Mentor jobs in Fall River, MA - 67 jobs

✨ Join Our Team as a Youth Care Advocate! ✨ Do you love working with teens, making a real difference, and being part of a mission-driven team? At Old Colony Y, we're looking for a passionate Youth Care Advocate to bring energy, compassion, and creativity to our Family Based Services program. As a Youth Care Advocate, you'll be the go-to mentor and role model for young people navigating challenges at home, school, and in the community. From after-school support and crisis intervention to teaching life skills and connecting families with resources, you'll help youth build confidence and thrive. No two days are the same-you might be: Helping a teen practice healthy coping skills after school ? Attending family nights to support stronger connections ? Driving youth to community opportunities that open new doors ? Teaching daily living skills that set them up for independence ? Bringing positive energy to group activities that make learning fun ? Why you'll love it here: You'll work with a supportive team that values caring, honesty, respect, and responsibility. You'll have opportunities for professional growth and training. Most importantly, you'll know your work is changing lives. If you're ready to inspire, support, and advocate for young people, we'd love to meet you. Come be part of something bigger at Old Colony Y.

Codman Academy is seeking educators who are interested in serving in the role of a Beginning Teacher Mentor. The below job description outlines the purpose, roles and responsibilities of a Beginning Teacher Mentor. This is a stipended position that will be offered to internal and external candidates who meet the qualifications. What is the role of a Beginning Teacher Mentor? All beginning teachers (teachers in their first three years of teaching) should be assigned to a mentor within the opening weeks of school. Mentors provide instructional, social-emotional and logistical support to novice educators, as they acclimate to their new position. What are the responsibilities of a Beginning Teacher Mentor? Mentoring can occur in a one-on-one format or in a group setting. Mentor should check in with the mentee 15-20 hours per year (or approximately 2 hours/month) with increased support at the start of the year, and should include activities including, but not limited to: Support with understanding the essential role and responsibilities of a new educator in their respective grade level and content area including but not limited to lesson planning, parent/family communication, classroom management and discipline, grading, collaborative planning, and responsibilities related to licensure (if relevant). Offer culturally responsive mentorship, supporting educators from diverse backgrounds and preparation pathways Support with lesson planning using High Quality Instructional Materials (HQIM) aligned to Mass Frameworks/CCSS. Support mentees with unpacking the Standard of Excellent Teaching and planning for the implementation of high leverage instructional practices outlined in the tool, with a focus on those related to tier 1: Crew Culture, Empowering Learning Environment, High Quality Tasks/Work and Student-Centered Learning. Modeling best teaching and planning practices including observing the mentee's practice when possible and providing actionable feedback and/or supporting the mentee to observe the mentor's practice or visit other model classrooms. Provide support with navigating school and district policies and procedures Supporting mentees in self reflection, goal setting and professional growth, aligned with district and school licensure and evaluation expectations. Mentor Eligibility Requirements: To be eligible to serve as a mentor, educators must meet the following requirements, as outlined by DESE: At least 3 full years of experience under an initial or professional license Serve in the same professional role as the educator (e.g. teacher). Strong preference will be shown to matching mentors and mentees based on common subject, grade level or program area (secondary teacher, special education teacher, early childhood teacher, etc.) Mentor Training and Support: Codman is responsible for providing mentors with training on their role prior to the start of mentoring and on-going support throughout the year. This year, this will include 3 mentor development meetings outside of contractual hours. Mentors will be required to participate in these trainings to ensure coherence and alignment of mentorship activities across the district. Topics for mentor training and support will include, but not be limited to: Mentor Role & Responsibilities: Facilitating regular (at least monthly) mentor-mentee meetings Supporting reflective practice and goal setting Observing and providing feedback to mentees Connecting mentees w/ professional learning, resources and supports Confidentiality Effective, culturally responsive practices for supporting mentees Building trusting relationships and establishing effective communication Valuing and leveraging mentees' background and experiences as assets Supporting mentees professional learning, growth and agency Grade level content standards and culturally and linguistically sustaining practices, in alignment with our Codman Standard of Excellent Teaching.

Description of Service Opportunity: This Service Agreement is applicable to Mentor Teachers who are paired with one (1) mentee. The mentoring relationship is shaped by the activities that the Mentor and beginning Teacher participate in together. These activities should help the beginning Teacher improve upon practice and develop an understanding of the Massachusetts Standards of Effective Teaching Practice. Mentoring activities include (but are not limited to): * Facilitating a strong start to the year. Mentors can help beginning Teachers launch into a productive year by making sure they know where to obtain all needed materials, are familiar with routines and schedules, and curriculum expectations. * Providing instructional support. This includes, but is not limited to: * Meeting regularly (both formally and informally) during the school year to conference, reflect on practice, analyze student data, and plan curriculum and lessons. * Making regular observation visits to the beginning Teacher's classroom. * Modeling instructional strategies and facilitating opportunities for the beginning Teacher to observe other effective Teachers (including those in other schools). * Teaching (or co-teaching) the beginning Teacher's class so the beginning teacher can observe the Mentor Teacher. * Providing guidance on classroom management and how to address behaviors that interfere with learning. * Analyzing and assessing the beginning Teacher's practice in relation to the CPS Teacher Rubric in order to help the beginning - - Teacher reflect and improve - and ultimately demonstrate proficient practice across the four standards. * Videotaping lessons and analyzing the video and reflecting on best practices together. * Providing professional support. Beginning Teachers need to be informed of district, school, and grade level/content team data and goals. * Providing personal support. Mentors can help relieve the stress of beginning Teachers by introducing them to other faculty members and helping the beginning Teacher to put problems in perspective with support and encouragement. * Maintaining a confidential relationship with the beginning Teacher. It is important that the beginning Teacher be able to discuss problems openly with the Mentor, so that they may be addressed in a timely and informed manner. The role of the Mentor is to support the beginning Teacher, not to evaluate them. * Participating actively in CPS mentoring meetings and maintaining all required documentation. Minimum Requirements: DESE defines the following eligibility criteria for Mentors. To serve as a CPS Mentor, an educator must: * Have successfully completed at least three years of experience in a teaching role. * Have demonstrated effective teaching practice in the classroom as shown by receiving a rating of at least proficient on their most recent evaluation. * Have demonstrated practice that reflects excellent content knowledge of the MA Curriculum Frameworks and the Standards of Effective Teaching Practice and Educator Evaluation System. * Be an effective communicator and problem solver, especially when working with colleagues. * Have demonstrated proficiency in a variety of pedagogical strategies/methods to meet a diverse range of learning needs. * Be knowledgeable about the professional and community resources in the school and district. * Be able to maintain a confidential relationship. Individuals who are selected to serve as Mentors for a new teacher under the New Teacher Induction Program will receive a stipend of $2,000 for serving as a Mentor to a new Teacher during the new Teacher's 1st year in CPS. Stipends will be paid in two installments (in January and June) upon up-to-date and successful completion of the mentoring responsibilities noted above. Should the mentorship be discontinued for any reason, the stipend will be prorated to reflect the amount of time that the Mentor served in the mentoring role. Possible reasons that a mentorship might be discontinued include, but are not limited to: * The mentee resigning from their teaching position prior to the end of the school year. * The mentee being terminated from their teaching position prior to the end of the school year. * The principal and/or the director of professional learning and leadership reaching a determination that the mentor/mentee relationship is not meeting the needs of the beginning teacher. Length of Contract: September 2, 2025 to June 30, 2026 Contract Amount: Flat Rate $2000.00

Stabilization Mentor Who is EMPath? Economic Mobility Pathways (EMPath) is a 200-year Boston-based nonprofit that transforms lives by partnering with families to move out of poverty and provides other organizations with the tools to do the same. As a leading nonprofit innovator that combines direct services, a global learning network, robust research, and advocacy, we offer a wide range of rewarding career opportunities. What will you be doing? Making an impact every day. You will be part of a dynamic, passionate team of mentors working directly with our participants who have recently left EMPath's emergency shelter programs. You will be supporting their journey to self-sufficiency and remaining stably housed. The Stabilization Mentor is a critical role in EMPath's Mobility Mentoring model, engaging in goal setting and within our framework of maintaining permanent housing, employment, and savings within a two-year horizon. Through this work you become a trained Mobility Mentor Assisting families with all aspects of managing their tenancy, collaborating with the housing team and landlords Providing advocacy, consumer education, and crisis management when necessary to prevent housing disruption. Helping families establish, strengthen, and maintain residential stability and connections to their neighborhood, through schools, employment services, and medical providers. What do you need to be successful in this role? Passion for and experience in working with a diverse population, including homeless and formerly homeless, immigrants, and BIPOC families. Proven skill in collaborating with families to develop goals and providing clear feedback. Understanding of housing subsidy programs, as well as Landlord/Tenant rights. Deep understanding and respect for data. We are a data driven organization. Tech savvy, computer literate Be an effective communicator Strong organizational, mediation, and negotiation skills. Willingness to meet our participants where they need you; online or in-person. Some evenings and weekends may be required. Access to reliable transportation is required Flexibility and resilience Ways to stand out Bi-lingual proficiency in Spanish or Haitian Creole required 3 plus years' experience in human and/or social services Bachelor's degree in human and/or social services Why EMPath? The Work! The work, the participants and your colleagues are committed to Disrupting Poverty. Learning - We are a learning culture - We offer person-centered professional development, Mobility Mentoring training for all coaches and tuition assistance. Work/Life Balance: 4-day work week - 9 hour days/36 hour week. Hybrid work opportunity. EMPath transitioned to a 36-hour, 4-day work week. This position requires 2 days in-office (EMPath's offices are across the Boston metro) and 2 days remote. Some evenings and weekends may be required. The first 90 days of employment will be in person and then move to Hybrid. 4 weeks of paid time off, 9 paid holidays, competitive salary, retirement planning and competitive healthcare benefits. At EMPath, we are committed to creating an inclusive and supportive environment where all individuals feel valued and empowered. We strongly encourage people of color and individuals from diverse backgrounds to apply. We are an EEO/AA/ADA/ADEA employer based in Boston, Massachusetts. All offers of employment at EMPath are contingent upon clear results of a thorough background check.

Description of Service Opportunity: This opportunity is a stipend to provide mentoring support for two or more first-year teachers during the 2025-2026 school year as described in the CPS mentoring guidelines. Minimum Requirements: To serve as a CPS Mentor, an educator must: - Hold professional licensure (or have at least three years of teaching experience in the role being mentored and have the recommendation of their principal or supervisor). - Hold professional teacher status (PTS) in the Cambridge Public Schools (or have accumulated extensive previous teaching experience in the role being mentored). - Have demonstrated effective teaching practice in the classroom as shown by receiving a rating of at least proficient or exemplary on their most recent evaluation. - Have demonstrated practice that reflects excellent content knowledge of the MA Curriculum Frameworks and the Standards of Effective Teaching Practice and Educator Evaluation System. - Be an effective communicator and problem solver, especially when working with colleagues. - Have demonstrated proficiency in a variety of pedagogical strategies/methods to meet a diverse range of learning needs. - Be knowledgeable about the professional and community resources in the school and district. -Be able to maintain a confidential relationship. Length of Contract: September 1, 2025 to June 30, 2026 Contract Amount: Flat Rate $2500.00

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

Summary/Objective The objective of the YYA (Youth and Young Adult) Peer Mentor is to provide wrap around and supportive case management services to increase aid and follow-through with unaccompanied Youth and Young Adults who are currently experiencing housing instability. The YYA Peer Mentor ideally has lived experience with housing instability and accessing housing services to act in the “mentor” role to clients involved in this program. The YYA Peer Mentor also plays a key leadership role in Cape Cod's YAB (Youth Action Board) and serves as a collaborative bridge between young adults experiencing housing instability and advocacy with local organizations. This is a collaborative role that will work directly with individuals and support agencies to help stabilize housing crisis situations and secure/maintain housing. This is a grant funded position. Essential Functions Coordinates and participates with Youth Action Board (YAB) on an ongoing basis. This role is an active presence in the YAB community and runs/attends meetings of the YAB and YAB related events. Attends and is an active participant in county-wide initiatives, meetings, and committees that promote funding and resources to young adults experiencing homelessness. Demonstrates ability to be a “young adult voice” in this role. Assists the YYA Case Managements team with referrals, coordination, and communication with YYA clients Actively aids in the recruiting and hiring process for YAB members Collaborate with other departments and agency programs to maximize participant outcomes, program goals, and agency mission Supports the YYA case managers in collecting all necessary documentation needed to support assistance Collaboratively work with funding resources to find and secure prevention funds for eligible participants if needed Utilizes “lived experience” to act as a mentor and support to YYA involved in the case management program Provides limited case management services that potentially includes: providing appropriate resources, tools, and counseling to assist participants in preventing homelessness; Make referrals for services that would increase housing stability including, but not limited to, primary care, behavioral health, substance abuse, and legal services; following up to ensure that the referrals were completed; tracking and documenting participant progress Provides transportation, interface with landlords to mitigate issues or advocate for participants as directed by the case management staff Collaborate and communicate closely with other agencies/programs also involved in participant care (Community Services, Police Department, DMH, Domestic Violence Services, Legal Services, etc.) Document and maintain up-to-date information on services provided to participants in the electronic tracking system and hard copy case records Communicate regularly with supervisor and participate in supervision sessions. Additional Duties Attend all meetings, trainings, and workshops as required by Director. Other duties as assigned. Required Qualifications, Education, and Experience Lived experience with homelessness prior to age 25. Valid MA Driver's License Experience interacting with homelessness/housing services preferred Preferred Qualifications, Education, and Experience Bachelor's Degree Two years experience with similar participants Physical and Mental Job Requirements Exposure to: Chemicals Electrical hazards Hazardous waste Acidic or harsh substances Fumes/airborne particles Bloodborne pathogens Allergens Use of and/or subject to: Vehicle Computers/monitors Physical requirements: Occasional lifting/carrying up to 30lbs Occasional pushing up to 30lbs Occasional pulling up to 30lbs Occasional bending Occasional squatting Occasional kneeling Occasional reaching Frequent standing Constant sitting Frequent walking Constant handwriting and typing Occasional visual perception Occasional visual inspection Constant hearing Constant speaking Occasional smelling Mental requirements: Understand and apply routine verbal and/or written instructions Understand and apply non-routine verbal and/or written instructions Understand complex problems and collaborate to explore alternative solutions Organize actions to complete sequential and/or routine tasks Organize and prioritize individual work schedule to manage multiple tasks and/or projects Make decisions that have an impact on the individual's work Make decisions that have an impact on the immediate work unit's operations and/or services Make decisions that have significant impact on a department's credibility, operations, and/or services Make decisions that have an impact on the health and wellbeing of clients Communicate and exchange routine/basic information Communicate and explain a variety of information Communicate in-depth information for the purpose of interpreting, and/or negotiating Memorization/concentration Learning/knowledge retention Preparing/analyzing numerical figures Analyzing/examining/testing data Emotional/behavioral self regulation/boundaries Interacting with others Work Environment The functions of this role are conducted in an office environment and field environment. Hours of Work This role is an hourly, non-exempt position. This is a 30 hour/week position (60 hours biweekly) AAP/EEO Statement The Housing Assistance Corporation (“HAC”) is committed to a firm policy in favor of equal employment opportunity and will abide by all applicable state and federal regulations by not discriminating against any applicant or employee on the basis of race, religion, color, creed, sex, age, national origin, citizenship status, marital status, sexual orientation, gender identity and expression, disability or veteran status. Our commitment to equal employment opportunities shall include employment, upgrading, promotion, demotion, transfer, leaves or other absences from work, layoff, compensation and benefits, selection for training or other education, professional opportunities and conflict resolution. It is also the policy of HAC to take affirmative action to employ and to advance in employment, all persons regardless of their status as woman, minority or individuals with disabilities or protected veterans, and to base all employment decisions only on valid job requirements. Please inform us of any necessary accommodations required during the application process and/or at any time during employment. Other Duties 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.

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

Work just 4 days a week - and enjoy a 3-day weekend, every weekend!! Make a real difference in the lives of families as a Therapeutic Mentor here at NFS - while enjoying the flexibility of a 4 or 5-day work week, great pay, and a supportive team! The Bilingual Therapeutic Mentor (TM) provides positive role modeling for children and youth who have challenges in areas including social skills, behavioral control, problem solving and conflict resolution. Mentors assist children and youth to identify and capitalize on their existing strengths to learn, practice, and perform new positive, age-appropriate ways of interacting with peers and adults. You will assist the children and youth to put these new skills into practice within and outside the home in order to incorporate them into their daily lives. Therapeutic Mentoring services are provided wherever the child or youth requires them, including home, community centers, after-school programs, or any other location where the child or youth encounters difficulties. Check out our new higher rates! Earn what you're worth, doing what you love! Qualifications: Bachelor's degree in a Human Services field OR Associate's degree in a Human Services field with a minimum of one year of experience working with children, youth and families OR High School diploma or equivalent (GED) with a minimum of two years of experience working with children, youth and families Must be 21 years or older per state of Massachusetts CBHI program: Required Fluent in Spanish and/or Portuguese-Required Experience working with children diagnosed with behavioral-emotional disorders or children with autism spectrum disorder (ASD) Valid driver's license with reliable and consistent access to a car Benefits: Optional 4 Day work week available! Work four 10-hour shifts, Monday through Thursday or Tuesday through Friday! Health, dental & vision 3 weeks paid vacation 11 Paid holidays (including Juneteenth, the day after Thanksgiving, Christmas Eve, and NY Eve.) Generous sick time including mental health days 401k retirement plan with up to 4% match Voluntary short and long-term disability Voluntary Life Insurance Mileage reimbursement Longevity award - Monetary bonus and a vacation day annually Company provided laptop and cell phone Opportunity for professional growth Supervision for licensure provided Tuition Reimbursement Personal cell phone discount Compensation: Full-time Salary: $42,000 - $52,000 Incentive Rate: $40 / hour over productivity! Fee for Service Rate: $25 - $40 / hour If you're ready to grow your career, help children and families thrive, and be part of a supportive, mission-driven organization - we'd love to meet you. Apply today and join a team that values you as much as you value your work. Work just 4 days a week - and enjoy a 3-day weekend, every weekend!! Make a real difference in the lives of families as a Therapeutic Mentor here at NFS - while enjoying the flexibility of a 4 or 5-day work week, great pay, and a supportive team! The Bilingual Therapeutic Mentor (TM) provides positive role modeling for children and youth who have challenges in areas including social skills, behavioral control, problem solving and conflict resolution. Mentors assist children and youth to identify and capitalize on their existing strengths to learn, practice, and perform new positive, age-appropriate ways of interacting with peers and adults. You will assist the children and youth to put these new skills into practice within and outside the home in order to incorporate them into their daily lives. Therapeutic Mentoring services are provided wherever the child or youth requires them, including home, community centers, after-school programs, or any other location where the child or youth encounters difficulties. Check out our new higher rates! Earn what you're worth, doing what you love! Qualifications: Bachelor's degree in a Human Services field OR Associate's degree in a Human Services field with a minimum of one year of experience working with children, youth and families OR High School diploma or equivalent (GED) with a minimum of two years of experience working with children, youth and families Must be 21 years or older per state of Massachusetts CBHI program: Required Fluent in Spanish and/or Portuguese-Required Experience working with children diagnosed with behavioral-emotional disorders or children with autism spectrum disorder (ASD) Valid driver's license with reliable and consistent access to a car Benefits: Optional 4 Day work week available! Work four 10-hour shifts, Monday through Thursday or Tuesday through Friday! Health, dental & vision 3 weeks paid vacation 11 Paid holidays (including Juneteenth, the day after Thanksgiving, Christmas Eve, and NY Eve.) Generous sick time including mental health days 401k retirement plan with up to 4% match Voluntary short and long-term disability Voluntary Life Insurance Mileage reimbursement Longevity award - Monetary bonus and a vacation day annually Company provided laptop and cell phone Opportunity for professional growth Supervision for licensure provided Tuition Reimbursement Personal cell phone discount Compensation: Full-time Salary: $42,000 - $52,000 Incentive Rate: $40 / hour over productivity! Fee for Service Rate: $25 - $40 / hour If you're ready to grow your career, help children and families thrive, and be part of a supportive, mission-driven organization - we'd love to meet you. Apply today and join a team that values you as much as you value your work.

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

Full Job Description Starting from $18.25 -$ 25.00 To Fulltime/Part-Time Hours Therapeutic Mentoring (TM) offers structured, one-to-one, strength-based support services between a therapeutic mentor and a youth for the purpose of addressing daily living, social, and communication needs. The mentor works with a clinical therapist to explore a youth's interests and abilities and creates activities that build various life skills and result in linkages to community activities. Therapeutic Mentoring services are in person and typically provided to youth in any setting where the youth reside, such as the home (including foster homes and therapeutic foster homes). We encourage individuals who believe they have the skills necessary to thrive to apply for this role even if they don't meet 100% of the job requirements. About us: Community Services Institute (CSI) was one of the first outpatient community mental health clinics to offer home-based therapy to families facing barriers to mental health care. Through our Children's Behavorial Health Initiative (CBHI)- Therapeutic Mentoring (TM) program we offer community-based interventions that support youth under 21 years old and actively engaged in therapy. Therapeutic Mentor Expectations: Work directly with youth and support families to achieve success Afterschool and weekend hours required Clearly communicate and consistently meet with family and natural supports Teach youth conflict resolution, impulse regulation and positive coping skills Strength-based support for social skills and self-esteem building in the community (Library, YMCA, Volunteer facilities, Parks, etc.) Weekly consult directly with a master's level clinician to provide strengths-based and trauma-informed interventions Assess needs and implement collaborative goal-directed lesson plans Required monthly mandatory staff meetings and weekly clinical supervision with licensed (LICSW/LMHC/LP) supervisors Qualifications: Bachelors or Associates degree in human service field and 12 months total experience working with children/adolescents/transition age youth High school diploma or GED and a minimum of 24 months total experience working with children/adolescents/transition youth Applicant must be at least 21 years old Bilingual and culturally fluent (Spanish/English) desirable Reliable vehicle for work use, proof of vehicle insurance and clear driving record Background Check required OR What we offer: Competitive hourly rate Bi-Weekly productivity bonus Training stipends are available during the first 6 weeks of training and case building 10-40 hours a week 2 weeks paid time off in the first year for full time Health insurance benefits including medical, dental, and vision Access to a Financial Advisor An experienced and passionate team of behavioral/mental health professionals 401K Retirement Plan (After 1,000 hours) Professional development Community Services Institute strives to build a team of providers as diverse as the population we serve. Community Services does not engage in any unlawful discrimination that would limit, segregate, or classify applicants for employment in any way that would deprive any individual of employment opportunities because of such individual's race, color, religious creed, national origin, ancestry, sex, gender identity or expression, sexual orientation, genetic information, disability or military status. Community Services strives to ensure work environment free of sexual harassment. Job Type: Full-time and Part-time Benefits: Professional development (FT: $300, PT: $150) Training Stipend Health insurance Vision Insurance Dental Insurance Bi-Weekly productivity bonus 2 weeks paid time off Free virtual workouts with certified trainers 401K Retirement Plan Education: Bachelors/Associates Highschool Diploma/GED Company Website: *********************

Aspire Health Alliance recognizes that attracting and retaining exceptional staff is the key to providing excellent care for our clients. Whether a staff member is providing direct care to those we serve or working on the administrative end supporting the services we are proud to provide, each person's contribution is highly valued. Our mission, vision and values are supported by organizational culture guiding the work for every staff member: We are one compassionate, accountable community. Working at Aspire Health Alliance can provide enormous job satisfaction. Your contribution is serving to help fulfill a mission, vision and values that support our belief that mental health is the foundation of a person's overall health and we work to foster an environment that is safe and supportive and free of judgement or prejudice around mental health. In addition, Aspire Health Alliance offers a competitive package of compensation and benefits. Schedule: Full-time Monday - Friday 11am - 7pm Travel: Home and community-based in the towns of Braintree, Weymouth, Quincy, Randolph, and Holbrook Massachusetts Make a Difference in the Lives of Youth & Families! Are you passionate about supporting youth and families in achieving emotional, behavioral, and social growth? We are seeking a dedicated Therapeutic Mentor / Therapeutic Training & Support Worker to join our dynamic team! This unique dual role works directly with children, adolescents, and their families in partnership with clinicians to provide skill-building, mentoring, and therapeutic support in both home and community settings. What You'll Do As a Therapeutic Mentor (TM), you will: Work one-on-one with youth to build communication, social, and life skills. Support and coach clients through real-life scenarios in the community. Foster growth in conflict resolution, emotional regulation, and interpersonal relationships. Collaborate closely with therapists, care coordinators, and other professionals. As a Therapeutic Training & Support (TT&S) Worker, you will: Help implement clinical treatment plans developed by licensed clinicians. Teach youth and families how to manage emotions, build resilience, and access community resources. Provide short-term stabilization, crisis support, and skill development. Participate in treatment planning, safety planning, and ongoing case collaboration. Requirements: Bachelor's degree in a human services field At least 1 year of experience working with children, adolescents, or transition-age youth Minimum age: 21 Strong written and verbal communication skills Comfortable using Electronic Health Records (training provided) CPR/First Aid Certified (or willing to obtain) Valid MA driver's license, access to a reliable vehicle, and a good driving record Must be flexible, compassionate, team-oriented, and able to engage “hard-to-reach” youth Bilingual candidates are strongly encouraged to apply! Compensation is based on candidate experience, qualifications, and certifications and licenses. Annual ranges listed are based on a full-time, 40 hours per week position. Salary Range $22 - $23 USD Aspire Health Alliance is committed to and passionate about diversity, equity, and inclusion. We celebrate, support, and promote diversity of thought, culture, and backgrounds. As an employer committed to equal opportunity, we base all employment decisions on each individual's capabilities and qualifications, without regard to race, color, religious creed, national origin, ancestry, sex, sexual orientation, gender identity, age, physical or mental disability, veteran status, genetics, or any other protected characteristic. Aspire Health Alliance strives to fully reflect the clients and communities we serve and believes that a diversity of interests and cultures leads to a stronger and more innovative organization.

Job DescriptionDescription: SUMMARY: The Youth Mentor Advocate works as an integral part of the Project team. The Youth Mentor Advocate will perform, but is not limited to, the following duties: providing street- and community-based outreach, one-on-one mentoring, connecting participants with housing, behavioral health, education, employment, and recreational resources. This position may require a flexible schedule including 1st and 2nd shifts. The agency has the right to change shifts based on the needs of the organization. ESSENTIAL FUNCTIONS: Position Specific Duties: Provide community and street outreach to identify and engage at-risk, homeless, or justice-involved youth and emerging adults. Build rapport with participants, assess needs, and develop individualized service and goal plans. Deliver one-on-one, street- and community-based mentoring. Facilitate youth activity groups (e.g., art therapy, crafts, recreational outings) to promote emotional well-being and prosocial engagement. Coordinate and accompany participants to housing, behavioral health, educational, and employment services. Collaborate with partners including the Police Department LEAD Team, Juvenile and District Court Probation, schools, and community-based providers. Support youth in accessing vocational training, employment opportunities, and life skills development programs. Maintain positive, professional relationships with community stakeholders to create referral pathways. Provide transportation to participants as needed for program engagement. Provide program materials to potential consumers and community partners around shelter services. Develop and manage a comprehensive outreach and working relationship with all stakeholders (providers, clergy, elected officials, police, community activists, potential consumers). Ability to climb three flights of stairs to visit consumers in the community. Ability to respond to emergency situations by placing calls to Fire, Rescue, Police and Medical, etc. Administrative Tasks: Complete all required documentation in a timely manner. Perform program recordkeeping and filing, and organize vital documents. Provide telephone coverage for the assigned program and direct calls to other programs as needed. Participate in required supervisions, staff meetings and trainings. Participate and cooperate in any investigations conducted by internal and external agencies. Ability to use a computer including inputting information into data systems including collecting GRPA data on each enrolled consumer. Compliance Requirements: Remain awake during your shift at all times. Attend all mandatory trainings and update all licenses and certifications. Adhere to program/project/department requirements and services. Follow all reporting guidelines by deadlines including the completion of a Confidential Incident Report. QUALIFICATION REQUIREMENTS: The Youth Mentor Advocate must perform each essential function satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The qualifications listed below are representative of the knowledge/skill and/or ability required. High School or General Education Diploma (GED) preferred. A minimum two of years related work experience working with the homeless or at-risk youth, serving as a housing advocate, and/or working with landlords and housing providers. Education or experience in cultural competency; bilingual Spanish/English a plus. Good working knowledge of computers, electronic health records and data collection. Requires valid driver's license due to business-related travel at least 60 to 80% of the time. WORK ENVIRONMENT REQUIREMENTS: The work environment requirements are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. The work noise level is that of an average busy home. Ensure safety through fire drills and emergency evacuations. Ensure a safe workplace to reduce potential risk of violence. Ensure a safe and clean program addressing and communicating any facility issues. Observe all health and safety requirements including Tuberculosis (TB) screening. Abide by the Hazard Communication policy and the disposal of hazardous waste. Abide by the Bloodbourne Pathogens/Universal Precautions policy and procedure. Adhere to all emergency evacuation procedures. PHYSICAL REQUIREMENTS: The physical requirements are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Requires good vision (the ability to see) either with or without various assistive devices. Requires the ability to hear either with or without various assistive devices. Requires the ability to communicate information effectively to others both verbally and in writing. Some manual dexterity is required in carrying out applicable aspects of position responsibilities. Some manipulative ability is required in carrying out applicable aspects of position responsibilities. Position requires overall light physical effort. Frequent climbing of stairs is required in carrying out applicable aspects of position responsibilities. Ability to quickly move throughout the facility in carrying out applicable aspects of position responsibilities Ability to quickly perform emergency-type actions as needed (Police, Fire, Medical, etc.) Requirements:

Internal Posting BELLINGHAM PUBLIC SCHOOLS BELLINGHAM, MASSACHUSETTS TITLE: 1ST YEAR MENTOR TEACHER (Number of Mentors to be determined by the number of newly hired staff) ESSENTIAL DUTIES AND RESPONSIBILITIES: Mentor teachers needed to provide resources and ongoing support to new teachers and staff. Focus on effective teaching practice, classroom discipline and management, analyzing student data, and organizing for instruction. 50 hours of mentoring are required unless otherwise determined by the Assistant Superintendent. Mentors will meet frequently (formally and informally) during the school year to reflect on practice and plan curriculum and lessons. Substitutes provided for peer coaching and observations. Responsible for keeping a log of dates, times, and content covered in the required 50 hours. May be asked to attend up to three (3) one hour meetings outside of contracted hours. SKILLS/ABILITY: Must be a trained mentor or complete the district mentor training prior to becoming a mentor. Minimum of 3 years on staff CERTIFICATES, LICENSES and/or DEGREE REQUIREMENTS: Minimum Bachelors Degree Mentor Training SALARY: $750 Stipend per Mentee, subject to grant funding (will be prorated based on hours completed) REPORTS TO: Building Principal/Assistant Superintendent OUR MISSION: The Bellingham Public School District's enrollment is approximately 1,930 students and an organizational staff of 400 employees. The district is split into the following building grade levels: DiPietro Elementary (Preschool - Grade 3), Stall Brook Elementary (Preschool - Grade 3) Bellingham Memorial School (grades 4-7) and Bellingham High School (grades 8-12), and Keough Memorial Academy (grades 7-12) is our therapeutic day school for students with special needs. Our core mission is to foster an environment in which students and staff have opportunities to reach their full potential. The Bellingham School District is committed to providing a challenging and academically motivating education where all students, staff and families accept responsibility for education within their schools. The School Committee and the Administrative Team support the District Improvement Plan and Strategic Plan. Our goal is to always reach for our vision: The Bellingham Public Schools, in collaboration with students, their families, and the community, will provide a safe learning environment, where the unique strengths of every learner are enhanced and celebrated. We will work together to build a shared sense of pride in the Bellingham Public Schools by amplifying academic excellence, increasing communication, cultivating a positive climate, improving social and emotional well-being, and enhancing technology use and implementation.

Lighthouse Behavioral Health & Wellness Center Therapeutic Training and Support Mission Statement: Lighthouse Behavioral Health and Wellness Center was created in 2017 to provide behavioral healthcare services to members of the community informed by up-to-date, bona fide research on factors that contribute to positive outcomes in psychotherapy. Therapeutic Training and Support staff member (TT&S) works in a team with a master's Level Clinician. Their services can be in the home, school, or community to respond directly to the family and youth in their own environment and will serve to expedite wellness and recovery. Treatment is a strength-based model that identifies child and family strengths. The In-Home Therapy team works with the family to develop a comprehensive assessment with a solution-focused Individualized Action Plan (IAP). A risk management/safety plan is designed with the family to help identify triggers and risk factors while defining useful interventions to reduce the risk of harm to self or others. The TT&S's role in the In-home therapy team is to provide case management and skill-building needs to the family while working in conjunction with the Master's Level therapist. Our Therapeutic Training and Support staff services are for youth under the age of 21 who have any Mass Health insurance. Job Description: Assist the In-Home Therapist in implementing the therapeutic objectives of the treatment plan to address the youth's social, behavioral, and emotional needs. Assist in developing and supporting an effective risk assessment and safety plan with youth and family. Assist youth and caregivers in building various coping, life, social, behavior, and emotion management skills. Provide education and practice in emotional identification, behavior management, and coping skills coaching. Model positive interactions with youth and family to enhance problem-solving, limit-setting, safety planning, communication, and skill-building to strengthen family relationships. Attend in-service training as required. Assist in developing initial and ongoing teamwork with family members, formal providers, natural supports, and others who can support sustainable progress. Attend and/or travel to meetings/ appointments in various locations. Maintain paper and electronic records in an orderly and timely manner. Participate in weekly supervision. If the youth is enrolled in Intensive Care Coordination, participate in all care planning meetings and processes for the youth. Follow through with on-call policies and procedures. Attend agency orientation and all required training. Job Requirements Bachelor's degree in psychology or a related field with at least 1 year of experience working with youth and families A valid Massachusetts driver's license with a willingness to drive 70% of the time Daily access to a working, registered and insured vehicle (in your name) Excellent in both written and verbal communications. Ability to independently plan and organize one's own schedule and activities. Knowledge of basic Microsoft computer systems and an understanding of the internet Strong time management skills and origination skills. This is a great opportunity for someone looking to expand their knowledge and/or pursue higher education in the field of mental health and social work. Be a part of an experienced, energetic, and supportive team. Evening & weekend coverage is required. The schedule is flexible depending on your availability and that of the client/family. Job Types: Contract, Part-time/Full-time, Fee-For-Service (no benefits) Clinic Locations: Hyde Park - 1 Westinghouse Plaza, Suite 216A, Hyde Park, MA 02136 Stoughton - 378 Page Street, Suite 201, Stoughton, MA 02072

Codman Academy is seeking educators who are interested in serving in the role of a Beginning Teacher Mentor. The below job description outlines the purpose, roles and responsibilities of a Beginning Teacher Mentor. This is a stipended position that will be offered to internal and external candidates who meet the qualifications. What is the role of a Beginning Teacher Mentor? All beginning teachers (teachers in their first three years of teaching) should be assigned to a mentor within the opening weeks of school. Mentors provide instructional, social-emotional and logistical support to novice educators, as they acclimate to their new position. What are the responsibilities of a Beginning Teacher Mentor? Mentoring can occur in a one-on-one format or in a group setting. Mentor should check in with the mentee 15-20 hours per year (or approximately 2 hours/month) with increased support at the start of the year, and should include activities including, but not limited to: * Support with understanding the essential role and responsibilities of a new educator in their respective grade level and content area including but not limited to lesson planning, parent/family communication, classroom management and discipline, grading, collaborative planning, and responsibilities related to licensure (if relevant). * Offer culturally responsive mentorship, supporting educators from diverse backgrounds and preparation pathways * Support with lesson planning using High Quality Instructional Materials (HQIM) aligned to Mass Frameworks/CCSS. * Support mentees with unpacking the Standard of Excellent Teaching and planning for the implementation of high leverage instructional practices outlined in the tool, with a focus on those related to tier 1: Crew Culture, Empowering Learning Environment, High Quality Tasks/Work and Student-Centered Learning. * Modeling best teaching and planning practices including observing the mentee's practice when possible and providing actionable feedback and/or supporting the mentee to observe the mentor's practice or visit other model classrooms. * Provide support with navigating school and district policies and procedures * Supporting mentees in self reflection, goal setting and professional growth, aligned with district and school licensure and evaluation expectations. Mentor Eligibility Requirements: To be eligible to serve as a mentor, educators must meet the following requirements, as outlined by DESE: * At least 3 full years of experience under an initial or professional license * Serve in the same professional role as the educator (e.g. teacher). * Strong preference will be shown to matching mentors and mentees based on common subject, grade level or program area (secondary teacher, special education teacher, early childhood teacher, etc.) Mentor Training and Support: Codman is responsible for providing mentors with training on their role prior to the start of mentoring and on-going support throughout the year. This year, this will include 3 mentor development meetings outside of contractual hours. Mentors will be required to participate in these trainings to ensure coherence and alignment of mentorship activities across the district. Topics for mentor training and support will include, but not be limited to: * Mentor Role & Responsibilities: * Facilitating regular (at least monthly) mentor-mentee meetings * Supporting reflective practice and goal setting * Observing and providing feedback to mentees * Connecting mentees w/ professional learning, resources and supports * Confidentiality * Effective, culturally responsive practices for supporting mentees * Building trusting relationships and establishing effective communication * Valuing and leveraging mentees' background and experiences as assets * Supporting mentees professional learning, growth and agency * Grade level content standards and culturally and linguistically sustaining practices, in alignment with our Codman Standard of Excellent Teaching.

Description of Service Opportunity: This opportunity is a stipend to provide mentoring support for a first-year teacher during the 2025-2026 school year as described in the CPS mentoring guidelines. Minimum Requirements: To serve as a CPS Mentor, an educator must: * Hold professional licensure (or have at least three years of teaching experience in the role being mentored and have the recommendation of their principal or supervisor). * Hold professional teacher status (PTS) in the Cambridge Public Schools (or have accumulated extensive previous teaching experience in the role being mentored). * Have demonstrated effective teaching practice in the classroom as shown by receiving a rating of at least proficient or exemplary on their most recent evaluation. * Have demonstrated practice that reflects excellent content knowledge of the MA Curriculum Frameworks and the Standards of Effective Teaching Practice and Educator Evaluation System. * Be an effective communicator and problem solver, especially when working with colleagues. * Have demonstrated proficiency in a variety of pedagogical strategies/methods to meet a diverse range of learning needs. * Be knowledgeable about the professional and community resources in the school and district. * Be able to maintain a confidential relationship. Length of Contract: September 1, 2025 to June 30, 2026 Contract Amount: Flat Rate $2000.00

The Peer Mentor in our Adolescent Therapeutic Day Services Program works as part of a team with our Program Director, Clinician, and Community Mentors providing quality care, advocacy, and support during diverse, structured, creative, and enriching daily activates delivered to enrolled youth who are referred by the Department of Mental Health Children's Services in the Fall River and New Bedford areas. The Peer Mentor utilizes their experience, communication skills, knowledge of treatment resources and systems, and motivational skills in supporting the youth/young adult members to achieve skills and progress in their treatment plan and goals. Attendance and participation in staff meetings and trainings is an essential part of the role. The Peer Mentor will provide positive role modeling and display the values of caring, honesty, respect, and responsibility.

Description of Service Opportunity: This Service Agreement is applicable to Mentor Teachers who are paired with one (1) mentee. The mentoring relationship is shaped by the activities that the Mentor and beginning Teacher participate in together. These activities should help the beginning Teacher improve upon practice and develop an understanding of the Massachusetts Standards of Effective Teaching Practice. Mentoring activities include (but are not limited to): - Facilitating a strong start to the year. Mentors can help beginning Teachers launch into a productive year by making sure they know where to obtain all needed materials, are familiar with routines and schedules, and curriculum expectations. - Providing instructional support. This includes, but is not limited to: - Meeting regularly (both formally and informally) during the school year to conference, reflect on practice, analyze student data, and plan curriculum and lessons. - Making regular observation visits to the beginning Teacher's classroom. - Modeling instructional strategies and facilitating opportunities for the beginning Teacher to observe other effective Teachers (including those in other schools). - Teaching (or co-teaching) the beginning Teacher's class so the beginning teacher can observe the Mentor Teacher. - Providing guidance on classroom management and how to address behaviors that interfere with learning. - Analyzing and assessing the beginning Teacher's practice in relation to the CPS Teacher Rubric in order to help the beginning - - Teacher reflect and improve - and ultimately demonstrate proficient practice across the four standards. - Videotaping lessons and analyzing the video and reflecting on best practices together. - Providing professional support. Beginning Teachers need to be informed of district, school, and grade level/content team data and goals. - Providing personal support. Mentors can help relieve the stress of beginning Teachers by introducing them to other faculty members and helping the beginning Teacher to put problems in perspective with support and encouragement. - Maintaining a confidential relationship with the beginning Teacher. It is important that the beginning Teacher be able to discuss problems openly with the Mentor, so that they may be addressed in a timely and informed manner. The role of the Mentor is to support the beginning Teacher, not to evaluate them. - Participating actively in CPS mentoring meetings and maintaining all required documentation. Minimum Requirements: DESE defines the following eligibility criteria for Mentors. To serve as a CPS Mentor, an educator must: - Have successfully completed at least three years of experience in a teaching role. - Have demonstrated effective teaching practice in the classroom as shown by receiving a rating of at least proficient on their most recent evaluation. - Have demonstrated practice that reflects excellent content knowledge of the MA Curriculum Frameworks and the Standards of Effective Teaching Practice and Educator Evaluation System. - Be an effective communicator and problem solver, especially when working with colleagues. - Have demonstrated proficiency in a variety of pedagogical strategies/methods to meet a diverse range of learning needs. - Be knowledgeable about the professional and community resources in the school and district. - Be able to maintain a confidential relationship. Individuals who are selected to serve as Mentors for a new teacher under the New Teacher Induction Program will receive a stipend of $2,000 for serving as a Mentor to a new Teacher during the new Teacher's 1st year in CPS. Stipends will be paid in two installments (in January and June) upon up-to-date and successful completion of the mentoring responsibilities noted above. Should the mentorship be discontinued for any reason, the stipend will be prorated to reflect the amount of time that the Mentor served in the mentoring role. Possible reasons that a mentorship might be discontinued include, but are not limited to: - The mentee resigning from their teaching position prior to the end of the school year. - The mentee being terminated from their teaching position prior to the end of the school year. - The principal and/or the director of professional learning and leadership reaching a determination that the mentor/mentee relationship is not meeting the needs of the beginning teacher. Length of Contract: September 2, 2025 to June 30, 2026 Contract Amount: Flat Rate $2000.00