Other Knowledge, Skills and Abilities NCAA Guidelines All employees and staff of ISU are bound by all NCAA, Missouri Valley Conference and institutional rules and regulations pertaining to intercollegiate athletics and must conduct themselves in accordance therewith. For more complete information on the duties and obligations of ISU employees and staff in this regard, employees and staff should contact the Compliance Office in the ISU Athletic Department. No ISU employee (whether paid or a volunteer) shall knowingly influence others to furnish the NCAA or an ISU investigator/compliance officer false or misleading information concerning an individual's involvement in or knowledge of matters relevant to a possible violation of an NCAA regulation. Failure to abide by this term of employment shall constitute unethical conduct as defined by the NCAA and may result in immediate suspension and/or termination of the employment relationship with ISU. Job Duties Essential Duties and Responsibilities Work with BW Director to develop and implement BWPM Training and ongoing learning. Coordinate daily activities including ice breakers, mentoring agendas, and event setup/take-down teams. Follow-up with mentors who need assistance, coordinate daily participant attendance and outreach, and work one on one with students as needed to ensure a positive and effective Bridge Week Experience. Other duties as assigned. Career Readiness Competencies o Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in the process, and may demonstrate originality and inventiveness. o Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively. o Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict. o Digital Technology: Select and use appropriate technology to accomplish a given task. The individual is also able to apply computing skills to solve problems. o Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work. o Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes. o Career and Self Development: Identify and articulate one's skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace. o Equity and Inclusion: Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals' differences. Career Competencies Competency: Critical Thinking/Problem Solving Competency: Oral/Written Communications Competency: Teamwork/Collaboration Competency: Leadership Competency: Professionalism/Work Ethic Competency: Equity and Inclusion Applicant Documents Required Documents * Resume * Cover Letter/ Letter of Application Optional Documents Supplemental Questions Required fields are indicated with an asterisk (*). * * Have you previously worked as a Bridge Week Peer Mentor or Transition Mentor in the past? * Yes * No * * Are you currently in good academic standing with the University? * Yes * No * * Are you currently in good conduct standing with the University? * Yes * No

Bookmark this Posting Print Preview | Apply for this Job Please see Special Instructions for more details. All student employees will be required to submit employment verification documents on their first day of work. For a list of acceptable documentation, follow this link: ******************************************************************************************************* Position Details Position Details Student Employment Enrollment Requirements Indiana State University student enrolled in at least 6 credit hours. Comments to Applicants All student employees will be required to submit employment verification documents on their first day of work. For a list of acceptable documentation, follow this link: ******************************************************************************************************* Notice of Vacancy Number ST2500386 Job Title Off-Campus Work Study: Camp Navigate After School Mentor Job Category Federal Work Study Student Job Job Type Federal Work Study Student Jobs Position Class Code 82000 - Student work study Student Pay Grade 999 Hourly Wage/Salary 11.50 Job Summary/Basic Function A Camp Navigate After School Mentor (Counselor) is responsible for leading, implementing, and assisting with the planning of all programs and experiences for children in small and large group settings. They will be responsible for the general safety and development, growth, and skill achievement of the participants in his/her group. Mentors will provide high quality educational and recreational experiences for participants that focus on Camp Navigate's four focus areas of Employability Skills, Servant Leadership, Healthy Habits, and Community Collaboration, as well as maintaining the Indiana Academic Standards. Specific Responsibilities Work Schedule Monday thru Friday 2:00pm-6:00pm (school class accommodating) Desired Start Date 01/12/2026 Open Date 01/07/2026 Close Date 02/07/2026 Required Relevant Education & Experience High School diploma or GED Required Field(s) of Study N/A Preferred Relevant Education and Experience Supervisory Responsibilities This job has no supervisory responsibilities. Required Certificates, Licenses and Registrations Other Required Certificates, Licenses and Registrations Preferred Certificates, Licenses and Registrations Preferred Other Certificates, Licenses and Registrations Knowledge, Skills and Abilities Able to adapt to change, Able to plan, organize, and implement projects in a timely manner, Able to read English, understand, and follow verbal and written instructions, Able to work both independently and collaboratively, Able to work carefully and politely around others, Able to work well with others, Demonstration of high ethical standards, integrity, professionalism, politeness, and courteousness, Excellent interpersonal, organizational, planning, teambuilding and problem solving skills, Work effectively with a diverse community Other Knowledge, Skills and Abilities NCAA Guidelines All employees and staff of ISU are bound by all NCAA, Missouri Valley Conference and institutional rules and regulations pertaining to intercollegiate athletics and must conduct themselves in accordance therewith. For more complete information on the duties and obligations of ISU employees and staff in this regard, employees and staff should contact the Compliance Office in the ISU Athletic Department. No ISU employee (whether paid or a volunteer) shall knowingly influence others to furnish the NCAA or an ISU investigator/compliance officer false or misleading information concerning an individual's involvement in or knowledge of matters relevant to a possible violation of an NCAA regulation. Failure to abide by this term of employment shall constitute unethical conduct as defined by the NCAA and may result in immediate suspension and/or termination of the employment relationship with ISU. Job Duties Essential Duties and Responsibilities Responsibilities: * Help write and implement a weekly schedule for your assigned group * Help develop and implement small and large group activities focused on Employability Skills * Organize and lead a variety of small and large group activities each week. Activities may include academics and literacy, technical skills, crafts, games, swimming, camper/student and Family events… etc. This includes time spent on the bus to and from field trips * Identify and respond to camper behavior issues * Ensure that the site is kept clean, organized, and free of litter * Communicate with Camp Navigate management about participants' experiences and report any concerns * Assist in maintaining accurate program records including incident reports, logbook documentation, and daily attendance * Know and understand ALL emergency procedures associated with the camp/after school program * Know, enforce, and follow all safety guidelines associated with the camp and all program areas. This includes but is not limited to being responsible for your campers' safety and their whereabouts at all times * Help guide Junior Counselors and Camp Volunteers to have a deeper understanding of leadership and counseling skills * May be asked to perform end of the day janitorial duties * Assist in meal and snack service * See camp specific addendum for program details * Be knowledgeable of Camp Navigate's mission statement and current/future workforce development needs * Lead by example with integrity, honesty, responsibility, and compassion * Adhere to Camp Navigate's dress policy Career Readiness Competencies o Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in the process, and may demonstrate originality and inventiveness. o Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively. o Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict. o Digital Technology: Select and use appropriate technology to accomplish a given task. The individual is also able to apply computing skills to solve problems. o Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work. o Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes. o Career and Self Development: Identify and articulate one's skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace. o Equity and Inclusion: Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals' differences. Career Competencies Competency: Leadership Competency: Equity and Inclusion Competency: Oral/Written Communications Competency: Teamwork/Collaboration Competency: Critical Thinking/Problem Solving Applicant Documents Required Documents Optional Documents Supplemental Questions Required fields are indicated with an asterisk (*). * * Do you have a federal work study award for the current academic year? * Yes * No * * Are you currently in good academic standing with the University? * Yes * No * * Are you currently in good conduct standing with the University? * Yes * No

Be a student leader in supporting the successful transition of new students to MCLA. First-Year Experience Peer Mentors help equip new students with the skills, connections, and habits that support academic and personal success. Peer Mentors lead first-year students through Orientation and Greylock L.E.A.D. Academy, a combined program focused on academic readiness, leadership development, campus resources, and goal setting. Peer Mentors also support an FSEM course by co-presenting a weekly 20-minute session with a Staff Mentor for eight weeks. Students are encouraged to apply even if their Fall class schedule is not yet finalized. Additional Spring 2027 programming may be required. As official representatives of MCLA, Peer Mentors are held to high professional and behavioral expectations. Program Dates & Commitment: Interviews * Monday, February 2nd to Wednesday, February 11th * Attendance at one interview session is required Training * May 12th to the 14th * August 21st to the 27th Week of Welcome (Greylock L.E.A.D. Academy & Orientation) * Friday, August 28th to Tuesday, September 1st FSEM Course & Programming * September 2026 to May 2027 * Fall FSEM course support for 8 weeks * Individual programming throughout the year * Possible Spring 2027 programming Requirements: Specific Responsibilities: Greylock L.E.A.D. Academy & Orientation * Attend all required trainings (May 12th to the14th and August 21st to the 27th) * Lead first-year and transfer students through Orientation and LEAD Academy (August 28th to September 1st) * Facilitate pre-built workshops on topics such as leadership, belonging, engagement, communication, and decision-making * Support conversations about academic resources (advising, registration, Canvas, degree audit) * Lead icebreakers, team-building activities, and daily student meetings * Assist with clerical and administrative tasks * Serve as a liaison between new students, families, and campus offices * Provide campus tours * Collaborate with Faculty Success Coaches, Staff Mentors, and fellow Peer Mentors * Complete additional duties as assigned FSEM Course Support * Students are encouraged to apply even if Fall 2026 schedules are not finalized. * Co-present a 20-minute weekly session with a Staff Mentor for 8 weeks (September 8th to October 27th) * Coordinate with FSEM instructors and Staff Mentors * Attend required programs and workshops * Meet with students outside of class as needed * Participate in additional Spring 2027 programming as required Requirements: * Availability for all required training and program dates * Availability for at least one FSEM course time block (pending class schedules) * Minimum 2.0 GPA and good academic standing * Good disciplinary standing with the College * Completion of at least one semester at MCLA * Full-time enrollment during employment * Peer Mentor position must be the sole campus employment during training and Orientation (Additional employment permitted after September 8 if schedules allow) * Maintain professionalism, punctuality, and reliability throughout employment Qualifications: A First-Year Experience Peer Mentor must possess a variety of qualities. We are looking for students who have a strong skill set or the potential to acquire the following skills through training: * Commitment to supporting student success * Strong communication and interpersonal skills * Leadership potential and teamwork skills * Problem-solving ability and integrity * Ability to maintain confidentiality * Dependability and maturity * Familiarity with MCLA resources and policies * Proficiency with Microsoft Office * Canva or design experience preferred * Ability to work evenings, weekends, and extended hours * Ability to multitask and meet deadlines Additional Information: Until further notice, in response to the Presidential proclamation, issued on September 19, 2025, imposing a significant fee on the entry of individuals with new H-1B visas, this position is not eligible for visa sponsorship. Massachusetts College of Liberal Arts complies with the Americans with Disabilities Act (ADA) to provide reasonable accommodations to qualified applicants and employees with disabilities. Should you need to request a reasonable accommodation for the application process, please email Brenda Stokes, Executive Director of Human Resources. Massachusetts College of Liberal Arts is deeply committed to fostering a community of excellence, equity, diversity, and inclusion. We provide equal access to educational, co-curricular and employment opportunities for all applicants, students, and employees regardless of race, color, religion, national origin, age, disability, gender, sexual orientation, gender identity, gender expression, genetic information, marital or parental status, veteran status, or membership in any other legally protected class. Massachusetts College of Liberal Arts does not discriminate on the basis of sex in any educational program or activity that they operate, which extends to admission and employment. Inquiries about Title IX, Equal Opportunity, or ADA/504 and other non-discrimination policies may be directed to MCLA's Interim Title IX and Equal Opportunity Coordinator, to the Assistant Secretary of the Department of Education Office for Civil Rights, or both. Lucas Morrill Interim Title IX and EO Coordinator 375 Church Street, North Adams, MA 01247 Telephone: ************** **************** U.S. Department of Education, Office for Civil Rights 33 Arch Street, 9th Floor Boston, MA 02119-1424 Telephone: **************; FAX: **************; TDD ************** ***************** Application Instructions: Applicants must complete: * The online application * A supplemental application (emailed after applying) Supplemental materials must be submitted to Jenn Labbance or Connor Wentrick, at ************************** by Friday, January 30, 2026. Late applications may not be considered.