Mentor jobs in District of Columbia

SALARY RANGE $85,000 - $90,100 Educare DC is growing to serve over 424 children from birth to five years - and their families - through our state-of-the-art center and through community partnerships. Building on the program foundations of Early Head Start and Head Start, Educare DC promotes school readiness by providing high-quality, comprehensive early learning programming for children who are historically underserved, eliminating the opportunity gap often experienced by low-income communities. Educare DC is part of the 25-school Educare Learning Network that serves as a platform for broader change, inspiring high-quality programs in communities, improving public policies nationally and within each state, and demonstrating a comprehensive, research-based approach to the first five years of life and learning. Educare draws on a blend of private and public dollars, including federal child care funding, Early Head Start, Pre-K, and other state and federal funding streams. POSITION OVERVIEW The Mentor Teacher facilitates full and effective implementation of Educare's Core Features and evidence-based instructional practices by providing the Education staff with instructional leadership through design, delivery and coordination of intensive professional development; facilitation of interdisciplinary collaboration; and administrative support. Outcomes of the Mentor Teacher's work include exemplary early learning classroom quality, teacher-child interactions, and retention of staff. The following position report to this role: Classroom Teachers, Floater/Substitute Teachers, and appropriate consultants, volunteers, student teachers and interns RESPONSIBILITIES Professional Development Leads the design, implementation and coordination of intensive staff development to build and enhance core competencies of the Education staff, specifically: Reflective Supervision - Provides Classroom Teachers with a predictable schedule of reflective supervision to support, develop, and evaluate their performance through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices. Coaching - Implements with Classroom Teachers a predictable schedule of coaching to support their implementation of core competencies and evidence-based instructional practices through a cyclical process of observation, reflection, and action. Lesson Study - Facilitates or coordinates a predictable schedule of the “lesson study "strategy to solve practical implementation dilemmas related to curriculum and instruction through participation with other professionals in systematically examining practice. Reflective Practice Groups/Communities of Practice - Facilitates or coordinates reflective practice groups comprised of staff sharing the same role to improve professional practice through shared inquiry, reflection, and learning. Education Programming Leads and coordinates the school's education program for children ages birth to three, including implementation of the following core features and evidence-based practices: Primary care-giving and continuity of care. Development of high-quality curriculum, including standards, expectations, formative assessment, instructional planning and alignment of all across classrooms. Responsive, intentional, and developmentally appropriate implementation of curriculum and instruction to ensure children are provided with socially supportive, organized, and instructionally meaningful interactions that support their development (i.e., social-emotional, physical, cognitive, and language) and learning (i.e., literacy, math, science, technology, social studies, and arts). Use of child screening, assessment and progress data to inform lesson planning, individualization, and the intensification of instruction in the areas of oral language, dual language and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills. Interdisciplinary Work and Collaboration Facilitates interdisciplinary collaboration among the education program/staff and other program areas/staff, including: Participating in the Research Program Partnership and processes of continuous quality improvement and, in conjunction with the Local Evaluation Partner, ensuring completion of child screenings and assessments and coordination of timely feedback to teaching teams. Collaborating with Family Engagement and the School Director by participating in efforts to engage and involve parents with the program, staff, child development and learning. Participating in Family/Child Reviews (FCRs) and, in conjunction with the Family Engagement Supervisor, ensure FCR action plans are followed and progress monitored. Collaborating with the Mental Health and Disabilities Coordinator to facilitate completion of Case Consultations and Special Education eligibility, planning, and implementation processes when warranted. Participating with the Family Engagement Supervisor to lead teams of Education, Family Engagement and other support staff (i.e., mental health, disabilities) to plan and implement targeted and intensive interventions for children displaying challenging behaviors. Administrative Support Ensures all Head Start performance standards, Educare core features, state and local licensing requirements, and other funder requirements related to education are met. Monitors and ensures education plans and other required documentation for children and classroom are completed. Participates in the development of program policies, service delivery plans, and ongoing monitoring of program quality. Ensures all assigned program area reports are completed and submitted on a timely basis. Maintains inventory of all classroom equipment. Ensures all confidential information is protected. Participates in recruitment efforts of program participants to help maintain full program enrollment. Participates with the Human Resources Department to recruit and hire educational staff and facilitates hiring approval by the Head Start Policy Council. Establishes education staff schedules, including approval of time off requests, and coordinates placement of classroom substitutes and floaters, as needed. Assumes responsibility of School Director during School Director's absences. Other Attends all required meetings and trainings, including supervisory trainings. Performs other duties, as assigned, within the scope of the job description. EXPERIENCE AND ABILITIES At least five years of Early Childhood classroom experience. At least one year of supervisory experience. At least five years of 0-3 classroom and/or supervisory experience and a certification infant toddler studies or other credential such as PITC Trainer. Knowledge of and ability to implement early childhood curriculum and developmentally appropriate practice for children and families ages birth to three. Be able to remain abreast of developments in the child development field. Demonstrate leadership abilities and the ability to utilize reflective supervision. Knowledge of and ability to assess, analyze, and interpret Head Start Standards, state and local licensing requirements and the organization's philosophy. Ability to work as a cooperative and supportive member of an interdisciplinary team. Ability to communicate and cooperate with diverse families, various professionals and community groups. Ability and willingness to work in a program located in a high-risk, low-income community. Ability to exercise discretion in handling confidential information and materials. Intermediate knowledge of computer applications and the ability to learn and master computer technology/software programs as needed. Ability to communicate and respond in a manner that consistently demonstrates respect and concern. EDUCATION REQUIREMENTS Master's degree in Child Development (CD), Early Childhood Education (ECE) or in a related field ADDITIONAL JOB REQUIREMENTS Clearance of background checks as required by local, state and federal regulations. Physical examination and diagnostic tests as required by local, state and federal regulations. A bi-annual physical exam, drug screen, covid19 vaccination, and TB test are required as a condition of continual employment. ESSENTIAL JOB FUNCTIONS Must have advanced command of the English language and grammar, both verbal and written. Visual and auditory acuity within professionally determined normal ranges, with correction if needed. Manual dexterity sufficient to operate a computer and office equipment, including, but not limited to, the telephone, fax machine, copier, and tape recorder. Must be able to lift 40 pounds. Must be able to travel. Must be able to enter and exit a vehicle without assistance and withstand exposure to adverse weather conditions. Experience working successfully with a culturally diverse staff and clients.

National Children's Center, Inc. is a nonprofit organization that is one of the region's largest non-governmental providers of services for individuals with developmental disabilities, offering an array of services to infants, toddlers, preschoolers, and adults in the Washington metropolitan area. Our mission is to provide a lifetime of opportunities for people with intellectual and developmental disabilities Our Early Learning Center (ELC) strives to provide high-quality early childhood education and early intervention for children with and without disabilities in an inclusive educational setting. The primary responsibility of the Early Childhood Special Education Mentor Coach is to direct and provide instructional assistance to ELC's teachers, ensuring that Developmentally Appropriate Practices (DAP) are provided to all children, with and without disabilities, enrolled in the ELC; and consult frequently with teachers and the ELC Director increasing teachers' abilities to perform effectively in an inclusion early learning program. This position will also work in collaboration with teachers, clinicians and management staff ensuring a seamless integration of services to children and families. SCHEDULE & LOCATION : Our ELC is located on MLK Jr. Ave in SE Washington, DC (Ward 8). The hours of operation are Monday-Friday (year-round) from 7:30am-5:30pm. This is a full time position with a start time of either 8:00 or 8:30am. This position has an annual salary range of $80,000-83,000. The final salary offered will generally fall within this range and is dependent on various factors including the experience, skill set and other relevant qualifications of the applicant and internal pay equity. ESSENTIAL FUNCTIONS AND RESPONSIBILITIES: Analyses teacher practice through ongoing classroom observations, and Teaching Strategies' GOLD data analysis. Establishes a constructive relationship with teachers designed to enhance communication and the exchange of ideas. Provides clear and direct feedback to teachers based on analysis of practice, via individual conferences focused on Early Childhood inclusion DAP. Models in classrooms DAP and early intervention strategies. Co-plans lessons with teachers to support implementation of DAP for all children enrolled in classrooms ensuring that where appropriate IFSP or IEP goals are integrated into lesson plans. Work with teachers to analyze (draw conclusions from) and develop learning experiences based on Teaching Strategies' GOLD data and data from ELC clinicians and/or IFSPs and IEPs. Provide resources and suggestions for improvement based on analyses of observations and data. Tracks teacher and student progress to assess the effectiveness of mentoring/coaching. Data collection and management to analyze and interpret outcomes. Collaborates with the ELC's leadership team to create and monitor professional development experiences, on-site and off-site. Provides classroom coverage and program operations support as needed QUALIFICATION REQUIREMENTS: Master's degree in early childhood special education or a Bachelor's degree in early childhood education and equivalent experience in an Early Childhood inclusion program. Minimum of 3 years experience in early childhood education. Working knowledge of best practices in early childhood special education, Teaching Strategies Creative Curriculum and Gold. COMPUTER SKILLS: Strong computer skills with proficiency in Windows-based programs (Microsoft Office Suite). NCC is an Equal Opportunity Employer and all qualified applicants will receive consideration without regard to race, color, creed, religion, national origin, ethnicity, gender, age, marital status, sexual orientation, disability, veteran status, or any other legally protected status.

Job DescriptionBenefits: Competitive salary Opportunity for advancement Training & development Wellness resources Please visit our website at ****************** for more details. Limitless is seeking mentors to support youth in the DMV area. We are seeking Mentors to work during the school day, evenings, weekdays, and on some weekends. We're interested in hiring a flexible, positive and personable individual who is capable of motivating our youth to be their best. We are looking for mentors who are also bilingual. Responsibilities: - Educate and guide individuals in a mentoring relationship - Provide support and guidance to individuals facing various challenges - Develop and implement mentoring programs - Assist individuals in setting and achieving personal goals - Help individuals develop life skills and make positive choices - Collaborate with other professionals to provide comprehensive support Experience: - Previous experience in social work or mentoring is preferred - Strong conflict management and problem-solving skills - Experience working with children or youth is highly desirable - Knowledge of addiction counseling and recovery principles is a plus Qualifications: Must be 21 years of age or older. Bachelors degree or masters degree (Preferred) Bilingual (Preferred) Consistent, punctual, and flexible Verbal and written English language proficiency sufficient to communicate with people we support, co-workers, and community members. Ability to pass a pre-employment Criminal Background Check (complete fingerprint) Valid Drivers License required. Valid insurance (car) Experience with using Microsoft Office Able to complete all assigned documentation accurately and within allotted time frames (weekly notes and monthly notes) Ability to work independently and function as part of a team. Have good judgment and able to handle crisis situations. Job Details: 1099 position, Full Time, Part Time Part-time Full time Expected hours: 10 30 per week Patient demographics: Adolescents Children As a Mentor, you will have the opportunity to make a positive impact on the lives of individuals by providing guidance, support, and education. You will play a crucial role in helping individuals overcome challenges, develop important life skills, and achieve their goals. This position requires someone who is compassionate, patient, and dedicated to helping others. If you are passionate about making a difference in the lives of others and have the necessary experience and skills, we encourage you to apply for this rewarding opportunity. Join our team of dedicated professionals and help empower individuals to reach their full potential.

Job DescriptionSalary: $25 per hour Priority: Washington, DC Resident This position is responsible for assisting Alternatives For Crime (AFC) Scholarship Foundation, Incorporations President / Chief Executive Officer (CEO) in providing services for projects assigned. These projects consist of meeting project commitments inclusive of providing evidence-based Mentoring services to youth on probation 12 to 20 years of age from the District of Columbia Superior Courts. This position require providing educational enrichment, life-skills exposure, problem-solving techniques, and communication skills to influence educational, behavioral and the functional progress of Juvenile offenders on probation from the District of Columbia Superior Courts. This position requires constant communication with designated Probation officers assigned to youth. This position requires writing skills to complete monthly reports provided to AFC Scholarship Foundation President/CEO. MENTOR DUTIES AND RESPONSIBILITIES: Create and manage a caring, supportive, purposeful, and stimulating environment which is conducive to building positive self-esteem and positive behaviors and positive conduct. Administer exercises and activities to facilitate clients social improvement through the utilization of blended evidenced-based mentoring programs. Collaborate with parents/guardians, social workers, probation officers and staff members to assess the clients needs and how best to address them. Respect and maintain the confidentiality of all clients. Encourage and support client by maintaining and encouraging a positive attitude about learning, improving self-esteem respecting the client, and involving him or her in decisions about the learning process, supporting the clients efforts and being prompt for all scheduled sessions. Maintain good order and discipline with client, safeguarding their health and safety. Meet with CSSD, Probation Officers, and Court appearances when scheduled or required. Provide reports to CSSD, Probation Officers and AFC Administrative Staff when required and or specified. KNOWLEDGE, SKILLS, AND ABILITIES: Thorough understanding of Tutor and or Mentor responsibilities to: Initiate Prepare: definite/scope/requirements Execute work plans and deliverables Close: completion and assessment Understands who the client is and what the client needs are. Provides realistic expectations. Knowledge of AFC organizations philosophy and methodology. Recognizes problems or situations that may interfere with client growth. Develops improvements and innovations to enhance performance. Must have the ability to communicate accurately and orally. Knowledge of computers, laptops, and specifically experience with Microsoft and Macintosh equipment. Must possess personal laptop. Must have superior organizational skills and accuracy. Excellent problem solving and people skills also required. Excellent interpersonal skills. Very effective organizational skills. Effective written communication skills. Time management skills. WORKING CONDITIONS: This position does not require physical effort. Sitting for extended periods of time at computer is common. Mentor is required to spend designated time providing services at a designated facility or in the community the client resides. Group and Individual Mentoring may be assigned. Work Hours: 6:30pm - 8:30pm. Must successfully complete DC Metropolitan Police CPR Background Check and the State which Mentor resides.

The Education Mentor (EM) assists in monitoring and planning the facilitation of full and effective implementation of Early Head Start Performance Standards, as well as evidence-based instructional practices. Reporting to the EHS Partnerships Director, the EM will provide the Early Head Start Childcare Partner staff and Childcare Partnership Instructional Assistants with instructional leadership through design, delivery, and coordination of intensive professional development, facilitation of interdisciplinary collaboration, and administrative support. This position will lead and coordinate the EHS-CCP sites' education program and curriculum development for children ages birth to three, including implementation of the following Head Start core features and evidence-based practices. The outcomes of the Education Mentor's work include exemplary early learning classroom quality and teacher-child interactions as well as childcare partner site director guidance and support. RESPONSIBILITIES Professional Development Lead the design, implementation, and coordination of intensive staff development to build and enhance core competencies of the Education staff, specifically: Represent the department at meetings and conferences as requested to give and receive information. Provide on-site training and mentoring based on program needs. Maintain a schedule to collaborate and participate in lesson planning meetings with teachers. Model how to incorporate data use, Teaching Strategies Gold Standards/DC Early Common Core Standards, and individualization to best support students. Reflective Practice Provide classroom teachers with a planned schedule of reflective practice meetings to support, develop, and evaluate their performance through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices. Facilitate consistent biweekly meetings with the childcare partnership site director to collaboratively assess needs, discuss classroom updates and progress reports. Provide individual reflective practice and peer support to assist in the professional development of instructional assistants. Coordinate reflective practice groups comprised of partnering staff sharing the same or similar educational roles to improve professional practice through shared inquiry, reflection. This task is done in collaboration with the professional development manager. Coaching Maintain a regular schedule of coaching to support the implementation of Early Head Start core competencies and evidence-based instructional practices through a cyclical process of observation, reflection, and action. Coordinate the development and implementation of professional development plans based on identified needs of teachers. Monitor plans with site directors. Serve as a consultant to childcare partnership site directors for the instructional program. Administrative Support Monitor and ensure education portfolios and other required documentation for children and classrooms are completed. Supervise the procurement, distribution and monitoring of instructional resources and services correlated to the CCP classrooms and staff, including support with contacting and delegation of temporary staffing. Participate in the development of program policies and ongoing monitoring of EHS childcare partners. Assist with hiring and interviewing of CCP teaching staff and temporary staff. Participate in the development of program policies and service delivery plans. Complete and submit all reports in a timely manner. Lesson Planning Engage in collaborative planning with the Inclusion and Wellness Specialist for the appropriate inclusion of young children. Use of child screening, assessment, and progress data to inform lesson planning, individualization, and the intensification of instruction in the areas of oral language, dual. Language and literacy development and skills; social-emotional and self-regulation development and skills; and numeracy and problem-solving skills. Use child screening, assessment, and progress data to inform lesson planning, individualization, and instruction in the areas of oral language, literacy, social/emotional development, self-regulation, numeracy, and problem solving. EXPERIENCE AND ABILITIES Bachelor's degree in early childhood education (ECE), Child Development or a related field plus two years of early childhood classroom experience and/or a certification in infant toddler studies or similar credential. One year of coaching experience. Ability to implement early childhood curriculum and developmentally appropriate practice for children and families ages birth to three. Demonstrated leadership abilities including motivating and leading staff. Ability to analyze, interpret, and accurately apply Head Start Standards, state and local licensing requirements and the organization's philosophy. Ability to work as a cooperative and supportive member of an interdisciplinary team. Ability to communicate and cooperate with diverse families, various professionals, and community groups. Willing to work in a program located in an underserved urban community. Exercise discretion in handling confidential information and materials at all times. Intermediate knowledge of computer applications and the ability to learn and master computer technology/software programs as needed. Communicate and respond in a concise manner, including written and verbal, that consistently demonstrates respect and concern. Primary contact for functional area for external stakeholders. Maintain a strong understanding of Head Start Program Performance Standards (HSPPS), licensing, Early Head Start curriculum and OSSE requirements. EDUCATION REQUIREMENTS Bachelor's degree required. ADDITIONAL JOB REQUIREMENTS Clearance of background checks as required by local, state, and federal regulations. Annual physical exam, drug screen and TB tests, and Covid-19 vaccination are required as a condition of continual employment as required by Educare DC, state, and federal regulations. Perform other duties as assigned. ESSENTIAL JOB FUNCTIONS Advanced command of the English language and grammar, both verbal and written. Visual and auditory acuity within professionally determined normal ranges, with correction if needed. Manual dexterity sufficient to operate a computer and office equipment. Must be able to lift 40 pounds. Must be able to travel. Must be able to enter and exit a vehicle without assistance and withstand exposure to adverse weather conditions. Regular attendance is a necessary and essential function. This position may work 40 or more hours per week.