Mentor jobs in Wichita, KS

Professionalism Mentor Department: School of Law Advertised Pay: 12.00 Assist entering law students with professionalism assignments the first four weeks, and serve as peer mentors throughout the rest of the semester. Essential Functions: Mentors must be available to meet for training the week before First Week (Orientation), twice with students during First Week (Orientation), weekly during the first two weeks of the regular semester, and then as needed throughout the rest of the first semester. Non-Essential Functions: Answering the phone, filing, and typing. Required Qualifications: -Must have a cumulative GPA of at least 2.8. -Applicant must be enrolled as a 2L, 3L, or LLM student at Washburn University Law School. -No honor code violation or honor code investigation pending. -Be self-motivated, reliable, with sincere interest in helping incoming first-year students. -Professionalism. -Ability to maintain confidentiality. -Computer/keyboarding skills. -Excellent grammar; written and verbal communication. -Interpersonal skills. -Ability to multi-task. -Understand legal terminology. Preferred Qualifications: Hourly, Part time, , Background Check Required

50,50Reports to: Principal Purpose: Under the direction of the mental health team, provides support to students who need mental health support services. Qualifications: * Knowledge of intervention strategies, assessments, and intervention resources * BA in a mental health related field * Ability to communicate effectively with students, school personnel, and parents * ESOL endorsement preferred Physical and Emotional Requirements: Speaking, hearing, visual, reading, writing, word processing, mobility, consistency of temperament, ability to problem solve and work in stress providing environments. Performance Responsibilities: * Prepare and deliver targeted social emotional/behavioral supports in a small group, individual, and/or classroom setting * Deliver social skills lessons using district approved curriculum * Serve as behavioral mentor to students * Deliver and use assessment results to diagnose areas of need and make service decisions that address students' needs Use research-based strategies that meet students' emotional, learning, and social needs * Coordinate planning and communicate students' performance with teachers, mental health team members, instructional coach, and principal * Use district-approved resources, which includes both primary and supplemental resources * Monitor and maintain accurate records for reporting student progress to teachers and parents * Participate in GEI/504/IEP meetings as requested. * Participate in building Mental Health Team meetings. * Participate in district professional development. Terms of Employment: 9 months; salary and work year to be determined by the Board of Education. . The performance responsibilities are not limited to those outlined in this description and may include any other responsibilities as assigned by the administrator/supervisor.

Job Description Are you interested in the field of psychology but it's so broad that you don't know where to start? Or maybe you currently pursuing a psychology-focused education in college and want to get some hands-on experience. Unlock a unique opportunity to channel your knowledge and passion by joining the Applied Behavior Analysis (ABA) field. This role is tailored for individuals like you, offering a chance to create a meaningful impact on the lives of children with Autism through evidence-based interventions. Whether you've previously pursued psychology or are currently a college student, consider joining our team to contribute to positive change in the lives of children with Autism. Perks: Same Day Pay! No more waiting for payday - now you can access a portion of your paycheck right after you clock in and out. Whether it's an emergency or you just need funds sooner, you'll have the flexibility to get paid immediately. Your time. Your money. On your schedule. Enjoy job security and advancement opportunities in the thriving ABA industry. Experience flexible schedules accommodating your educational commitments in psychology. Great role for college students! Receive competitive compensation, acknowledging your knowledge in psychology. Ideal for those seeking part-time roles while pursuing psychology studies. No prior experience needed; we provide comprehensive training! Responsibilities: Provide one-on-one ABA services to clients, using evidence-based interventions supporting independence and positive behavior. Serve as an integral member of our clinical team, responsible for the direct implementation of skill-building and care plans. Record session data accurately using electronic devices. Foster a positive learning environment for clients and connect with families. Qualifications: High school diploma or equivalent. Willingness to learn and passionate about making a difference for children with Autism. Patience, compassion, and the ability to maintain a calm demeanor in challenging situations. Need to Know: Services will be provided in clients' homes or in community-based locations. All positions start off part-time. Required to take the 40-hour Registered Behavior Technician course. Looking to hire candidates who are willing to make a 6-month commitment to change our clients lives. This position is perfect for anyone passionate about helping children with Autism thrive! We provide paid training - no prior experience is required. Great Fit If You Have Experience In: Education or early childhood development Childcare, babysitting, or youth mentorship Teaching assistant, paraprofessional, or instructional aide roles After-school programs or camp counseling Behavioral health, mental health, or social services ABA therapy or working with individuals with Autism Healthcare support (DSP, CNA, HHA, PCA, caregiver) Supporting a neurodiverse family member or loved one Behavior Technician, ABA, Registered Behavior Technician No experience? No problem - paid training is provided! If you're compassionate, patient, and passionate about making a difference, we encourage you to apply. Apply today to join our team, begin your career in ABA, and make that positive difference!

Department:Project Eagle ----- Educare LeadershipPosition Title:Mentor TeacherJob Family Group: Professional Staff Summary:Project Eagle is an early childhood program focused on preparing children, engaging families, and promoting excellence for children and families in Kansas City, Kansas. Project Eagle provides home-based and center-based services to pregnant women and/or children ages birth to five through a variety of programs, the largest being Early Head Start. Project Eagle is also a member of the Educare Learning Network, part of a national initiative that serves as a platform for broader change, inspiring high-quality programs in communities, improving public policies within each state, and demonstrating a comprehensive approach to the first five years of life and learning. The Mentor Teacher facilitates full and effective implementation of Project Eagle/Educare of Kansas City's Core Features and evidence-based instructional practices to continuously improve teaching and learning with the aim of accelerating children's learning, development and school readiness outcomes. Mentor Teachers provide teacher leadership in the 1) design, delivery and coordination of intensive professional development; 2) education program development; 3) facilitation of multidisciplinary collaboration; and 4) administrative support.: Job Duties Professional Development Mentor Teachers promote a culture of collaboration and structure contexts for professional reflection, inquiry and learning. They coordinate or facilitate group-based professional development strategies for teachers to work collaboratively to share reflections, examine practice, solve application challenges, manage conflict and promote continuous learning and improvement in professional practice and child outcomes. Team Lesson Planning - Schedule and protect time for regular collaboration among the teaching team to review data, reflect on children's progress and teaching practices, and plan for interaction, instruction, and family engagement. Reflective Practice Groups/Communities of Practice - Facilitate or coordinate reflective practice groups or communities of practice for teachers to engage in shared reflection, inquiry, and professional learning. Coaching - Implement with Classroom Teachers formal cycles of reflective-content-based coaching (planning conversation, observation, reflecting conversation) to support the transfer of knowledge and improvements into practice. Reflective Supervision - Provide Classroom Teachers with 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. Education Program Development Lead and coordinate Project Eagle/Educare of Kansas City's education program for children ages birth to three or three to five, including implementation of the following core features and evidence-based practices: Ensure that research-based, comprehensive curricula are in place, and that alignment of early learning standards, curricula/outcome goals, formative assessments, and instructional strategies. Ensure teacher-child interactions and instruction is responsive, intentional and developmentally appropriate to ensure children are provided socially supportive, organized and instructionally meaningful interactions to support their development (i.e., social-emotional, physical, cognitive and language) and learning (i.e., literacy, math, science, technology, social studies and 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; and Primary caregiving and continuity of care. Multidisciplinary Work and Collaboration Facilitates multidisciplinary work and collaboration among the education program/staff and other program areas/staff, including: Participate 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. Collaborate with multidisciplinary team and participates in efforts to engage and involve parents with the program, staff and child development and learning. Participate in Child and Family Reviews and, in conjunction with the Family Support Supervisor, ensure Child and Family Review plans are followed and progress monitored. Collaborate with the Mental Health Consultant and Disabilities Coordinator to facilitate referrals for Special Education eligibility and implement plans for mental health strategies to be utilized in the classroom. Participate with Family Support staff to run Co-Case Management meetings with Teachers, Family Support staff and other support staff or outside agencies (i.e., mental health, disabilities) to plan and implement targeted and intensive interventions for children displaying challenging behaviors. Administrative Support Ensure all Early/Head Start performance standards, Educare core features, state and local licensing requirements, and other funder requirements related to education are met. Monitor and ensure education plans and other required documentation for children and classroom are completed. Participate in the development of program policies, service delivery plans, and ongoing monitoring of program quality. Ensure all assigned program area reports are completed and submitted on a timely basis. Ensure all confidential information is protected. Participate on interview committees for open teaching positions. Complete Teacher performance appraisals. 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. It is only a summary of the typical functions of the job, not an exhaustive list of all possible job responsibilities, tasks, duties, and assignments. Furthermore, job duties, responsibilities and activities may change at any time with or without notice. Anticipated Salary - $ 58,656 Required Qualifications Education: Bachelor's degree in Early Childhood Education, Child Development, or closely related field. This position requires a formal degree in the cited discipline area(s) to ensure that candidates have advanced knowledge, analytical skills and professional competencies necessary to perform the duties of the position. The level of degree is commonly recognized as the standard qualification for similar roles in the public and private sector, ensuring that the university remains competitive with industry aligned practices, enhances collaboration with external partners, and supports the delivery of services and programs that meet professional and market-driven expectations. Certifications: CPR and First Aid Certified within 30 days of employment Center Program Director Certification. Work Experience: Five years of teaching or consulting experience in center-based programs serving infants and toddlers. Experience with early childhood curriculum and developmentally appropriate practices for infants and toddlers. Experience working with children and families from various backgrounds. Preferred Qualifications Education: Master's degree in Early Childhood Education, Child Development, or closely related field. Certifications: Early childhood teaching certification. Work Experience: One year of experience as a supervisor or administrator in an Early Childhood Education program. Experience developing and implementing early childhood education programs. Experience working in an Early Head Start Center-based program. Knowledge of Head Start Performance Standards as evidenced by application materials. Experience working with early intervention and children with special needs. Experience using assessment tools to measure children's development. Experience using assessment data for instructional purposes. Experience with research partnerships. Languages: Bilingual English/Spanish. Skills Collaboration. Communication skills. Interpersonal skills. Required Documents Resume Cover Letter Comprehensive Benefits Package: Coverage begins on day one for health, dental, and vision insurance and includes health expense accounts with generous employer contributions if the employee participates in a qualifying health plan. Employer-paid life insurance, long-term disability insurance, and various additional voluntary insurance plans are available. Paid time off, including vacation and sick, begins accruing upon hire, plus ten paid holidays. One paid discretionary day is available after six months of employment, and paid time off for bereavement, jury duty, military service, and parental leave is available after 12 months of employment. A retirement program with a generous employer contribution and additional voluntary retirement programs (457 or 403b) are available. ************************************************** Employee Type: RegularTime Type: Full time Rate Type: Salary Compensation Statement: The pay range listed for this position is determined by our compensation program using market data and salary benchmarking. A combination of factors is considered in making compensation decisions including, but not limited to, education, experience and training, qualifications relative to the requirements of the position, and funding. At the University of Kansas Medical Center, a reasonable estimate for the starting pay range will be the minimum to midpoint of the posted range, taking into account the combination of factors listed above. Pay Range:$58,656.00 - $86,000.00 Minimum $58,656.00 Midpoint $72,328.00 Maximum $86,000.00

Hays USD 489 • ************** Instructional Mentor for the 26-27 School Year Contact information Dawn Bush, Director of Early Childhood Connections ************, **************** General Function: Provides instructional mentoring/ coaching for teaching staff and completes scheduled classroom quality environmental tools to help ensure a quality early childhood program. Typical Duties and Responsibilities: 1. Provides instructional support and targeted feedback for classroom staff and volunteers. Collaborates and plans with Education Coordinator to determine which classrooms would benefit most from additional instructional support. Trains/Facilitates weekly lesson planning and assessment processes with new lead teachers. Trains/facilitates the completion of checkpoints, Action Plans, and parent conference reports with new teachers. Collaborates and plans with the Education Coordinator to determine which teaching staff would benefit from direct instructional support. Collaborates and plans with Education Coordinator to determine daily/weekly schedule. Models and provides feedback to promote staff development on targeted professional goals. Participates in SIT staffings for children. Provides classroom support, including modeling and feedback, as intervention plans from staffings are implemented. Assists Education Coordinator with classroom monitoring tools as appropriate. Plan and conduct monthly teacher assistant training based on program professional development goals. Assists in classrooms as needed to meet staffing performance standards. Assists in classrooms as needed to support children with elevated needs. 2. Attends trainings related to the position with the expectation of implementation. Complete CLASS training and maintain yearly certification. Complete and maintain Non-Crisis Intervention certification. Attend trainings as needed related to program education initiatives. Assist the Education Coordinator in the program implementation of these trainings. 3. Assists in screenings and data collection. Participates in various developmental screenings of children. Assists in the data entry and monitoring of selected screening results. Assists in the collection of data for a variety of reports (e.g. program participation, activity, etc.) for the purpose of meeting program, district, state, and federal requirements. 4. Promotes and respects the Code of Ethical Conduct as set forth by the NAEYC. Maintains a professional manner and appearance at all times. Insures confidentiality. Participates in the development and implementation of a professional development plan. Adheres to a mandatory reporting policy for child abuse and neglect. 5. Completes all other duties as assigned. Scope of position: Reports to the director. Receives limited supervision with responsibilities defined by School District and Head Start Performance Standards. Work assessment is primarily based on collaboration with the Education Coordinator and goal achievement. Position includes solving problems with staff and children. It requires the ability to select and interpret appropriate guidelines and procedures. Ongoing professional development is an integral part of the position. Benefits Information * Full District Paid Single Medical and Dental Coverage * Free Annual Eye Exams with Medical Coverage * Ancillary and Voluntary offerings include Vision Materials Coverage * District Paid Basic Life Insurance, Voluntary Life * Short Term Disability, Accident, Critical Illness, Identify Theft Insurance * Flexible Spending options for Medical Expenses and Dependent Day Care * District contribution to Health Saving Account * District contribution to 403b retirement plan in addition to KPERS - State of Kansas Retirement * Paid Time Off * Seasonal Breaks, Weekends, Holidays Off * Tuition Assistance partnership with FHSU Salary Information Based on USD 489 Teacher Salary Schedule. Employer Information Hays School District has about 3,000 students that are enrolled in a high school, middle school, four elementary schools, and an alternative school. The staff of Unified School District No. 489 are recognized throughout Kansas and across the nation as leaders in educational excellence. Hays Public Schools enjoy tremendous support from the community. Through this support, USD 489 is able to offer programs like all-day, kindergarten, the smallest class sizes in the state for districts our size, and a longer school year. An extensive special education program serves children with special needs. Early childhood programs serve children and their families in a three-county area from before-birth to age six. Technology, throughout the district, is used to supplement and strengthen the instructional program. The most noticeable aspect of our technology is in our ratio of students to computers. At Hays High and the middle schools it is 1:1; and 2:1 in the elementary schools. While doing an excellent job on the test score race, the staff continues to seek to develop the creativity, curiosity, and problem solving skills of students as well. The challenges of the future are best dealt with by applying creativity and foresight to a solid foundation. We are equipped at USD 489. To learn more about our schools, visit our website at **************

Job Description Substance Abuse Center of Kansas is seeking to fill a full time position for a Recovery Coach/Peer Mentor in the Wichita area. Successful applicants will possess or be willing to obtain certification as a Kansas Peer Mentor with extensive knowledge and expertise in the area of substance abuse, aspects of recovery and community resources. High school diploma or equivalent required. Must be proficient in the use of computer applications. This position requires a valid driver's license and reliable transportation. We offer health insurance, holidays, three weeks paid leave and other additional benefits. Starting pay is $12.60 an hour.

Jenks Public Schools Job Description Native American Education High School Student Mentor - Grant Funded Reports to: Director of Student Programs and Native American Education Coordinator Supervises: None Qualifications: College degree preferred. Proficient in speaking, reading, and writing. Knowledge of Microsoft Office components, Google Drive preferred. Experience working with Native American students and knowledge of the culture, preferred. Satisfy all district requirements with regard to physical health and citizenship. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. Position Goals: The goal of this position is to assist students enrolled in the Native American Education Program in receiving support and guidance through liaisons with the school and community in order to improve academic success, foster pro-social behaviors, and preserve Native American culture. Essential Functions and Responsibilities: Develop and maintain relationships with students (grades 9-12) enrolled in the Native American Education Program, their families, and school personnel. Facilitate and coordinate student communication with Tribal and community agencies. Support Native American students' academic success, through tutoring, and monitoring academic progress. Assist students in developing individualized plans for academic improvement. Act as a liaison and cultural ambassador for students with faculty, and administrators. Establish and maintain a student-to-student peer mentor program. Communicate Native American Programs, career opportunities, and events through a quarterly newsletter. Attend and participate in NAE community events and evening meetings. Assist in developing and facilitating community and cultural activities including planning, publicizing, and implementing. Aid students in making applications to college and attending college and career events. Provide individual and group support/education as needed (goal setting, problem solving, social skills, resiliency, etc.). Assist the High School Native American Club sponsor with meetings, events, etc. Other duties as assigned. Terms of Employment: Nine (9) months classified hourly contract FLSA Qualification: Non-Exempt Evaluation: Jenks Public Schools Classified Evaluation Physical Demands: This is an overview intended for compliance with the ADA - it is not an exhaustive list of the duties to be performed. Reasonable accommodations may be made to enable individuals to perform the essential functions of a specific position. Regular Requirements: Stand for extended periods; sit for extended periods; twist at the neck and trunk; bend at the waist; stoop, kneel, crouch; lift/move up to 20 pounds; handle objects and tools with hands; repetitive use of fingers and hands. Occasional Requirements: Reach with hands and arms overhead, above the shoulders and horizontally; lift/move up to 40 pounds. Visual Requirements: Close, color, peripheral, depth perception, ability to adjust focus. Hearing/Speaking Requirements: Adequate to exchange information.

Job Description Bailey Education Group, LLC is expanding our instructional coaching team and seeking highly skilled Elementary ELA experts who live in states bordering Nebraska and can easily drive into Nebraska school districts for on-site coaching support. This is a 1099 Consultant position with a competitive daily rate, offering flexibility, autonomy, and the rewarding opportunity to make a measurable impact on student literacy across Nebraska. As a consultant with Bailey Education Group, you'll be at the forefront of innovation, employing structured literacy practices and evidence-based strategies that fuel student success. Our culture emphasizes teamwork and accountability, ensuring that you have the support of like-minded professionals as you work towards closing achievement gaps. If you're ready to be part of a forward-thinking organization that values integrity and excellence, this is your chance to make an immediate impact in schools across Iowa. Your passion for developing lifelong readers will resonate with the community, making every day a rewarding experience! Bailey Education Group, LLC: Who We Are Bailey Education Group is committed to partnering with all schools and districts to improve the lives of all children through customized professional development and side-by-side teacher coaching, performed by certified instructional coaches with a deep understanding of state standards for Reading, Math, Science, and Social Studies. We also offer professional development and training for both in school and district leadership, special needs services, early childhood, technology, multi-tiered systems of support and many other areas. At Bailey Education Group, we have a proven track record in professional development programs and coaching services that is quantifiable. Make a difference as an elementary ELA Instructional coach/lead teacher As a Contract Instructional Coach serving Nebraska districts, you will bring your mastery of Elementary ELA to support teachers in elevating literacy outcomes for young learners. Your work will include: Collaborating with teachers to strengthen ELA instruction Modeling lessons and providing actionable coaching feedback Conducting classroom observations and refining instructional practices Leading professional development for ELA strategies and standards Analyzing student data to guide instructional decisions Supporting schools with curriculum implementation Driving excellence through teamwork, accountability, and customer-centric solutions You will join an innovative, forward-thinking team committed to abundant thinking, problem-solving, and improving classrooms across Nebraska. Would you be a great elementary ela instructional coach/mentor Teacher? This role is ideal for educators with: Deep expertise in Elementary ELA content and standards Strong communication and instructional coaching skills Experience analyzing literacy data Ability to build rapport with teachers and leaders Organizational strength and professionalism A solutions-oriented, collaborative mindset The ability to drive into Nebraska from a neighboring state (Colorado, Iowa, Kansas, South Dakota, Missouri, or Wyoming) Perfect for retired educators, former instructional coaches, literacy specialists, or anyone ready to expand their consulting work. Experience in coaching and mentoring educators is essential, as is the capability to model lessons, facilitate planning sessions, and provide constructive feedback. Strong communication, collaboration, and interpersonal skills are necessary for building trust with teachers and school leaders. Additionally, organizational skills to manage multiple coaching assignments, along with proficiency in technology and virtual platforms, will enhance the coaching experience in diverse educational settings across Nebraska. why work with us! Competitive daily consultant rate Flexible scheduling as a 1099 contractor Opportunities to influence teaching and learning at scale A supportive team aligned to meaningful work Work that truly changes student lives Serve Nebraska while living in a bordering state - no relocation needed ready to make a difference! If you're an Elementary ELA expert excited to coach, inspire, and elevate literacy across Nebraska, we'd love to meet you. Apply today and help us continue our mission of improving the lives of all children! At Bailey Education Group, we are committed to ensuring the safety and well-being of the students, educators, and communities we serve. To uphold this commitment, all consultants engaged with our organization will undergo comprehensive background checks as a standard requirement of their role. Additionally, consultants must comply with any specific background screening procedures or requirements mandated by the state(s) in which they will be providing services. This may include, but is not limited to, fingerprinting, child abuse registry checks, or other state-recommended verifications. These measures are vital to maintaining the trust of our clients and partners and align with our core values of honesty, collaboration, and service. Electronic signature of receipt- date and time stamped Job Posted by ApplicantPro

GENERAL DESCRIPTION This position is responsible for providing engaging and supportive guidance to students with disabilities involved in the justice and/or foster care systems and other students referred by Missouri Vocational Rehabilitation. The focus of the mentoring and guidance will be employment preparation of the students with disabilities, knowledge of employer expectations, knowledge of state and community resources offering employment, and knowledge of and access to independent living resources. Peer Mentors will be supervised by a Peer Coordinator employed by The Whole Person. Minimum Qualifications Interest in diverse perspectives and experiences. Good time management. Cultural sensitivity. Strong interpersonal skills Discretion in dealing with confidential and sensitive information. Desire and ability to serve as a role model for students with disabilities involved in the foster Care and/or justice systems or students referred by Missouri Vocational Rehabilitation Desire and ability to learn about employment resource systems and model good work ethic. Strong verbal and written communication skills. Desire to help students with disabilities succeed. Ability to satisfactorily pass a background check. Ability to communicate with individuals from diverse backgrounds. Ability to travel local to meet students/mentees. Ability to work with and follow documentation guidelines of Collaborating Agencies. Reliable and dependable. Positive attitude. Nonjudgmental and open to diverse ideas. ESSENTIAL JOB FUNCTIONS Meet one-on-one with mentees weekly not to exceed 4 hours per week. Mentors must attend all trainings and meetings required to administer the program as outlined. Document sessions as per program guidelines. Submit reports of peer mentoring activities monthly. Communicate any concerns to Peer Coordinator. Be available as a resource for mentees. Attend regular supervision with Peer Coordinator as scheduled. Complete required documentation regarding mentoring activities. Coordinate with Pre-ETS Specialists services for your mentees. Attend social events as arranged by Peer Coordinator. Peer Mentors will help Program Students: Gain awareness of employment resources and how to access them. Become familiar with skills necessary for success in an academic and employment setting. Develop goals for future success in employment . Increase involvement in employment related activities. Build self-confidence and self-advocacy skills. Identify resources for current and future assistance with achieving employment goals. REQUIRED SKILLS A Bachelor's degree in social services or a related field is required A minimum of two years working with consumers Proficient at Microsoft Office PREFERRED SKILLS Master's degree in social service or related field Knowledgeable regarding community services. Personal experience with a disability SUPERVISORY RESPONSIBILITY This position has no supervisory responsibilities COMPETENCIES Working knowledge of disabilities and disability oriented issues for children Effective written and oral communications skills. High energy level and strong interpersonal skills to work with people who have disabilities. Ability to work independently and meet deadlines Organizational skills Understanding of and adherence to the philosophy of Independent Living and the Disability Rights Movement WORK ENVIRONMENT & PHYSICAL DEMANDS This position spends a portion of their time in the office, but also will travel locally to visit consumers/clients, meet with service providers or attend meetings. While performing the duties of this job the employee has the potential to encounter unpredictable clients. The position has mostly an inside work environment and occasional outside work, traveling from one location to another, with exposure to weather conditions. OTHER DUTIES Please note that 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. The Whole Person is an equal opportunity employer committed to hiring staff members reflecting the great diversity of our community. Reasonable accommodations will be made upon request. People with disabilities are strongly encouraged to apply.

We are seeking enthusiastic and dedicated individuals for the Peer Coach/Mentor work study position. This role involves serving as study leaders, sharing effective learning and study strategies with assigned students, and helping to clarify and reinforce course content, assignments, and material, with a commitment of up to 20 hours per week. Ideal candidates will possess strong organizational skills, proficiency in office software, and a passion for supporting fellow students. Join our team to gain valuable experience in a collaborative environment and play a vital role in the academic success of your peers. Apply now to make a difference and advance your career skills! Please note that you must be a TCC student with federal workstudy funds to be eligible for this position. Minimum Qualifications GPA Requirement: Maintain a minimum cumulative GPA of 2.5 or higher. Good Academic and Disciplinary Standing:Must be in good academic standing and have no disciplinary actions on record. Strong Communication Skills:Demonstrated ability to communicate effectively, both verbally and in writing. Commitment to Peer Support: Genuine interest in helping other students succeed academically, socially, and personally. Time Management Skills: Ability to balance academic responsibilities with the time commitment required for mentoring. Knowledge of Campus Resources: Familiarity with college resources, services, and programs available to students. Professionalism: Exhibit a high level of professionalism, including punctuality, responsibility, and ethical behavior. Leadership Potential:Demonstrated leadership skills or potential, with experience in student organizations, volunteer work, or other leadership roles considered a plus.

Job Title: Student Support Monitor - Manhattan High School Job Brief: We are seeking a dedicated Student Support Monitor to join Manhattan High School's team. The Student Support Monitor is responsible for creating a safe and welcoming environment for students, faculty, staff, and visitors. This role involves implementing Response to Intervention Strategies (RTI), mentoring students on appropriate behavior, fostering a growth mindset, and maintaining a secure campus. The Student Support Monitor will work closely with administrators, School Resource Officers, and the broader school community to ensure the safety and well-being of all. Location: Manhattan High School. Qualifications: High School Diploma/GED. Must be an effective, positive communicator with students, employees, and visitors. Must have a courteous, cooperative, and friendly attitude. Previous experience in school security, law enforcement, or a related field is a plus Ability to work effectively with students, staff, and the public. Demonstrated commitment to maintaining a safe and inclusive school environment. All USD 383 employees must pass a background check. Salary: $16 - $17.50/hour Placement within this range is based on relevant qualifications, including prior experience, education, and applicable certifications (e.g., bachelor's degree, advanced certification, bilingual proficiency, etc.). Hours Per Day: Typical hours: 6:30 a.m. - 3:30 p.m. Overtime as required by extracurricular activities. Terms of Employment: Positions available during the regular school year. Minimum 196 days. New employees go through a 45-day introductory period as part of onboarding after which benefits will begin, and leave can be used. Reports To: Manhattan High School Principal. The performance of this job will be evaluated in accordance with the Board's policy on evaluation of classified personnel. Job Duties: Greets and welcomes students, faculty, staff, and public to Manhattan High School to include engaging students through a daily check in/check out routine. Works closely with all MHS Administrations and supporting staff (including RCPD Resource Officers) to contribute to Response to Intervention Strategies (RTI). Engage in mentoring and supporting appropriate behavior through means of teaching replacement behaviors. Contribute to student discussion on topics such as growth mindset and character development. Re-engage disconnected students through appropriate restorative practice, behavior specific praise, and behavior modeling. Execute strategies for recognizing and working with students experiencing crisis and trauma. Promote foundational practice of Safe and Civil Schools (CHAMPS). Helps administrators identify potential vandalism, theft, and disruptions by students or non-students. Supervises the arrival and departure of USD 383 buses and visiting team buses at home sponsored Activities/Athletic events. Handles set-up and closing of school sponsored events involving money transactions at athletics and other extracurricular activities. Routinely checks all entrances to maintain campus security. Performs other duties as assigned by the principal. STANDARD OF PERSONAL CONDUCT OF STUDENT SUPPORT MONITOR: The student support monitor shall always conduct himself/herself in a way that will reflect positively on Manhattan High School. While performing duties, the student support monitor shall maintain a courteous and impartial attitude in his/her dealing with students, faculty, staff, and the general public. Benefits: Vision and dental insurance are available for employees working 17.5hours/week. Health is available for employees working at least 30+/week with a value of district contributions of $8,772 per year. Retirement Plan options available for employees working at least 17.5 hours/week. Short-term disability available for employees working at least 17.5 hours/week. Employee Assistance Program. Additional Benefits Available- Group Life Insurance, Flexible Spending Account, Individual Accident Insurance, Individual Cancer and Specified Disease Insurance, Heart Attack, Heart Disease, and Stroke Insurance. Paid sick and personal leave. FLSA Status: Non-Exempt. ABOUT MANHATTAN HIGH SCHOOL: Manhattan High School is a 9th through 12th grade high school. The estimated enrollment for the 2025-2026 school year is 2,050 students. School begins at 7:40 a.m. and releases at 2:50 p.m. Teachers teach 5 of 7 class periods with an additional Advisory period one day a week. The 2 open periods in a teacher's schedule are dedicated to an hour of planning and an hour dedicated to professional learning time. MHS utilizes a modified block schedule that consists of periods 1-7 being taught Monday, Tuesday, and Friday. Wednesday and Thursday are block schedule days. Wednesday consists of 1st period, Advisory, 2nd period, and 3rd period. Thursday's schedule consists of 4th through 7th periods. Every teacher is provided with a MacBook Air and an iPad. All classrooms are equipped with a short-throw projector and an Apple TV. Every student is provided with an iPad. USD 383 uses Infinite Campus for our student information system, CANVAS for our LMS (learning management system) and Xello for our individual plan of study system. We teach a wide variety of electives, Career and Technical Education, concurrent, dual credit, and Advanced Placement classes. We have many official and unofficial career pathways and athletic and activity opportunities with incredible student involvement. We have high expectations for all students and staff. We are always working on ways to meet the needs of our students, develop positive relationships, and improve how we teach the things that we are passionate about. We expect everyone who works at Manhattan High School to care about students, work hard, reflect, and be willing to grow. We expect our Manhattan High School community to be a place where compassion for others shows every day. About Us: The mission of Manhattan-Ogden Unified School District 383 is to prepare all students for success as lifelong learners, earners, and citizens. Our vision is to be nationally recognized for the breadth and depth of success attained by all students. USD 383 serves 7,000 students from early learning through grade 12. We have 1,800 employees. The world walks in our hallways. There are 6 continents, over 75 countries, and more than 30 languages are represented. As an equal opportunity employer, USD 383 is committed to a diverse and inclusive workforce. We believe there is a long-term advantage to a team that reflects the diversity of our students, families, and staff. The Board of Education shall hire all employees based on ability and the needs of the district. Manhattan-Ogden Unified School District 383 is an equal opportunity employer and shall not discriminate in its employment practices and policies concerning hiring, compensation, terms, conditions, or privileges of employment because of an individual's race, color, national origin, ancestry, religion, sex, sexual orientation, gender, gender identity or expression, disability, or age. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Department Wichita GEAR UP Heights/Southeast Hire Type Part Time Pay $20/hour Work Schedule Mon-Fri, hours vary between 8:00am-5:00pm (regular evenings & weekends based on scheduled events but flexible) Export Compliance Requirement No export control requirement. Job Story Wichita GEAR UP Heights/Southeast program serving students in grades 6-12 and first year in college. This is NOT a remote position - check the job location before applying! Job Duties Works with students starting in Coleman and Stucky Middle Schools and feeding into Heights High School to provide college going services. Monitors and tracks student academic progress, graduation, enrollment in college and FAFSA completion. Provides grant related activities such as workshops and college campus visits, academic advising, career exploration and job search, mentoring, tutoring resources, and summer programs. Required Education This is specific to each position and department. See additional requirements and/or preferences. Additional Requirements Associate's Degree in Education, Counseling, Social Services or related field (minimum 60 credit hours completed). 6 months experience working with students in grades 6-12. Valid Driver's license required. Drive 7 or 15 passenger van with youth. Must be able to escort students on campus visits - which may include lots of walking. Must be able to make community and school presentations. Overnight travel to training and conferences may be required. Required Experience This is specific to each position and department. See additional requirements and/or preferences. Preferred Qualifications Bachelor's Degree in Education, Counseling, Social Services or related field. At least one year experience working in an office setting Additional Information for Posting 20 hours per week (40 per pay period). Candidate will set office hours with supervisor.

Community-Based Tutor/Mentor positions Department: Aleshire Ctr for Leadership & Comm Advertised Pay: 12.00 Application Deadline: Application review will begin as applications are received and will continue until the position is filled. Position Summary: As a municipal university with a motto of Non Nobis Solum (Not for Ourselves Alone), Washburn University values its strong connection to the Topeka and Shawnee County communities. Additionally, we value the learning and development opportunities that our community partners can offer our students while the students are giving their time and talents to make a positive impact in the local community. As a higher education institution of learning, Washburn is heeding the call from the White House and Department of Education to place more university students in the community, particularly with K-12 programs the support youth education as tutors, mentors, student success coaches, and other student support roles. We have opportunities with both before/after school programming and directly in the schools. These positions are open to any major as students engaged in this work learn skills that are generalizable to a wide variety of professions and settings. For example, it is an opportunity to increase skill sets such as leadership, communication, problem solving, teamwork, working with people different than yourself, project planning and implementation, relationship building, etc. For more information about these positions, please fill out and submit the application and/or contact the Aleshire Center for Leadership & Community Engagement at ***************************. Essential Functions: Job functions will vary based on the setting and focus you choose. That being said, there is an emphasis on academic support, mentoring and other supportive roles to increase youth success. All sites we work with are fairly flexible when it comes to determining days and hours worked and will work around your class schedule and other commitments within reason. All students must be willing to abide by the rules and policies of the organization/school they are working with and the Federal Work Study (FWS) program. This position is only available to students who are eligible for FWS (for other types of paid community work through our department, please contact us at ***************************). Non-Essential Functions: Many of our community partners for these positions are not within walking distance, so having transportation is helpful but not required. Students hired for community-based tutor/mentor positions have the opportunity to earn academic recognition for this work if they like. Required Qualifications: Must be enrolled at least half-time at Washburn University and be eligible for FWS. None are necessarily required, but in rare cases there may be a requirement based on the level of the position within the organization. All students hired must be able to pass a Washburn University and organizational background check. Preferred Qualifications: Hourly Background Check Required

90% Instructional Duties/Peer Mentorship Attend and help facilitate class meetings. Record and track attendance. Grade minor and major assignments & exams. Reach out to students needing assistance. Work with instructor to improve course content/delivery. Meet with students outside of class hours. Attend required trainings related to job duties. Maintain professional online communication. 10% Events & Programming Assist with BPDP events such as career fairs & workshops. Assist with other duties as assigned. Disclaimer The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university's programs and activities. Retaliation is also prohibited by university policy. The following person has been designated to handle inquiries regarding the nondiscrimination policies and is the Title IX coordinator for all KU and KUMC campuses: Associate Vice Chancellor for Civil Rights and Title IX, ******************, Room 1082, Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, KS 66045, ************, 711 TTY. Work Schedule Flexible; up to 20 hours/week. Contact Information to Applicants Whitney Hersh ************** Must have a GPA of 2.5 or higher. Must be a School of Business undergraduate student. Students must have completed the course to qualify as peer mentors for it. Preferred Qualifications Preferred applicants will demonstrate some combination of: prior/current leadership experience. professional experience such as a completed internship. involvement within the BPDP. excellent written/verbal communication skills. Position Overview The KU School of Business Business Professional Development Program provides early exposure to career concepts and enrichment opportunities to Business students. The Business Professional Development Program is hiring for student hourly positions to assist with the program. Job duties may include (but are not limited to): gathering data and research, grading homework assignments and exams, recording attendance, reaching out to, and meeting with students, and other duties as assigned. Note: If selected for an interview, there will be an opportunity to indicate preference on which class within the program candidates prefer. Throughout their employment, student employees will maintain and manifest positive actions that align with and support the Code of Conduct for the School of Business. Additional Candidate Instruction This is a pool position; therefore, hiring and start dates will be ongoing. Submit online application and resume, then complete the Qualtrics survey sent in a follow-up email by area admin Whitney Hersh. Students who fail to complete this survey will NOT move forward in the interview process. (Note that to be a peer mentor for a course, students must have completed that course.) There are generally fewer peer mentor positions available in the spring, and current peer mentors are given first pick of available positions. If all available positions are filled with returners, we WILL NOT be hiring for the spring-all applicants will be informed via email, and anyone who is still interested in being a peer mentor for next summer/fall will need to fill out another application with the next pool (going live March 1, 2026.) Position Requirements During the semester term of the appointment, the student hourly must be enrolled in no fewer than 6 credit hours. For summer periods the student hourly must: (1) have been enrolled in no less than 6 hours in the past spring semester or (2) be pre-enrolled in the upcoming fall semester in no less than 6 hours or (3) be enrolled in summer session or (4) be admitted to study in the upcoming fall semester. Student Hourlies may be undergraduate or graduate students. (Exceptions granted for GRA/GTA/GA appointments DO NOT apply to Student Hourly appointments). Employment Conditions (1) Student employees are not eligible for remote work arrangements unless an exception is approved by the unit leadership and HR. (2) This is an hourly/non-exempt position. A student employee cannot hold an hourly/non-exempt position and a salaried/exempt graduate or undergraduate position (GRA/GTA/GA/RUA/RGA) concurrently.

Job Title: Student Support Monitor Job Brief: We are seeking a dedicated Student Support Monitor to join our team. The Student Support Monitor is responsible for creating a safe and welcoming environment for students, faculty, staff, and visitors. This role involves implementing Response to Intervention Strategies (RTI), mentoring students on appropriate behavior, fostering a growth mindset, and maintaining a secure campus. The Student Support Monitor will work closely with administrators, School Resource Officers, and the broader school community to ensure the safety and well-being of all. Location: Anthony Middle School Qualifications: High School Diploma/GED. Must be an effective, positive communicator with students, employees, and visitors. Must have a courteous, cooperative, and friendly attitude. Previous experience in school security, law enforcement, or a related field is a plus Ability to work effectively with students, staff, and the public. Demonstrated commitment to maintaining a safe and inclusive school environment. All USD 383 employees must pass a background check. Salary: $16 - $17.50/hour Placement within this range is based on relevant qualifications, including prior experience, education, and applicable certifications (e.g., bachelor's degree, advanced certification, bilingual proficiency, etc.). Hours Per Day: 7:10 - 3:10 (8 hours) Supervision before and after school as directed. Terms of Employment: Positions available during the regular school year. New employees go through a 45-day introductory period as part of onboarding after which benefits will begin, and leave can be used. Reports To: Building Principal. The performance of this job will be evaluated in accordance with the Board's policy on evaluation of classified personnel. Job Duties: Greets and welcomes students, faculty, staff, and public to school, this will include engaging students through a daily check in/check out routine. Works closely with school administrations and supporting staff (including RCPD Resource Officers) to contribute to Response to Intervention Strategies (RTI). Engage in mentoring and supporting appropriate behavior through means of teaching replacement behaviors. Contribute to student discussion on topics such as growth mindset and character development. Re-engage disconnected students through appropriate restorative practice, behavior specific praise, and behavior modeling. Execute strategies for recognizing and working with students experiencing crisis and trauma. Promote foundational practice of Safe and Civil Schools (CHAMPS). Helps administrators identify potential vandalism, theft, and disruptions by students or non-students. Supervises the arrival and departure of USD 383 buses. Routinely checks all entrances to maintain campus security. Performs other duties as assigned by the principal. STANDARD OF PERSONAL CONDUCT OF STUDENT SUPPORT MONITOR: The student support monitor shall always conduct himself/herself in a way that will reflect positively on Manhattan-Ogden School District. While performing duties, the student support monitor shall maintain a courteous and impartial attitude in his/her dealing with students, faculty, staff, and the general public. Benefits: Vision and dental insurance are available for employees working 17.5hours/week. Health is available for employees working at least 30+/week with a value of district contributions of $8,772 per year. Retirement Plan options available for employees working at least 17.5 hours/week. Employee Assistance Program. Additional Benefits Available- Group Life Insurance, Flexible Spending Account, Individual Accident Insurance, Individual Cancer and Specified Disease Insurance, Heart Attack, Heart Disease, and Stroke Insurance. Paid sick and personal leave. No nights - no weekends! School year calendar work schedule option- be off on days your student is off FLSA Status: Non-Exempt. About Us: The mission of Manhattan-Ogden Unified School District 383 is to prepare all students for success as lifelong learners, earners, and citizens. Our vision is to be nationally recognized for the breadth and depth of success attained by all students. USD 383 serves 7,000 students from early learning through grade 12. We have 1,800 employees. The world walks in our hallways. There are 6 continents, over 75 countries, and more than 30 languages are represented. As an equal opportunity employer, USD 383 is committed to a diverse and inclusive workforce. We believe there is a long-term advantage to a team that reflects the diversity of our students, families, and staff. The Board of Education shall hire all employees based on ability and the needs of the district. Manhattan-Ogden Unified School District 383 is an equal opportunity employer and shall not discriminate in its employment practices and policies concerning hiring, compensation, terms, conditions, or privileges of employment because of an individual's race, color, national origin, ancestry, religion, sex, sexual orientation, gender, gender identity or expression, disability, or age. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Oxford USD 358 • ************** The Student Support Counselor plays a vital role in fostering the academic, social, and emotional success of all students. This position provides direct support to students, collaborates closely with staff and administration, and contributes to creating a positive, student-centered school environment. The counselor serves as a key resource in student scheduling, post-secondary planning, and ongoing social-emotional support. Key Responsibilities Social-Emotional Support Provide individual and small-group counseling focused on students social, emotional, and behavioral needs. Implement and support SEL (Social-Emotional Learning) programming and interventions across grade levels. Assist students in developing self-advocacy, coping skills, conflict-resolution strategies, and healthy decision-making. Serve as a resource for teachers and families regarding student well-being. Academic & Scheduling Support Lead and assist in the creation of student schedules in coordination with administration and the registrar. Monitor academic progress and collaborate with teachers to support students experiencing academic challenges. Help students understand graduation requirements and pathways for academic success. Post-Secondary Planning Guide students in exploring and preparing for post-secondary opportunities, including college, career, military, and technical training paths. Assist with applications, financial aid awareness, scholarship searches, and readiness planning. Coordinate with outside agencies, career centers, and community partners to expand opportunities for students. Collaboration & Communication Work closely with the administrative team to support schoolwide initiatives, behavior systems, and student-support structures. Participate in student support teams, MTSS, IEP/504 meetings (as appropriate), and other collaborative groups. Maintain clear, timely communication with families, staff, and community partners regarding student needs. Qualifications Bachelors or Masters degree in School Counseling, Psychology, Social Work, Education, or related field (Masters preferred). Appropriate licensure or ability to obtain licensure as required by the state. Strong interpersonal, communication, and problem-solving skills Experience working with adolescents in a school or youth-support setting preferred. Commitment to maintaining confidentiality and adhering to all school, district, and state policies. Preferred Skills Experience in social-emotional learning programs or trauma-informed practices. Ability to build meaningful relationships with students, families, and staff. Strong organizational skills, particularly with scheduling and record management. Knowledge of college admissions, career pathways, and post-secondary planning tools. Ability to work collaboratively in a small, community-focused school environment. Work Environment Small, supportive school focused on relationships, community engagement, and preparing students for post-secondary success. Frequent collaboration with administration, teachers, and families.

Department Wichita GEAR UP South/West Hire Type Part Time Pay $20/hour Work Schedule Mon-Fri, hours vary between 8:00am-5:00pm (regular evenings & weekends based on scheduled events but flexible) Export Compliance Requirement No export control requirement. Job Story Wichita GEAR UP South/West program serving students in grades 6-12 and first year in college. This is NOT a remote position - check the job location before applying! Job Duties Works with students starting in Hamilton Middle School and feeding into West High School to provide college going services. Monitors and tracks student academic progress, graduation, enrollment in college and FAFSA completion. Provides grant related activities such as workshops and college campus visits, academic advising, career exploration and job search, mentoring, tutoring resources, and summer programs. Required Education This is specific to each position and department. See additional requirements and/or preferences. Additional Requirements Associate's degree in education, Counseling, Social Services or related field (minimum 60 credit hours completed). 6 months experience working with students in grades 6-12. Valid Driver's license required. Drive 7 or 15 passenger van with youth. Must be able to escort students on campus visits - which may include lots of walking. Must be able to make community and school presentations. Overnight travel to training and conferences may be required. Required Experience This is specific to each position and department. See additional requirements and/or preferences. Preferred Qualifications Bachelor's degree in education, Counseling, Social Services or related field At least one year experience working in an office setting Additional Information for Posting 20 hours per week (40 per pay period). Candidate will set office hours with supervisor.

Department Kansas Kids @ GEAR UP Hire Type Part Time Pay $20.00/hour Work Schedule Mon-Fri, 8:00am-5:00pm (regular evenings & weekends based on scheduled events but flexible) Export Compliance Requirement No export control requirement. Job Story Kansas Kids @ GEAR UP is a state-wide program serving students in foster care, grades 7-12 and first year in college. This is NOT a remote position - check the job location before applying! Job Duties Works with students starting in Curtis Middle School and feeding into Southeast High School to provide college going services. Monitors and tracks student academic progress, graduation, enrollment in college and FAFSA completion. Provides grant related activities such as workshops and college campus visits, academic advising, career exploration and job search, mentoring, tutoring resources, and summer programs. Required Education This is specific to each position and department. See additional requirements and/or preferences. Additional Requirements Valid Driver's license required. Drive 7 or 15 passenger van with youth. Must be able to escort students on campus visits - which may include lots of walking. Must be able to make community and school presentations. Overnight travel to training and conferences may be required. Required Experience This is specific to each position and department. See additional requirements and/or preferences. Preferred Qualifications Completion of 60 credit hours of college coursework At least one year experience working in an office setting Additional Information for Posting 20 hours per week (40 per pay period). Candidate will set office hours with supervisor. Must be able to complete a State of Kansas Child Abuse and Neglect background check.

Department Kansas Kids @ GEAR UP Hire Type Part Time Pay $19.23/hour Work Schedule Mon-Fri, 8:00am-5:00pm (regular evenings & weekends based on scheduled events but flexible) Export Compliance Requirement No export control requirement. Job Story Kansas Kids @ GEAR UP is a state-wide program serving students in foster care, grades 7-12 and first year in college. This is NOT a remote position - check the job location before applying! Job Duties Travel to assigned school districts to provide college going services to students in foster care. Monitors and tracks student academic progress, graduation, enrollment in college and FAFSA completion. Provides grant related activities such as workshops and college campus visits, academic advising, career exploration and job search, mentoring, tutoring resources, and summer programs. Assists students with KKGU dual credit application, DCF tuition waiver application and credit recovery, if needed. Required Education This is specific to each position and department. See additional requirements and/or preferences. Additional Requirements Valid Driver's license required. Drive 7 or 15 passenger van with youth. Must be able to escort students on campus visits - which may include lots of walking. Must be able to make community and school presentations. Overnight travel to training and conferences may be required. Required Experience This is specific to each position and department. See additional requirements and/or preferences. Preferred Qualifications Completion of 60 credit hours of college coursework At least one year experience working in an office setting Additional Information for Posting 20 hours per week (40 per pay period). Candidate will set office hours with supervisor. Must be able to complete a State of Kansas Child Abuse and Neglect background check.