Mentor jobs at Childcaregroup

Job Title Student Mentor (ACE) Agency Texas A&M International University Department ACE - Academic Support Proposed Minimum Salary Commensurate Job Type Student Worker Job Description Student Mentors are exceptional students who will have an opportunity to be both leaders on campus and mentors to new students enrolled in the First Year Experience courses. Mentors are committed to helping their students adjust to life at TAMIU by guiding campus resources and providing guidance based on their prior college experiences. Essential Duties and Responsibilities Provide guidance and support to new students enrolled in UNIV courses on an individual and group basis through mentor meetings. Maintain current and confidential student folders. Develop and maintain professional relationships with TAMIU instructors and ACE staff. Communicate weekly with students who are absent from mentor meetings, Assist in the development of resources and materials to support new students in their transition to the university. Input grades and attendance for UNIV sections promptly. Prepare written reports related to student mentoring and other assignments. Meet regularly with ACE staff for meetings, training, and workshops. Complete assigned online training within the specified time frame. Assist in developing, organizing, and presenting training modules for new mentor orientation. Assist with general office functions, including staffing the front desk, answering phones, hanging posters, etc. Other related duties as assigned Minimum Requirements Enrolled at least half-time, 6 credit hours per semester for undergraduate and 3 credit hours per semester for graduates. Maintain a TAMIU overall GPA of 2.0 for undergraduate students and 3.0 for graduate students. Must meet all other requirements as stated in TAMIU's Satisfactory Academic Progress Policy (SAPP). Preferred Experience and Education GPA of 2.75 for undergraduate. Bilingual (English/Spanish) skills. Knowledge, Skills, and Abilities Proficiency in the use of personal computer workstations with common software applications. Ability to listen to students' concerns and offer appropriate campus resources. Ability to organize and multitask functions to ensure compliance with deadlines. Outstanding customer service skills. Excellent interpersonal relationship and communication skills. Problem analysis and problem-solving skills. Ability to learn and use multiple software programs. Ability to show initiative and reliability while employed. Physical Requirements The physical demands described here are representative of those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. Other Requirements Position requires face-to-face interactions on campus. Position requires maintaining a regular schedule of attendance on campus and in the workplace. Work schedules are created by the department based on departmental needs but ensure it does not conflict with the class schedule. Promptly complete all required training. Submit time sheet biweekly. Some evening and weekend work may be required. Must be available both Fall and Spring semesters and must remain enrolled throughout the duration of employment. Provide resume & 3-5 references from academic or professional members of the university. Pay of Rate: $9.00/hour for up to 19 hours weekly All positions are security-sensitive. Applicants are subject to a criminal history investigation, and employment is contingent upon the institution's verification of credentials and/or other information required by the institution's procedures, including the completion of the criminal history check. Equal Opportunity/Veterans/Disability Employer.

Description: The Mentor/Education Coach is responsible to contact, observe, model, coach, and mentor on a regular basis; providing information to others; and implementing and maintaining services within established guidelines and principles. The Mentor/Coach meets and provides feedback for facilitated discussion on common problems teachers and home visitors are facing to design appropriate intervention strategies. The Mentor/Coach supports the agency developed School Readiness Framework and works with Head Start and Early Head Start Education and Home-Based staff to support them in effectively developing their learning environment using curriculum and planning educational experiences. Duties and Responsibilities: Assists in the mentoring and training of education staff to support school readiness measures and program quality. Conducts classroom observations and provides feedback to teachers improving teacher-child interactions and curriculum implementation that supports positive child outcomes towards school readiness. Provide technical support and assistance to classroom teachers as assigned, including direct coaching and mentoring of education staff to improve instructional practices and classroom quality. Provide regular classroom observations using the specified research-based tools CLASS, FrogStreet Fidelity Tool, etc. Work collaboratively with the Education/Disabilities Specialist to assist with the planning and monitoring of education component services. Ensures teacher-child interactions and instruction is responsive, intentional, and developmentally appropriate to ensure children are provided socially supportive, organized, and instructionally meaningful interactions to support their development (i.e., social-emotional, physical, cognitive and language) and learning (i.e., literacy, math, science, technology, social studies, and the arts). Participates in the development of program policies, service delivery plans, and ongoing monitoring of program quality as it relates to education. Support best practices in the classroom. Promote and support Essential teaching practices. Support teaching staff in working with dual language learners. Ensures all mandates of Head Start Program Performance Standards, state and local licensing are met. Attend workshops, conferences, and other necessary training to support component goals. Support teaching staff with Professional Development plans. All other duties as assigned. Job responsibilities may vary depending on the program model, site needs, and locations. Requirements: Qualifications: Bachelor's degree in early childhood education or related field; related work experience or education. A valid driver's license. At least two (2) years teaching experience with increasing levels of responsibility and demonstrated traits as a Lead Teacher. Demonstrated knowledge in best practices in early childhood education, understanding of early childhood evaluations, observations, and assessments for both teachers and children. Experience with mentoring and training early childhood practitioners preferred. Strong computer skills including Word, Excel, Power Point, etc. Bilingual (English/Spanish) preferred. Excellent interpersonal skills and experience working with diverse population both in the community and administrative staff. Obtain Pre-K CLASS reliability certification Become QCIT Certified Become a PD Specialist for CDA Obtain training in Practice Based Coaching (PBC) Position is contingent upon the successful completion of a federal background check Physical Demands: The physical demands described herein are represented by those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. The employee must have the ability to kneel, stoop, bend, crouch, crawl and sit on the floor to attend to children's needs and occasionally lift and or move up to forty-five (45) pounds. The employee must pass a physical exam that reflects the ability to perform essential job duties as described in the . I have read and received a copy of my on the date indicated below. I understand that it is my responsibility to read and become familiar with my and any subsequent changes that I receive. I understand that BVCAP HEAD START may add to, delete, correct or update any or all the information in the in accordance to changing performance standards, policies, procedures and regulations. The is not necessarily a list of the entire responsibilities for the position but a summary of those that are of primary importance. I further understand that this does not create any contractual obligations between BVCAP HEAD START and myself. No verbal representations may be deemed to alter or oppose the content and intent of the . By entering my name below, I acknowledge that i have read, understand, and agree to the terms and conditions listed above, and that doing so will act as my information. Disclaimer: “This is intended to convey information essential to understanding the scope of this position and it is not intended to be an exhaustive list of skills, efforts, duties, responsibilities or working conditions associated with this position. Nothing in the job description restricts BVCAP's Head Start's right to change, assign, or re-assign duties and responsibilities at any time for any reason.

Responsible for observing and assessing the classroom activities of a Head Start program and providing on-the-job guidance and training to the Head Start 3-5 program staff, in order to improve the qualifications and training of classroom staff, to maintain high quality education service and to promote career development in Head Start programs (Head Start Act, as amended December 12, 2007; Sec. 648A. (b) Mentor Teachers). Utilizing the Practice Based Coaching model the Mentor/Coachs primary function is to assist educators to implement and measurably improve high quality teaching practices. The Mentor/Coach aligns guidance with the teaching practices identified by the Classroom Assessment Scoring System (CLASS). Primary Responsibilities 1. Participate in the On-Boarding Process of new educators by conducting one on one training and classroom observation, as well as visit new educators within the first week in the classroom setting. 2. Recognize existing strengths of educators and build positive, reflective mentor/coaching relationships. Adapt successfully to diverse learning styles. 3. Conduct the CLASS observation as needed for the newly hired staff. 4. Based on the CLASS observation, utilizing the Early Learning Outcomes Framework as well as the programs School Readiness Goals creates with the educator a Professional Development Plan with goals and suggested trainings to improve overall classroom skills and support the educator in implementing effective teaching practices. 5. Collaborates with the program staff to prioritize training and technical assistance according to mentoring needs. Collaborates with Mental Health and Disabilities Content Area Lead/Specialists to provide mentor/coaching to support participation for children with disabilities and/or behavioral and social-emotional needs. 6. Implement Practice Based Coaching with the assigned educators through modeling of effective teaching practices, focused observation, shadowing, and video observation, reflective feedback and other training and technical assistance. 7. Ensure each assigned educator receives mentor/coaching 1-3 times a month to review observation outcomes, management of classroom and develop strategies to improve teaching practices. 8. Through Practice Based Coaching works with educator to improve teaching practices within the CLASS Observation domains of Emotional Support, Classroom Organization, and Instructional Support. 9. Through Practice Based Coaching assures that performance standards, minimum standards, program standards, and developmentally appropriate practices are being maintained in the classroom. 10. Maintain Practice Based Coaching documentation to include Professional Development Plans, meeting and observation notes, and monthly tracking of mentor/coaching activities. 11. Assists in conducting an annual community assessment of the service area education services and participates in the programwide-Self Assessment. 12. Guides the development of annual quantitative and qualitative goals and objectives for education services in the Head Start Program, including the classroom, cluster and overall program. 13. Travels to assigned classrooms as well as attends all in-service trainings, seminars and other assigned meetings. 14. Promotes and maintains the confidentiality of the Mentor/Coach and the Coachee relationship. 15. Works with Educators to obtain necessary credentialing as part of the Professional Development Plan, participants and facilitates training and T/TA. 16. Any other duty as assigned by Lead Mentor/Coach. Work Experience Demonstrate the understanding of CPS reporting system, signs and symptoms of child abuse and neglect. Intermediate computer skills, internet and e-mail Possess the ability to work in an office setting. Education/Certifications/Licensure Baccalaureate Degree in childhood education or a related field. Three years experience in either a licensed center or a public school setting at a grade level no higher than elementary school. Be CLASS Reliable and maintain certification yearly. Bilingual ability (Spanish/English) is preferred. Valid Texas Driver's License. Must pass PRS background check. Must pass an annual physical. Within 30 days of employment must be Pediatric CPR & First Aid certified. Masters degree is preferred Skills Knowledge of Head Start Procedure Standards, Head Start Parent, Family and Community Engagement framework and School Readiness Goals. Excellent oral and written communication skills required. Data processing methods, information storage, Head Start Performance Standards, and information retrieval techniques required. Physical Requirements If a preliminary offer of employment is extended, a physical will be required before the offer can be accepted. Able to perform the following physical requirements of the position with or without reasonable accommodation: critical sensory requirements include general vision; specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Hear or listen in the normal range (corrected) and speak and give directions clearly. Able to walk, sit, stand, kneel, crouch, crawl, reach, lift, carry, push, pull or otherwise move objects up to 10 lbs., and occasionally lift and/or move up to 25 pounds.

MINIMUM QUALIFICATIONS: Must be at least 18 years of age Must have no criminal record or criminal charges pending Must have a valid driver's license and reliable transportation with liability insurance Must be able to speak, read and write English Must have or be willing to obtain First Aide/CPR certification Must have a clear TB and physical examination before first day of employment Must have a high school diploma or GED Must have 3 years teaching experience Must have a Baccalaureate degree in (ECE) or related field Must be skilled in data entry Must have computer skills - Microsoft Windows environment and Office suite PREFERRED QUALIFICATIONS: Be Bilingual - able or willing to learn to speak, read and write English and Spanish Be a local resident of Cameron or Willacy County Be a person sensitive to the needs of the poor and disadvantaged GENERAL RESPONSIBILITIES: Assists the Children Services' Coordinators with the monitoring of the centers and classrooms Assists the Children Services' Coordinators mentor and train Head Start/EHS teaching staff and area managers Assists and prepare Head Start/EHS teacher trainings on topics dealing with performance standards implementation Assists with gathering, preparing and compiling the data needed for the Children Services content area reports Able to set-up a classroom environment in the center Assists with ordering supplies and seeing that Head Start/EHS teachers are furnished with such as needed Supports the efforts of Head Start/EHS families in the enhancement of their children's healthy wellbeing and academic success Performs any other duties assigned by supervisor relative to program operations Works on weekends, holidays, and/or evenings on especial assigned projects and/or tasks on request of the Executive/Head Start/EHS Director PHYSICAL REQUIREMENTS OF ESSENTIAL DUTIES: Averages six hours of sitting, one hour of standing, and one hour of walking in a usual workday Requires employee to occasionally crawl and twist in performing duties Needs to carry up to 50 pounds, occasionally Uses lower extremities frequently in simple/firm movement and balancing Maintains head/neck continuously in flexing movements and occasionally in static position & rotational/extension movements Needs appropriate or corrected vision, requires the ability to judge distance and space relationships, uses peripheral vision while eyes are fixed, uses eye adjustment in doing near point work, and requires the ability to identify and distinguish colors Does frequent speaking/hearing tasks with staff, co-workers, parents and supervisors Performs work area surveys to prevent injuries or accidents Exposure to indifferent outdoor weather conditions (cold, heat, sun, rain etc.) KNOWLEDGE, SKILLS, AND ABILITIES: Accepts responsibility for the direction, control, and/or planning of job related activities Communicates and works effectively with parents, community, staff and immediate supervisor Works on repetitive duties according to set procedures with precision and thoroughness Performs a variety of duties often changing from one task to another of a different nature without loss of efficiency or composure Maintains confidentiality and avoids gossip Works in stressful situations Maintains equipment in good working order Practices safety by: Complying with safety rules Maintaining a clean and safe working environment Using safety equipment (support belts, goggles, etc.) Using proper climbing equipment

Job DescriptionJOB POSTING: Professional Mentor (Friend) STATUS: Exempt, Full time REPORTS TO: Program DirectorSALARY: $55,000-58,000 per year BENEFITS: Comprehensive package includes employer-paid medical, dental, vision, disability, and life insurance benefits; paid vacation and sick leave; retirement plan with employer match.LOCATION: Friends of the Children has chapters in Dallas, Austin, and Houston. This posting is for the DALLAS chapter. Candidate must reside in or be willing to relocate to the Dallas area. Friends of the Children - Dallas is the newest chapter of a 30+ year-old national professional mentoring organization that impacts generational change by empowering youth through relationships with professional mentors. We do this by providing children facing the most obstacles with a long-term, paid, professional mentor, who we call a “Friend,” from kindergarten through high school graduation, 12+ years - no matter what.At Friends of the Children, we put children first and use our values to change the way the world treats and views youth facing great barriers. As a Friend you will nurture long-term relationships from a foundation of love, acceptance, and practices. Do you want to help youth discover their limitless potential, by fostering their internal resiliency? Are you ready to help build relationships within the communities of our youth and families to strengthen social networks and provide bridges to new opportunities? If so, the impactful role of a Friend might be for you.Basic Function: We are currently seeking a mentor for our childhood program (kindergarten to 5th Grade) to serve as a positive adult role model to eight elementary children and develop loving, caring, and sustained relationships with each child. For each child, a Friend will set positive expectations; nurture and promote their strengths, talents, and abilities; help ensure physical and emotional well-being; teach life and academic skills; provide enrichment activities; and model responsible behavior. A Friend will fully document activities and participate in an ongoing evaluation process. Friends will work primarily one-on-one with the children they serve. A Friend must also know, understand, honor and support the organization's mission, vision, values, principles and policies, and be able to clearly articulate the organization's function. Core Job Responsibilities: Spend time with children one-on-one in the community and in their school. Develop and sustain a long-term, caring, protective, and loving relationship with each child. Partner with parents/caregivers to provide concrete and social emotional supports for the family. Set realistic expectations and goals based on each child's strengths, talents, abilities and needs. Teach life skills and help develop a talent/skill/area of interest with each child. Deepen connections for youth through incorporating specifical cultural knowledge in programming. Provide enrichment resources and activities that include opportunities for cultural identity development. Develop positive relationships with families, teachers and others involved in each child's life. Reinforce basic academic skills. Participate in the programming and resources available through the organization, effectively utilizing program resources to meet the needs of each child. Maintain spending within budgetary guidelines. Complete, distribute and collect time summaries, activity journals, short term plans, expense reports and evaluation materials accurately and in a timely manner. Attend and actively participate in team meetings and staff functions. Provide information and support to development and executive teams on related activities as needed. Fulfill other responsibilities as required. Additional Job Requirements: Transport children in personal vehicle as required for mentoring activities within a 30-mile radius of the Friends Dallas office. This can sometimes result in 90 miles per day. (Mileage will be reimbursed at the standard IRS rate). Maintain a current driver's license, good driving record, and ensure that your vehicle insurance is current. Maintain First Aid/CPR certification. Essential Skills and Abilities: Spanish language proficiency is preferred. Willingness to commit to the role for a minimum of three years. Ability to cultivate trusting relationships with children, parents/caregivers, teachers, community members and other supportive adults in a youth's environment. Strong cross-generational interpersonal skills. Ability to demonstrate compassion, patience, and cultural competency for families/youth who have experienced trauma. Demonstrated ability to work with children in varied capacities and settings to help them learn and grow. Ability to set goals and develop plans to meet those goals to ensure the development of each child. Ability to use creativity and initiative in planning activities to support child development. Ability to maintain confidentiality and communicate appropriately within the workplace. Ability to work independently in diverse environments with limited supervision. Ability to work as a team player. Ability to manage several concurrent issues and solve problems effectively exercising appropriate discretion and judgment. Ability to exercise good judgment independently, in various situations and environments, and under varying levels of stress. Ability to handle high mobility and driving demands safely and with good judgment. Strong written and verbal communication skills; organizational and time management skills. Ability to complete administrative tasks accurately and on time. Basic computer and keyboarding skills, proficiency with e-mail and database systems. Familiarity with MS Outlook, OneDrive, SharePoint preferred. Required Education and Experience: Associate degree required; Bachelor's degree preferred. 3+ years of experience working/volunteering with children. Experience mentoring children who are facing systemic barriers. Working Hours: This is a full-time, exempt position. Due to the nature of a Friend's role, the work hours are somewhat non-traditional and include late afternoon and evening work. We recognize that each Friend's daily work schedule will vary due to the uniqueness of the role and the needs of the individual children being served. Each Friend is expected to exercise appropriate discretion in this regard. During the school year, the general workweek is Tuesday through Saturday, with Sunday and Monday as days off. During the summer, and for spring and winter breaks, many Friends work a standard Monday through Friday workweek. The program requires that you see each of your assigned children, both in and outside of school, for an average of four hours each week, although how you accomplish that is at your discretion within established Program guidelines. The statements above are intended to describe the general nature and level of work to be performed by individuals assigned to this position. They are not intended as a comprehensive list of all responsibilities, duties, and skills required of personnel so classified. Friends of the Children is an Equal Opportunity Employer, committed to addressing discriminatory practices. The equal employment opportunity policy of Friends of the Children provides fair and equal opportunities for all employees and job applicants. Friends of the Children hires and promotes individuals solely on the basis of their qualifications for the job to be filled. It is a good practice to check your spam or junk mail folder regularly to be sure you don't miss an email from us!

Responsible for observing and assessing the classroom activities of a Head Start program and providing on-the-job guidance and training to the Head Start 3-5 program staff, in order to improve the qualifications and training of classroom staff, to maintain high quality education service and to promote career development in Head Start programs (Head Start Act, as amended December 12, 2007; Sec. 648A. (b) Mentor Teachers). Utilizing the Practice Based Coaching model the Mentor/Coachs primary function is to assist educators to implement and measurably improve high quality teaching practices. The Mentor/Coach aligns guidance with the teaching practices identified by the Classroom Assessment Scoring System (CLASS). Primary Responsibilities 1. Participate in the On-Boarding Process of new educators by conducting one on one training and classroom observation, as well as visit new educators within the first week in the classroom setting. 2. Recognize existing strengths of educators and build positive, reflective mentor/coaching relationships. Adapt successfully to diverse learning styles. 3. Conduct the CLASS observation as needed for the newly hired staff. 4. Based on the CLASS observation, utilizing the Early Learning Outcomes Framework as well as the programs School Readiness Goals creates with the educator a Professional Development Plan with goals and suggested trainings to improve overall classroom skills and support the educator in implementing effective teaching practices. 5. Collaborates with the program staff to prioritize training and technical assistance according to mentoring needs. Collaborates with Mental Health and Disabilities Content Area Lead/Specialists to provide mentor/coaching to support participation for children with disabilities and/or behavioral and social-emotional needs. 6. Implement Practice Based Coaching with the assigned educators through modeling of effective teaching practices, focused observation, shadowing, and video observation, reflective feedback and other training and technical assistance. 7. Ensure each assigned educator receives mentor/coaching 1-3 times a month to review observation outcomes, management of classroom and develop strategies to improve teaching practices. 8. Through Practice Based Coaching works with educator to improve teaching practices within the CLASS Observation domains of Emotional Support, Classroom Organization, and Instructional Support. 9. Through Practice Based Coaching assures that performance standards, minimum standards, program standards, and developmentally appropriate practices are being maintained in the classroom. 10. Maintain Practice Based Coaching documentation to include Professional Development Plans, meeting and observation notes, and monthly tracking of mentor/coaching activities. 11. Assists in conducting an annual community assessment of the service area education services and participates in the programwide-Self Assessment. 12. Guides the development of annual quantitative and qualitative goals and objectives for education services in the Head Start Program, including the classroom, cluster and overall program. 13. Travels to assigned classrooms as well as attends all in-service trainings, seminars and other assigned meetings. 14. Promotes and maintains the confidentiality of the Mentor/Coach and the Coachee relationship. 15. Works with Educators to obtain necessary credentialing as part of the Professional Development Plan, participants and facilitates training and T/TA. 16. Any other duty as assigned by Lead Mentor/Coach. Work Experience Demonstrate the understanding of CPS reporting system, signs and symptoms of child abuse and neglect. Intermediate computer skills, internet and e-mail Possess the ability to work in an office setting. Education/Certifications/Licensure Baccalaureate Degree in childhood education or a related field. Three years experience in either a licensed center or a public school setting at a grade level no higher than elementary school. Be CLASS Reliable and maintain certification yearly. Valid Texas Driver's License. Must pass PRS background check. Must pass an annual physical. Within 30 days of employment must be Pediatric CPR & First Aid certified. Masters degree is preferred Skills Knowledge of Head Start Procedure Standards, Head Start Parent, Family and Community Engagement framework and School Readiness Goals. Excellent oral and written communication skills required. Data processing methods, information storage, Head Start Performance Standards, and information retrieval techniques required. Physical Requirements If a preliminary offer of employment is extended, a physical will be required before the offer can be accepted. Able to perform the following physical requirements of the position with or without reasonable accommodation: critical sensory requirements include general vision; specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Hear or listen in the normal range (corrected) and speak and give directions clearly. Able to walk, sit, stand, kneel, crouch, crawl, reach, lift, carry, push, pull or otherwise move objects up to 10 lbs., and occasionally lift and/or move up to 25 pounds.