Mentor jobs in Austin, TX - 64 jobs

Remote | Looking for change | Independent Opportunity | Performance-based | High Impact As the New Year begins, it's an opportune moment to assess your career trajectory. Where do you envision yourself in both life and profession a year from now? We are in search of individuals who are highly motivated, possess clarity, and are actively engaged in dynamic positive actions. Join a transformative home-based solution, work with life-changing products, and unlock significant income potential. Follow a proven 3-step system within a positive community, where you are the architect of your own success. Requirements Promote and distribute award-winning personal development products globally; Attend weekly live Zoom training to enhance your skills; Conduct interviews with prospective leaders. Benefits Take charge of your income with uncapped earning potential, forging your unique path to success; Simple and proven 3 step marketing systems; Established digital tools and one-on-one mentorship; Feel the deep satisfaction of truly making a positive impact on the world. This is an opportunity to be self-employed using a proven business model and strategies. It is an independent contractor opportunity; all compensation is from the profits from the sales.

Job Title: Texas Rising Star Mentor Job Family: Program Specialist Department/Group: Family Services Job Code/ Req#: B18 Location: El Paso, TX Travel Required: Some travel in WSB region (West Texas) and state. Level/Salary Range: $24.00 - $26.00 / hour Position Type: Non-Exempt, Full-time Workforce Solutions Borderplex is one of 28 public workforce development boards in Texas serving the six-county Borderplex region. We are a non-profit opportunity incubator, personalizing the career path and connecting the right people to the right positions. With the tools, programs, and services we provide, we know you can do anything you put your heart into. Our organization and its initiatives have been recognized and awarded by the Texas Workforce Commission for our innovative approach to assisting employers and job seekers. WSB serves in the spirit of community support. What we do is so important, but we don't do it alone. We serve the regional business community. Our mission is to help them grow stronger so they can create better jobs. We also prepare people to fill those jobs and achieve a sustaining and fulfilling career. WSB exhibits a growth mindset. We seek individuals who buy into this mission and lead by example by being good stewards of our financial resources, work efficiently to stretch our resources, and support the organization and its community partners so we can collectively elevate the regional economy. Our values include transparency, innovation, accountability, research-driven, impact-driven, integrity, collaboration, and empathy. Join this high-performing team and support a thriving regional economy! SUMMARY/OBJECTIVE Provide technical assistance and coaching support to assist the child care and early learning programs in attaining, maintaining, and improving Texas Rising Star certifications status. Assist programs with improving their level of quality through ongoing assessment, self-reflection, and tailored technical assistance. Consult with programs to develop and monitor Continuous Quality Improvement Plans (CQIP's), model best practices, provide constructive feedback, deliver targeted training, and refer programs to other helpful resources and training. A Mentor is considered "mandated reporters", as such, when they observe a situation in which a child has been harmed, neglected, or placed in imminent danger, they will ensure that the incident is reported to Child Care Regulatory (CCR). Role and Responsibilities 1. Complete training modules 1 through 6, 9, and 10 within the Texas Rising Star (TRS) Assessment Training and Certification Program (ATCP) before being assigned a caseload. 2. Comply with the requirements established under a TRS Mentor role as stipulated in TRS local and state guidelines. 3. Assist the child care and early learning programs determine their strengths and weaknesses to assist them in achieving TRS certification, reaching higher levels, and continuously improving. 4. Conduct on-site visits to child care or early learning program establishment and perform an overview of the TRS eligibility and requirements with focus on the support and mentoring provided to meet those requirements. 5. Collaborate with the director to create the program's CQIP and support with implementation. 6. Provide the necessary support, coaching and mentoring to the child care or early learning program in the areas related to the needs based on assessment of facility records, classroom assessments, teacher interaction, classroom management, indoor and outdoor activities, etc. 7. Assist the child care or early learning program in creating a Documentation Portfolio to include providing guidance and support to develop the required documents. 8. Be a mentor and coach to the early educators by providing the support of establishing an educational environment while allowing accidental learning to take place. Experience and Education Requirements Must meet one of the following: Bachelor's degree from an accredited four-year college or university in early childhood education, child development, special education, child psychology, educational psychology, elementary education, or family consumer science. Minimum work experience requirements of one year of full-time early childhood classroom experience in a childcare, EHS, HS, or pre-K through third-grade school program. Bachelor's degree from an accredited four-year college or university with at least 18 credit hours in early childhood education, child development, special education, child psychology, educational psychology, elementary education, or family consumer science with at least 12 credit hours in child development. Minimum work experience requirements of one year of full-time early childhood classroom experience in a childcare, EHS, HS, or pre-K through third-grade school program. Associate degree in early childhood education, child development, special education, child psychology, educational psychology, elementary education, or family consumer science, and two years of full-time early childhood classroom experience in a childcare, EHS, HS, or pre-K through third-grade school program. KNOWLEDGE, SKILLS, ABILITIES 1. Have knowledge of child care industry and experience in early education systems. 2. Have excellent interpersonal and communication skills and demonstrate ability to mentor and coach directors/owners and staff in meeting Texas Rising Star Certification 3. Understanding of early childhood evaluations, observations, and assessment tools for both teachers and children 4. Basic administrative skills, including record keeping, and use of ta computer for data management and professional communication 5. Detailed oriented with strong oral, and written communication skills. 6. Ability to relate to individuals from culturally diverse backgrounds 7. Ability to interpret rules, regulations and guidelines and apply as appropriate 8. Bilingual (English and Spanish speaker) 9. Contribute to team effort by accomplishing effective results 10. Use of Microsoft Word, Excel, Internet, and entering data on a PC tablet 11. Use of various forms of platforms for means of communication (Email, TEAMs, Zoom, SharePoint, etc.) JOB SPECIFIC COMPETENCIES Data Gathering & Analysis: Seeks or collects and synthesizes information from a variety of stakeholders and sources in an objective, unbiased manner to reach a conclusion, goal, or judgment, and to enable strategic and leadership decision-making. Problem Solving: Identifies problems and uses logic, judgment, and data to evaluate alternatives and recommend solutions to achieve the desired organizational goal or outcome. Motivating others: Inspires others' commitment to their work and organizational excellence. Decision Making: Obtains information and identifies key issues and implications to make informed and objective decisions. Decision Quality: Makes sound decisions that take into account objectives, risks, implications, and agency and governmental regulations. Establishing Focus: Aligns personnel and other resources in a manner consistent with organizational vision and objectives. Change Management: Encourages prudent risk-taking, exploration of alternative approaches, and organizational learning. Demonstrates personal commitment to change through actions and words. Planning & prioritization: Plans and organizes work activities; manages several tasks at once. Adaptability: Adapts quickly to change and easily considers new approaches. GENERAL/ORGANIZATIONAL COMPETENCIES Quality/Compliance: Achieving a standard of excellence with our work processes and outcomes, honoring University policies and all regulatory requirements Customer focus: Striving for high customer satisfaction, going out of our way to be helpful and pleasant, making it as easy as possible for the customer rather than our department or the University Communication: Balancing listening and talking, speaking, and writing clearly and accurately, influencing others, keeping others informed Collegiality/Collaboration: Being helpful, respectful, approachable, and team-oriented, cooperating with others, inside and outside the organization, to accomplish objectives to build and maintain mutually beneficial partnerships, leverage information, and achieve results. Initiative: Taking ownership of our work, doing what is needed without being asked, following through Efficiency: Planning ahead, managing time well, being on time, being cost conscious, thinking of better ways to do things Continuous Learning & Self Development: Being receptive to feedback, willing to learn, embracing continuous improvement, and proactively investigating new perspectives, approaches, and behaviors. Integrity/Transparency: Upholds social, ethical, and organizational norms and values; firmly adhere to codes of conduct and ethical principles; behaves consistently and is open, honest, and trustworthy; acts without consideration of personal gain. Additional Notes Must possess a valid driver's license and meet requirements to be included as an authorized driver on the Workforce Solutions Borderplex Commercial Package Policy as stipulated by the insurance carrier. Successful clearance of local and/or state background checks. Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice based on business needs. EEO/ADA Workforce Solutions Borderplex provides equal employment opportunities to all individuals regardless of their race, color, creed, religion, gender, age, sexual orientation, national origin, disability, veteran status, or any other characteristic protected by state, federal, or local law. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The employee signature below indicates the employee's understanding of the requirements, essential functions, and duties of the position.

This role is designed for mentors currently residing in the US, Canada, or the UK. Compensation is aligned with local market rates and experience level. Do you love working with kids and have a confident, engaging presence on camera? Nao Now is hiring dynamic and enthusiastic mentors to teach English online to students ages 5-12 in South Korea. You'll lead fun, 25-minute, 1-on-1 lessons designed to help each child feel confident and excited about learning English. Our interactive curriculum is fully built - your job is to bring it to life on screen and make each class engaging and memorable. We're looking for mentors who bring warmth, energy, and creativity to every session. This is an independent contractor position. Why You'll Love This Role Lead exciting, play-based English lessons Use your creativity and communication skills in a fun educational setting Teach students from South Korea - all from the comfort of your home Flexible scheduling that works with your availability Follow a ready-made curriculum - no prep required, just your personal touch Compensation Starting at $20.00/hour Compensation based on performance and experience Paid per completed 25-minute lesson All lessons are pre-planned - no prep required Note: Training and onboarding are unpaid Requirements Native English speaker A Bachelor's degree or proof of enrollment in a BA program Strong on-camera presence and enthusiastic energy Comfortable working with children ages 5-12 Make sure to have a headset-noise-cancelling is a plus! Reliable internet connection (at least 60 Mbps) with an ethernet cable (wired connection required) and a quiet teaching environment Ability to teach at least 10 hours per week Minimum three-month commitment Bonus if you have experience in teaching, tutoring, coaching, performing arts, or youth-related work How to Apply Please submit a short video (5-7 minutes) introducing yourself and teaching a short sample lesson. 👉 VIDEO SUBMISSION INSTRUCTIONS (YouTube, Vimeo, or Google Drive - make sure it's viewable!) 📌 IMPORTANT - DO NOT UPLOAD A VIDEO FILE BambooHR cannot accept .mp4 or any video files. Please paste your video link (YouTube, Vimeo, or Google Drive) into your Statement of Interest instead. Make sure the link is set to “Anyone with the link can view.” If you have trouble, send us a screenshot of the error so we can help. We're looking for mentors who can bring energy, warmth, and creativity to the screen - no acting background required, just a love for kids and great communication skills! About Nao Now Founded by Ivy League graduates and designed to make learning fun, Nao Now is a top-rated online English platform serving young learners in South Korea. We blend interactive lessons with gamified tools and a global team of mentors to deliver a premium, engaging learning experience. Compensation and Equal Opportunity Policy Nao Now is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all contractors and team members. Nao Now sets pay rates based on objective factors such as role responsibilities, experience, qualifications, and local market rates in each country where we operate. Compensation may differ between regions to reflect variations in local market conditions, cost of living, and currency values. However, pay is never determined by nationality, race, or citizenship status. Employees performing similar work in the same country and under similar conditions receive comparable compensation, regardless of their national origin.

Part Time/Mentor Days: 186 Pay Grade: PTHRLY ***Please check the Salary Schedule for current rates and stipend eligibility. (Scroll down after clicking this link) Qualifications: Bachelor's Degree OR High school diploma or equivalent AND Currently enrolled in a four-year University, with a minimum of 60 completed hours Demonstrated competency in the core academic subject area assigned Some student teaching, approve dinternship, or related work experience Some experience working with children in an educational setting ***Please see attached for more information. Attachment(s): Job Description - CAG Part-Time Mentor Pool Title I

BakerRipley team members impact the lives of more than 500 000 people every year through our community development work, which has inspired and supported our Neighbors for more than a century. We believe our neighborhoods are bridges to opportunity, that people can transform communities, and that everyone has something to contribute. Our unique backgrounds and experiences help us deliver innovative support to uplift our Neighbors. As one of the largest nonprofits in Texas, our success is fueled by our Mission: Connecting Neighbors and communities to resources, education, and opportunity. Qualifications The Early Education Mentor- Bilingual is a relationship builder and valued member of the Texas Rising Star program, responsible for developing close working partnerships with child care providers. Recruits new service providers and manages existing relationships through effective delivery of training, technical assistance, mentoring, observation, modeling, resource assessment, and distribution of developmentally appropriate materials and equipment. The Mentor conducts on-site technical assistance, mentoring, and training visits to providers in Texas Rising Star (TRS) certification. Prepares inclusion plans for providers caring for children with disabilities, and monitors all providers to ensure compliance with contractual regulations. CORE DUTIES AND RESPONSIBILITIES: Recruits providers for Texas Rising Star (TRS) certification Provides mentoring for Texas Rising Star (TRS) certification as assigned Performs technical assistance, training visits, and monitoring preparation visits to providers' facilities to ensure contractual compliance as well as Texas Rising Star (TRS) certification compliance and progress Works closely with Supervisor in developing inclusion plans for providers caring for children with disabilities Prepares and maintains updated paperwork for all records within the time frames specified by the Texas Workforce Commission and Board area directives, policies, and procedures Updates the workforce information systems of Texas as well as local Conducts preparation monitoring of providers to ensure compliance with contractual regulations, and provides technical assistance as needed Conducts follow up visits on Service Improvement Agreements (SIAs) Follows unit procedures and guidelines and participates in meetings and other events to increase understanding of the Workforce Solutions system and goals Works toward resolution of any problems related to provider and works well with management and staff, to resolve any provider complaints or issues Insures all provider files contain all the required documents pertaining to Texas Rising Star, service agreements, tax forms, deposit forms, state licenses, etc. Collaborates with other Child Care Services staff to enhance program operations Identifies and documents process improvement opportunities Performs other duties as may be assigned Must be able to work a variable schedule Monday through Saturday with some night and weekend training and travel Bilingual (English-Spanish) Preferred. Must have strong computer literacy and the ability to learn new software quickly.

More than a career...it's a calling! Founded in 1888, Union Gospel Mission of Tarrant County is a united Christian organization and ministry dedicated to providing love, hope, respect, and a new beginning for homeless women, men, and families. UGM-TC is funded entirely by the generosity of the community and offers a residency program for individuals looking to maximize their potential and transition out of homelessness. Through the programs and services provided, individuals develop essential life skills to become independent, productive members of our community. UGM-TC is God's healthy place to end homelessness one person at a time. Come serve with us! The position works in a building for MEN ONLY.This position is scheduled to work Wednesday, Thursday, Friday, and Saturday 9:00 pm - 7:00 am. SUMMARY The Mission Support Mentor has the primary responsibility of supporting guest operations of Union Gospel Mission of Tarrant County's (UGM-TC) Overnight Shelter (Neely), Emergency Stabilization (Neely), and Programs serving unaccompanied men. If you have experience in a customer service environment, and want a position where you can make a difference in the lives of others, this role is for you! Applicants with previous experience working in hospitality or retail as a front desk or customer service leader will transition well to this role, as it requires checking people in, working with various computer applications, and most importantly, serving and problem solving for our guests. WHAT YOU DO: Provide check-in service and meet the needs of residents and guests. To ensure the safety of UGM-TC facilities, employees, program participants, guests, and visitors, and execution of daily responsibilities in key areas of operations. Maintains professionalism and adheres to UGM-TC organizational and department specific Policies and Procedures. Exercising appropriate boundaries, the Mentor builds safe, trusting, and respectful relationships with program participants and guests served by applying a trauma informed approach. Protects the confidentiality, privacy, and dignity of program participants, guests, and visitors. Works in close collaboration with Courtesy Patrol to effectively respond to emergency situations. Provides timely crisis intervention. Managing the phone system, demonstrating proper phone etiquette and protocols. Is a resource of knowledge for guests. Ensures cleanliness, order, and organization of the front desk area and lobby. Makes certain copies of all front desk forms and documents are regularly replenished. Monitors for strict adherence to facility safety and security Policy and Procedure governing authorized access UGM-TC's premises. Take appropriate actions when program participants and guests found to be in violation of Policy, including lockouts, system flags, and safe and respectful escort off UGM-TC premises as determined appropriate. Monitoring courtyards, dorm floors, lobby areas, and all entry and exit points of the Cox and Scott Walker buildings, continuously. Monitors for contraband through general observation and personal property searches each time a program participant or guest enters the Scott Walker or Cox building. Conducts drug and alcohol screenings in accordance with Policy and Procedure. Scans program participants and guests in and out of the residential program to which he or she is assigned; scans for meals and other on-campus services. Completes daily shift reports and reviews Communication Logs and verbally briefs incoming persons of incidents that occurred before the end of her shift. Inventory, dispense, and/or properly store consumable items, including cleaning supplies. Actively participants in Multidisciplinary Team (MDT) meetings as assigned. Submits maintenance requests immediately as maintenance problems are observed or reported. KNOWLEDGE, SKILLS, ABILITIES, OTHER QUALIFICATIONS High school diploma or equivalent required. Some college preferred. Experience working with vulnerable adults and children in an emergency shelter environment or long-term supportive housing program. Additionally, the Mission Support Mentor: Demonstrates deep understanding of intergenerational trauma and poverty and the impact on adults and children; implements trauma informed de-escalation strategies and techniques focused on avoiding re-traumatization. Demonstrates cultural competency through the ability to understand and effectively communicate with individuals from various cultural backgrounds. Possesses excellent interpersonal skills and the ability to work well with UGM-TC employees across departments at all levels of the organization, students, and parents. DISCLAIMER STATEMENT The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of personnel so classified. #frontdesk, #hospitality, #Socialwork, #overnight

Through the AmeriCorps Texas grant program, Texas Southmost College ( TSC ) will have AmeriCorps members who will 1) increase communication about and access to campus resources and support and 2) increase engagement in campus activities and with academic support services at TSC in Brownsville, Texas. At the end o the first program year, the AmeriCorps members will be responsible for increasing TSC students', who ewer served by the program, fall-to-spring persistence rate to 75% and fall-to-fall persistence rate of 63%. Essential Duties And Responsibilities Objective of the Assignment: Work one-on-one with high school students and support Transition Coaches to help increase student engagement in campus activities and with academic support services Work directly with a Transition Coach to help both on-campus students and high school students. Provide services at local high school campuses multiple times a week meeting with at least 10 high school students to offer intensive one on one support. o Members will generate interest and help prospective students start the first step of their transition process to TSC by creating educational 2-year plans, sharing their career-related objectives, setting academic goals, navigating our TSC website and LMS , self-service, communicating with financial aid, etc. Assist with student planning, tracking, registering, and reminding of campus resources that could lead a student to success. Educate dual enrollment students about TSC degree plans and educational planning. Assis in registering students for upcoming semesters. Provide direct support for dual enrollment students who have questions about programs, classes, campus resources, or college procedures/policies. Plan and participate in outreach efforts for their divisions/department., o E.g., Welcome Week, campus events, conferences, webinars, etc. Measures of the Assignment: Number of dual students who meet with the AmeriCorps member to receive individualized educational planning assistance, and: Persist to end of term or completion of program (short-term outcome) Register for and attend following term: Winter/Spring from Fall or Summer/Fall from Spring (mid-term outcome) Register for and attend the term starting one year from initial point of capture or complete their program (mid-term outcome) Number of dual students who register for the next term with the assistance of the AmeriCorps member, and: Persist to end of term or completion of program (short-term outcome) Register for and attend following term: Winter/Spring from Fall or Summer/Fall from Spring (mid-term outcome) Register for and attend the term starting one year from initial point of capture or complete their program (mid-term outcome). Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand. The employee is occasionally required to walk; sit; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; talk or hear; and taste or smell. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Rolling Plains Management Corporation is seeking a part-time TRS (Texas Rising Star) Mentor for its Child Care Assistance Program in Wichita Falls, Texas. This is an hourly position that reports directly to the Director. This position requires the ability to work closely with departmental staff to collaborate and implement program goals and objectives. Regular work hours are Monday through Friday, between 8:00am to 5:00pm; however extended hours may be required. This position must be able to adapt to a flexible work schedule as established by management. Rolling Plains Management Corporation offers part-time benefits to include a healthcare concierge with telemedicine and tele-counseling benefits, EAP and up to a 5% match in a 401(k) plan. Additionally, part-time employees qualify for vacation, sick and holiday leave which is accrued based on hours worked. The Texas Rising Star Mentor primary duties will include providing remote or face-to-face coaching to Early Learning Programs (ELPs). Additional duties include: guiding, advising, and supporting ELPs in attaining or maintaining Texas Rising Star certification. The Texas Rising Star Mentor will assist early learning programs to improve their practice and achieve progressively higher levels of quality. Texas Rising Star Mentors also provide ongoing professional development and assist early learning programs in accessing resources and materials. This position will be a mentor to and associated with the Child Care Services Program in the 11-county region our office serves. Essential Job Functions: Provides coaching designed to support continuous quality improvement for our providers. Provides face-to-face and/or remote coaching and mentoring to classroom teachers and administrators as scheduled and required, and uses a variety of Texas Rising Star mentoring strategies. Ensure that accurate and detailed case files are maintained for all contracted Child Care Providers. Prepare and generate Provider Contractual agreements and effectively explain contract terms to newly contracted child care centers. Partners with providers to develop and implement Texas Rising Star Continuous Quality Improvement Plans (CQIPs). Provides a variety of professional development experiences to support continuous quality improvement among ELPs. Collaborate and support administrators, teachers, and others to complete and interpret child data to support growth and development and to improve instructional practices. Promote the Texas Rising Star program with partnering agencies, clients, child care centers and the general public. Maintain caseloads as assigned of TRS Providers in accordance with TWC and Workforce Solutions Board guidelines and requirements. Complete documentation and data entry accurately for contracted child care centers. Implement corrective action plans and sanctions with Providers as necessary. Create workshops and other training activities as appropriate. Provide consultation and directions to Providers, teachers, and classroom staff as requested. Develop an Inclusion Plan for all children identified as a child with a disability which includes verifying that the child is eligible for an enhanced rate. Ensure that all policies and procedures that apply to children with a disability are followed. Serve as liaison with other local entities who are working to improve the quality of care provided in a child care environment. Conduct ongoing evaluations and follow up strategies to assess the effectiveness of the trainings offered. Maintain Provider files according to department policies. Notify management of any real or perceived problems. Demonstrate continuous effort to improve operations, streamline work processes and work cooperatively and jointly with providers, other staff, vendors, funding source staff, and monitors. Establish, maintain, and foster positive and harmonious working relationships. Arrive at work, on time, ready to work scheduled hours. Accurately document pertinent information in Provider files. Complete all paperwork in a timely and accurate manner. Complete time sheets are submitted accurately and timely **Rolling Plains Management Corporation is an equal opportunity employer.** Qualifications Education/credentials: Bachelor's degree from an accredited four-year college or university in early childhood education, child development, special education, child psychology, educational psychology, elementary education, or family consumer science. One-year experience of full-time early childhood classroom experience in a childcare facility, Early Head, Early Head Start, Head Start, or prekindergarten through third grade school program. Must have experience in social services skills relating to parents, children, and providers in the childcare industry. Must be willing to take and pass Texas Rising Star Mentor certification. If unable to pass certification, would be terminated. Knowledge of childcare licensing standards and the needs of young children preferred. Must have the capacity to write clearly and succinctly to maintain records. Must be able to relate to diverse groups. Ability and desire to work with a diverse population and low-income individuals. Knowledge of developmentally appropriate practices for young children. Ability to coordinate trainings for adults working in early childhood. Ability to organize and implement systems for monitoring and tracking childcare provider agreement end dates and accreditation end dates and deadlines. Demonstrate the ability to work in Microsoft Windows and Microsoft Suite. Ability to communicate effectively with all levels of employees and management, both orally and in writing using correct business English, including spelling, grammar, and punctuation. Ability to balance a variety of duties, prioritize and meet deadlines required. Must be willing to take and pass a drug/alcohol test and comply with the “Drug Free” agency policy. Must be a minimum of 25 years of age to operate a company vehicle. One year may be waived provided that the individual has a satisfactory motor vehicle report (MVR). Must possess ability to provide reliable self-transportation capable of regional travel. Must possess and maintain valid Texas motor vehicle operator's permit of appropriate classification and endorsement as required. Must agree to maintain a satisfactory MVR and minimum requirement of insurability as required by law. MVR background checks may be conducted by the agency.

The New Student Programs ( NSP ) Peer Mentor is an upper-level student (1+ years completed as a university student) who assists in mentoring first-year students to acclimate themselves to the university setting. The NSP Peer Mentor helps connect mentees with university resources, initiates social and academic opportunities, and helps provide a holistic experience for first-year students. The New Student Programs ( NSP ) Peer Mentor reports to the New Student Programs Coordinator. This is a student position open to current upper-level UIW students (1+ years completed as a university student) who may be hired through the Federal Work-Study Program. Essential Functions Peer Mentorship : Assists students in academic and college skill-building by providing mentorship in navigating classes and university resources. Meets in person with mentees on a bi-weekly basis to connect and guide students through their first year at UIW . Serves as a role model for first-year students by encouraging and modeling a successful balance of academic and college life, actively participating in classes, maintaining a 3.0 Grade Point Average ( GPA ), and being an active member of the UIW community. Community Development: Maintains a strong presence in the New Student lounge by maintaining office hours (10-12 hours per week), facilitating events, and being available during high-need periods such as class registration and finals. Takes the initiative in getting to know mentees both individually and as a mentors group by checking in on students several times a month (in person, by email, text messages). Maintains a visible role on campus and is available and approachable to students. Assists in planning and coordinating purposeful programs and activities for students. Peer Mentor Team Member: Attends and participates in peer mentor training and meetings organized by the New Student Programs Coordinator. This includes but is not limited to: Peer Mentor Orientation (a week-long training program before school starts in August) Monthly team meetings Peer Mentor activities 1 on 1 meetings with the Director of New Student Programs and/or the New Student Programs Coordinator Maintains frequent communication with Peer Mentors, Director of New Student Programs ( NSP ), NSP coordinator, NSP Graduate Assistant, and office staff. Physical Demands This position requires light lifting and the ability to navigate campus. Preferred Qualifications None.

All Job Postings will close at 12:01 a.m. CT on the specified Closing Date. Weekly Work Hours 19.5 Compensation Range H24 Hourly Rate $23.78 Hourly FLSA United States of America (Non-Exempt) Type Staff Responsible for providing support in assisting with student's needs. The support areas may include, but not limited to an introduction to the campus resources, goal setting, and academic planning. Some assignments will be directly in serving first generation Federal Pell Grant recipients and students with disabilities. Required Knowledge, Skills and Abilities * Possess oral and written communication skills to deal effectively with a wide variety of individuals within the Dallas College community network. * Ability to work with at-risk students tutoring in an open lab/self-paced setting. * Ability to provide quality customer service. Key Responsibilities * Answers routine questions: process forms according to departmental requirements (i.e. progress reports, timesheets, etc.). * Provides information and assists students with career planning assessment tools, such as but no limited to, SIGI and DISCOVER. * Plans and schedules activities for student(s) with direct instructions and assistance of supervisor. * Utilizes the computer to present information to include, but not limited to E-connect, internet searches for college and university information, and financial aid resource with providing guidance and direction to student(s). * Refer students to supervisor for advanced assistance. * Assists students in creating a customized course selection guide and academic action plan. * Completes required Dallas College Professional Development training hours per academic year. * Performs other duties as assigned. Physical Requirements Normal physical job functions performed within a standard office environment. Reasonable accommodations may be made to individuals with physical challenges to perform the essential duties and responsibilities. Minimum Qualifications * Graduation from high school or equivalent. * Must have attended at least two (2) semesters at a Dallas College and hold a GPA of 3.0. * A valid Texas driver's license is required due to travel throughout the Dallas College area locations. * Official transcripts will be required as proof of completion of two semesters and GPA to confirm requirements. * Bilingual preferred. * Will be subject to a criminal background check. Some positions may be subject to a fingerprint check. * The intent of this job description is to provide a representative summary of the major duties and responsibilities performed by incumbents of this job and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Incumbents may be directed to perform job-related tasks other than those specifically presented in this description. Position requires regular and predictable attendance. About Us Since 1965, Dallas College, formerly Dallas County Community College District, has served more than three (3) million students. Comprising seven campuses located around the Dallas/Fort Worth area, we are one of the largest community college systems in the state of Texas. We strive to be a leader in the community college space, placing students at the center of everything we do. Dallas College is committed to cultivating an environment of opportunity and belonging for all students and employees. We recognize that the Dallas College workforce, and the diverse talent that stems from it, is directly linked to our success. We are part of an equal opportunity system that provides education and employment opportunities without discrimination on the basis of any protected attribute, including race, color, religion, national origin, sex, disability, age, sexual orientation, gender identity or gender expression, veteran status, pregnancy or any other basis protected under applicable law. In accordance with applicable law, Dallas College will make reasonable accommodations for applicants and employees' religious practices and beliefs, as well as any mental health or physical disability needs. Applications Deadline January 27, 2026

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.

Responsive recruiter General SummaryResponsible 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/Coach's 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 Responsibilities1. 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 program-wide-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. Master's 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. Welcome to Community Action Corporation of South Texas (CACOST)! CACOST is a private non-profit organization established in 1971 and funded through federal, state and local grants. CACOST currently serves 16 counties via a wide variety of community programs and services. CACOST lives its mission each day, which is to continuously improve the lives of South Texans by providing high quality health care, education, housing and economic opportunities to reduce poverty through services and partnerships. CACOST is looking for employees who are interested in accomplishing our mission, which can be both rewarding and challenging. We count on our employees to contribute directly to the growth and success of our agency. Because the quality of our staff is the key to our success, we carefully select our new employees. Apply today to join our CACOST family and take pride in being a member of our team.

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.

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.

Part Time Youth Mentor We are seeking ministry-minded individuals to be on our After School team. The Part Time Youth Mentor's primary role is fostering youth development in an after school setting by leading elementary students in enrichment activities. We are looking for an Part Time Youth Mentor who is devoted to excellence, wholeheartedness, and developing kids to reach their full potential! You have the chance to have an eternal impact and be a role model to kids in your community. A Part Time Youth Mentor is non-exempt, part-time position that average 17-20 hours per week. At Mentoring Alliance After School, we hire teachers, youth workers, teen workers, college students, mentors and more to serve and develop kids in our programs. As a Christian ministry we are geared toward serving kids and students in our community by offering awesome after school care and activities. Mentoring Alliance exists to mobilize godly people into the lives of kids and families, to provide tangible help and eternal hope. Our team members must have the desire to influence, impact and serve the kids and families in our community. Why? Because each and every staff position with us is an integral part of our mission and vision. We consider a Part Time Youth Mentor to be first and foremost a Minister of the Gospel. KNOWLEDGE, SKILLS, AND ABILITIES: Agree with and exhibit behaviors in accordance with the Mentoring Alliance Statement of Faith Must be at least 17 years of age; High School Diploma or G.E.D. preferred and some post-secondary training highly preferred Have a passion and love for working with elementary school-aged children Experience working with elementary school-aged children is preferred Able to work Monday - Friday 2:00 p.m. - 6:00 p.m. during the school calendar year Ability to earn CPR/First Aid certification (mandatory) Pass Mandatory Background/Sex offender check Valid driver's license or Valid ID Legally allowed to work in the United States Have dependable transportation Spanish-speaking ability greatly valued

EEOC DISCLAIMER International Leadership of Texas provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, International Leadership of Texas complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. International Leadership of Texas expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of International Leadership of Texas employees to perform their job duties may result in discipline up to and including discharge. Years Of Experience * Years of Experience in Related Field Conditions of Employment * I understand International Leadership of Texas will conduct a criminal background check prior to employment. (Texas Education Code 22.083). I give my permission for such a criminal background check to be conducted. I understand that the information that I am providing about sex, age, and ethnicity will not be used to determine eligibility for employment, but will be used solely for the purpose of obtaining criminal history record information. * I understand that I may be required to submit to a fingerprint background check at my own expense before employment or at any time during my employment. * If necessary, I can provide verification of my legal right to work in the United States of America. * I authorize representatives of International Leadership of Texas to contact all persons and entities listed on this application and to make all contacts, inquiries and investigations which they deem necessary in order to verify my education, employment and police history. I consent to the release by third parties of information concerning my previous employment and pertinent information they may have, personal or otherwise, and release all parties from liability for any damage that may result from furnishing same to the District. I understand that International Leadership of Texas will keep such information in a confidential file, available only to appropriate district officials. * I understand this application and all supporting material submitted becomes the property of the International Leadership of Texas which reserves the right to accept or reject said application. * I understand that International Leadership of Texas is an equal opportunity employer and does not discriminate in hiring decisions based on any state or federally protected right. * I hereby affirm that all information, without exception, provided in this application is true and accurate to the best of my knowledge and understand that any deliberate falsification, misrepresentation, or omission of fact may be grounds for rejection of my application or employment or dismissal from subsequent employment by International Leadership of Texas. Skills Questionnaire * Rank from 1 to 10, your skill with MS Word * Rank from 1 to 10, your skill with MS Excel * Rank from 1 to 10, your knowledge of the Skyward System. * Rank from 1 to 10, your organizational skills. * Rank from 1 to 10, your computer skills. General Questions * Please enter your Social Security Number. * How did you hear about ILTexas? (Job Fair, ILTexas Website, Indeed, TASA, TJN, Employee Referral, Other) * Are you a current or former employee of the district? If yes, please list campus, position, and dates worked. * Have you retired from Teacher Retirement System(TRS)? If yes, please provide retirement date. If no, type N/A. * Are you an active member of TRS? * Are you a relative of any current ILTexas board member or a relative of any current ILTexas employee by blood or marriage? A relative shall include the following relationships: relationships established by blood, marriage or legal action. Examples include (but are not limited to) the employee: spouse, mother, father, son, daughter, sister, brother, mother-in-law, father-in-law, sister-in-law, brother-in law, daughter-in-law, stepparent, stepchild, aunt, uncle, nephew, niece, grandparent, grandchild or cousin. The term also includes domestic partners (a person with whom the employees life is interdependent and who shares a common residence) and, a daughter or son of an employee domestic partners. If YES, please state name, position held, and relationship. If NO, please type N/A. * Have you ever been convicted of, plead guilty or no contest (nolo contendre) to, or received probation, suspension, or deferred adjudication for a felony or offense involving moral turpitude (including, but not limited to theft, rape, murder, swindling, and indecency with a minor)? If YES, please state where, when, and the nature of the offence. If NO, please type N/A. (Arrest for or conviction of a crime is not an automatic bar to employment. The District will consider the nature and date of the offense, and the relationship between the offense and the position for which you are applying.) * Have you ever been involuntarily terminated, asked to resign from, or not reemployed by a public, private, and/or charter school while holding a teaching or non-teaching position, or while in any other type of employment? If YES, please explain. If NO, type N/A. * Have you ever been reassigned, demoted, and/or non-renewed due to a performance concern while employed by a public, private, and/or charter school in a teaching or non-teaching position, or while in any other type of employment? If yes, please explain. If no, type N/A. * Have you resigned from, or otherwise left, any type of employment to avoid investigation for alleged misconduct and/or dismissal in Texas or any other state or place? If yes, please explain. * Have you ever had a certificate, credential, license, application or permit, or other document authorizing public school service or teaching investigated, suspended, revoked, limited, reprimanded, voided, denied or otherwise rejected in Texas or any other state or place? If yes, please explain. * I hold, or am eligible to hold, certification for the position I seek with this application in the State of Texas. * Are you aware of any reasons why you would not be able to perform the duties of the position for which you are applying? If yes, please explain. * Do you know any other language other than English? If yes, please indicate which languages and skill level. * I understand that upon employment I must provide my official transcript(s) and service record if applicable. * Have you ever been employed or currently employed with a substitute staffing agency? If yes, please list which company. Benefits Leave days offered by ILTexas: * 3 Local Days- Do not rollover to the following year. * 5 State Days- Unused days will rollover. You will only receive the full amount of days if you complete the full year. Benefits: * Medical Insurance (TRS ActiveCare) BCBS & Caremark Prescription ILTexas offers $429.00 towards any TRS medical plan available through ILTexas. * Basic Life Insurance (Unum) Supplemental Benefits: Available at additional cost/ILTexas does not contribute towards the plans listed below. * Dental Insurance (MetLife) * Vision Insurance (Avesis) * Cancer Insurance (American Public Life) * Accident Insurance (Pan American Life) * Identity Theft (ID Watchdog) * Disability Insurance (The Hartford) * Voluntary Term Life and AD&D (Unum) * Section 457 Retirement Savings Plan * Section 403(b) Retirement Savings Plan * NBS Flexible Spending Accounts (FSA) * NBS Health Savings Accounts (HSA) * Employee Assistance Plan (Unum) * Critical Illness (The Hartford) * Hospital Indemnity Plan (The Hartford) * Telehealth (MDLive) For more information, please visit our benefit website at: ************************************ Attachments RESUME* UNOFFICIAL TRANSCRIPT WITH DEGREE DATE* STATE ID / DRIVERS LICENSE* SOCIAL SECURITY CARD* OTHER References GENERAL: 2 of 3 external references required.

Church Youth Mentor The mission of Lionheart / Skylark is to see the lives of children and families transformed by the Gospel through Christ-centered childcare and summer camps, in partnership with the local church. Purpose of Skylark: To grow the family of God in depth, number, and intimacy. Vision of Skylark: That every child would have a hero, that families would be rooted in church community, and that our staff would grow in the likeness of Christ. Mission of Skylark: To make disciples of Jesus by partnering with local churches and operating excellent, gospel-integrated camps. Who We're Hiring: We're looking for gospel-minded men and women (18+) to join our Skylark family this summer as a Church Youth Mentor! You'll serve kids, build deep community, grow through discipleship, and have an unforgettable summer. Great fit? A Church Youth Mentor is someone who is teachable, humble, fun-loving, and ready to make an impact. Every kid needs a HERO - someone who cheers them on, believes in them, and shows them the love of Jesus. That's exactly what a Church Youth Mentor gets to be at Skylark. Working here means bringing the fun, living out God's love in real time, and helping campers see the true Hero, Jesus, in everything we do. Skylark isn't just a camp; it's a bridge that welcomes families into a loving local church community. Where we are: Cottonwood Creek Church - Allen, TX The Heights Church - Richardson, TX Church at the Creek - McKinney, TX What You'll Do Lead and care for your campers - cheering them on, supporting them physically and emotionally, and helping them grow spiritually throughout the week. Guide your crew through the daily rhythm of camp - from drop-off hype to rallies, rotations, outdoor play, and pickup high-fives. Bring the energy during program activities - helping create a fun, safe, consistent environment where campers can thrive. Jump in with setup and tear-down each day - because camp magic happens when everyone pitches in. Teach activity classes with clarity, creativity, and strong safety practices (fun + safety = Skylark). Prioritize health and safety, reporting any injuries, illnesses, or concerns immediately. Use loving, consistent discipline and follow proper reporting channels - TBRI principles included. Communicate what's going on with your campers - their wins, challenges, moods, and moments - so your Camp Director always has a full picture. Jump in wherever needed to support your Camp Director and the overall ministry of Skylark. Camp life = all hands, all heart. What You'll Need: Maturity and rock-solid follow-through - when you say you'll do something, you do it. A jump-in, pitch-in, “let's make it happen” mindset - camp life waits for no one! Enough energy to power a rally and enthusiasm for fast-paced days. Relationship-building superpowers and a heart for cultivating a fun, healthy, Christ-centered team culture. A Christ-like attitude and example - in the big things, the small things, and everything in between. Attendance at Summer Staff Orientation and Training Week - the launchpad for a great summer. A commitment of at least 5 weeks of summer service - because the kids need you! Reliable transportation so you arrive ready to roll each day. Availability Monday-Friday, 8 hours a day sometime between 7:00am-5:30pm (40 hours/week). The physical ability to be on your feet, move around, and jump into high-energy activities - indoors, outdoors, sunshine, rain... camp doesn't slow down! Company Holidays Memorial Day July 4th

Want to be apart of our great summer team? We are looking for 20 students who have high energy, are positive, and eager to help with the facilitation of New Student Registration Days and Ram Camp during the 2025-2026 school year and summer. This role will help you develop a great sense of customer service and professional habits that will last a lifetime. Essential Duties and Responsibilities * Build relationships with new students to help with their transition to college, and TXWES. * Encourage and support students, student organizations, departments, and academic programs, on events that benefit the student community and align with the college's mission. * Work with teammates, fellow new student mentors, to welcome incoming students. * Lead a small group of new students throughout their orientation experience. * Attend all trainings during the semester and summer, and all Orientation dates through the summer and mid-year orientations. * Cultivate and maintain good working relationships with staff, faculty and students. * Participate in student leadership trainings. * Adhere to all university policies and guidelines. Education, Certifications and/or Licenses * Minimum of a 2.5 semester GPA, and a 2.7 cumulative GPA throughout the completion of the contract. Experience * Demonstrated experience in student leadership, event planning and working in student organizations, optional, but encouraged. Knowledge, Skills & Abilities * Ability to balance collaborative and independent work. * Excellent written, oral, social media-based and interpersonal communication skills. * Basic knowledge in using Outlook, Word and Excel. * Ability to articulate passion and support for all students regardless of race, gender, ethnicity, sexual orientation, ability, nationality and/or language. * Ability to attend all mandatory meetings and trainings. * Ability to demonstrate a cooperative attitude while working with a diverse student population. * Possession of organizational skills. * Ability to discern student needs and respond in a caring manner. * Ability to encourage others and participate in the community. * Knowledge and ability to complete given tasks and assignments thoroughly, appropriately, and in a timely manner. * Outstanding interpersonal and community building skills. * Ability to be creative and bring new ideas to the position. * Ability to lead effectively. * Ability to adhere to University and departmental policies and procedures. * Ability to be discrete in handling confidential matters, while complying with privacy (FERPA) regulations. * Ability to work independently and in a team setting in an efficient manner. * Ability to instruct others. * Strong interpersonal skills. * Ability to complete all physical tasks as needed. Posting Detail Information Posting Number Posting Open Date 09/01/2025 Open Until Filled Yes Posting Close Date Special Instructions to Applicants If you would like assistance with your resume, cover letter, or other application materials, please contact Career Services at ************************. Application will remain open until filled, however, Priority Deadline for Consideration: Sept. 29. 2025

Posting Details Posting Details Instructions to applicants 20 Positions available. Job Title SRSU 1101 Peer Mentor Location Alpine Department SRSU 1101 Peer Mentor Job No. Position# G99424 Posting Date 03/13/2025 End Date Until Filled No Appointment Date 08/24/2025 Salary $12 per hour; 3-15 hours (or less) per week Required Third semester or higher student. Preferred Spanish speaking. Staffing Reason Institutional Primary Responsibilities The Peer Mentor (PM) is a returning student who is assigned to a particular SRSU 1101 section and serves as a mentor and role model to first-semester students. The PM assists students in learning to balance college and academic life, provides information on university resources (both academic, social, and cultural), and helps students learn how to be academically successful. Roles and Responsibilities Peer Mentors will: * Work four to fifteen hours a week. * Meet weekly with the professor of their SRSU 1101 section. * Meet weekly with the Assistant Dean for Student Success for training. * Attend the PM's assigned SRSU 1101 instructor as needed (grading, attendance taking, setting up appointments. * Makes student referrals to campus resources as appropriate. * Follow up with students who are not attending class. * Engage with students from class in out-of-activities. * Maintain on-going communication with students. Other Information An Equal Opportunity/Affirmative Action Employer It is the policy of Sul Ross State University to provide equal employment opportunity for all persons in accordance with their individual, job related qualifications and without consideration of race, creed, color, sex, religion, age, national origin, disability, sexual orientation, gender identity, veteran status and ancestry. Equal employment opportunities shall be afforded in all personnel actions or decisions including, but not necessarily limited to, recruitment, hiring, training, upgrading, promotion, demotion, termination and salary. Retaliation is prohibited against a person who opposes a discriminatory practice, files a charge, testifies, assists or participates in an investigative proceeding or hearing. Notice of Availability of the Annual Security & Fire Safety Report The Annual Security & Fire Safety Report is available online at ******************************** The report contains information regarding campus safety and security including topics such as: campus law enforcement authority; crime reporting policies; campus alerts (Timely Warnings and Emergency Notifications); fire safety policies and procedures; programs to prevent dating violence, domestic violence, sexual assault and stalking; the procedures the University will follow when one of these crimes is reported; and other matters of importance related to security on campus. The report also contains information about crime statistics for the three most recent calendar years concerning reported crimes that occurred on campus; in On-Campus Student Housing Facilities; in Non-campus buildings or property owned or controlled by the University or a recognized student organization; and on public property within, or immediately adjacent to and accessible from, the campus. The report also contains fire statistics for any fires occurring in an On-Campus Student Housing Facility during the three most recent calendar years. A paper copy of the report will be provided upon request. If you would like to receive a paper copy, you can contact the Office of Student Life, located on the Alpine Campus in the Morgan University Center, Room 211 or you can request that a copy be mailed to you by calling ************ or emailing ******************* About SRSU Our campuses span a fascinating part of Texas-Alpine, in the heart of the beautiful Big Bend area, and Del Rio, Eagle Pass and Uvalde along the vibrant, bicultural Texas/Mexico border. What you've heard is true - there is something very special about the areas we serve in our great State, and Sul Ross State University is vital to the continued growth and progress of our students and the communities we serve. Sul Ross State provides students with the education they need to translate their passions into a fulfilling career. This life-changing experience has a multi-generational impact, transforming the lives of our students, their families and positively impacting the communities in which they reside. We value learning and strive to provide high quality education in a welcoming, supportive environment. We take pride in the fact that we serve a diverse population including many first-generation college students as well as non-traditional students, international students, student-athletes and graduate students. From teaching, coaching and law enforcement, to science, ranch management and the Fine Arts, SRSU offers more than 60 undergraduate and graduate degree programs. Known as the Frontier University of Texas, Sul Ross encourages each student to explore their own frontiers and to exceed their educational, personal and professional goals. For more information about how we're strategizing for the future, I invite you to visit **************** Is Background Check Required? Yes Applicant Documents Required Documents Optional Documents * Resume * Letter of Intent * Transcripts * Letter of Recommendation (1) Supplemental Questions Required fields are indicated with an asterisk (*).