UNKNOWN

FEED

Desired Skills: • Ability to solve problems and make decisions independently • Self-starter working with strong interpersonal skills • Strong communication skills and resourcefulness • Graphic design, social media, and/or web design experience preferred • Current or previous involvement with on-campus clubs or organizations, especially leadership roles • Passion for mentorship and leading other students. The Peer Mentor Executive Committee will assist with recruiting new Peer Mentors, planning & executing student programs for Welcome Week, completing outreach to first-year students, and managing a group of 25 Peer Mentors.

HOUR

Job Title: Peer Mentor Executive Committee, Student ExperienceDepartment: Office of Student Life
Supervisor: Connor Harris, Assistant Director for First Year Experience
Starting Rate of Pay: $10.00
Length of Time: Eligible for rehire on a semester basisDepartment Description:Student Experience is a division of HPU's Office of Student Life that strives to foster a welcoming and engaging environment for all students that facilitates personal growth and development. As it relates to this position, the Student Experience team oversees Welcome Week, supervises the Peer Mentor Program, and designs student programming & initiatives for first-year students.Job Description:As a student employee under Student Experience, you will gain experience with leadership, event planning, interpersonal communication, and mentorship. The Peer Mentor Executive Committee will assist with recruiting new Peer Mentors, planning & executing student programs for Welcome Week, completing outreach to first-year students, and managing a group of 25 Peer Mentors. All Peer Mentor Executive Committee members will represent the Peer Mentor program and the Student Experience team in a positive and enthusiastic manner.Job Location/ Hours Required:Ability to work weekdays, some weekends, and evenings (around class schedule). The candidate will perform most/all job duties at various program locations throughout campus; may also be asked to support via remote work. Hours may vary depending on the university calendar for a particular week; however, the maximum number of hours a student employee may work is 20 hours per week [25 during academic breaks]. This position requires a minimum of 10 hours per week; maximum hours required during Welcome Week.Required Qualifications:• Current HPU student
• Must have previously served as a Peer Mentor
• Good standing with Student Conduct
• Maintain a minimum GPA of 2.7
• Maintain a professional social media presence
• Attend mandatory meetings & training sessions
• Attend HPU Move-In and Welcome Week activitiesExperience and Training:• Knowledge of HPU and understanding of the university's culture and policies
• Leadership experience preferred
• Activities and programming experience preferred
• Proficiency with Microsoft products, Canva, and various social media platformsResponsibilities:Delivers the HPU experience through face-to-face, phone call, email, social media interactions.
Maintains a comprehensive knowledge of High Point University, campus resources, and all policies and guidelines.
Assists with planning and management of Welcome Week events, such as Mix with your Mentor, Community Connection Program, Mental Health & Title IX programming.
Communicates regularly with Peer Mentor group and ensures they are prepared for the role.
Prepares event materials and supplies for training and other programs.
Recognizes sensitive internal information and exercises complete discretion when assisting in private matters.
Collaborates with members of the Student Experience team to ensure a quick resolution to any issues or concerns.
Represents the Peer Mentor program at Admissions events.
Executes multiple projects and job functions with efficiency.
Ability to communicate in a positive manner.
Ability to focus on details and prioritize tasks.
Works with a sense of urgency while maintaining composure.
Other duties as assigned.Desired Skills:• Ability to solve problems and make decisions independently
• Self-starter working with strong interpersonal skills
• Strong communication skills and resourcefulness
• Graphic design, social media, and/or web design experience preferred
• Current or previous involvement with on-campus clubs or organizations, especially leadership roles
• Passion for mentorship and leading other students

High Point University

Office of Student Life - Peer Mentor Executive Committee, Student Experience

Communication Skills

Community Programs

Design Services

Establish Priorities

Event Management

Graphic Design

Interpersonal Skills

Leadership

Mentoring

Microsoft Product Family

Multitasking

Problem Solving Skills

Psychiatry and Mental Health

Social Media

Student Conduct

Team Lead/Manager

Training Program

Web Design

Work From Home

We're offering an exciting opportunity for drivers who want to train new drivers and lease a Peterbilt 579 (Cummins engine) with zero down and no credit check. Example: You drive 2,000 miles + trainee drives 2,000 miles = You get paid on all 4,000 miles!

New Program – Train Drivers While Leasing Your Truck!We're offering an exciting opportunity for drivers who want to train new drivers and lease a Peterbilt 579 (Cummins engine) with zero down and no credit check.<h3>What We Offer:</h3><ul><li>Truck Lease: Pete 579, no credit check, $0 down</li><li>Pay: $1.45–$1.55 per mile<ul><li>All miles count – yours AND your trainee's</li><li>Example: You drive 2,000 miles + trainee drives 2,000 miles = You get paid on all 4,000 miles!</li></ul></li><li>Weekly Income: Bring home $3,000+ weekly if you're willing to run</li><li>Bonuses: Get paid driver bonuses for 1 full year after your trainee leaves your truck</li><li>Deductions: Only truck payment & insurance</li><li>Equipment: Trucks include fridge, inverter, XM radio & TV mount</li></ul><h3>Freight Details:</h3><ul><li>All dry van</li><li>Mostly dedicated routes</li><li>No Northeast, nothing past Texas</li></ul><h3>Requirements:</h3><ul><li>CDL-A with good MVR</li><li>No SAP drivers</li><li>Must enjoy training and mentoring</li></ul>If you're ready to train drivers, buy a truck, and make serious money – Apply today and let's chat!

Bobcat Transport

CDL-A Driver / CDL-A Trainer Mentor – Lease a Pete 579

CDL Driver's License

Class A License

Device Drivers

Insurance

Training/Teaching

Truck Driver

BreezyHR

Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions to interpret an extensive variety of technical and professional instructions and deal with several abstract and concrete variables. Observes beginning teachers in the classroom to gather formative data related to instruction, classroom management, and student learning, engages in reflective conversations to support continuous improvement.

Internal Candidates Please submit a letter of interest and updated resume to current Principal in lieu of completing application.DCS BEGINNING TEACHER MENTORGeneral Statement of JobUnder general supervision, the Beginning Teacher Mentor provides instructional professional and emotional support to beginning teachers as part of Davie County Schools' Beginning Teacher Support Program (BTSP). The mentor establishes a confidential non-evaluative relationship focused on improving instructional practice, supporting professional growth, and promoting teacher retention. Working collaboratively with school administrators, district leadership, and instructional support staff, the mentor guides beginning teachers in meeting the North Carolina Professional Teaching Standards. The primary focus of the mentor role is improving instructional practice and supporting beginning teachers during the first three years of service.Reports to the Principal and/or district BT Coordinators. SPECIFIC DUTIES AND RESPONSIBILITIES Essential Job FunctionsEstablishes and maintains a trusted professional mentoring relationship with assigned beginning teachers.
Supports beginning teachers with acclimation to the school district procedures, professional expectations, and ethical standards.
Provides job-embedded instructionally focused mentoring aligned with the North Carolina Professional Teaching Standards, the North Carolina Mentor Standards, and the North Carolina Educator Evaluation System (NCEES).Meets regularly with assigned beginning teachers in accordance with district mentoring time requirements for each year of the induction program. Maintains required mentor documentation.Observes beginning teachers in the classroom to gather formative data related to instruction, classroom management, and student learning, engages in reflective conversations to support continuous improvement.Assists beginning teachers with planning, implementing, and reflecting on effective instructional practices, including lesson design, differentiation, classroom management, and assessment.Supports beginning teachers in understanding and completing annual Professional Development Plans (PDPs), including goal development, mid-year review, and final reflection, completes required documentation and signatures.Supports beginning teachers in understanding licensure requirements and professional responsibilities.Promotes a supportive, respectful, and inclusive learning environment by assisting beginning teachers in meeting the needs of diverse learners.Collaborates with principals, district BT coordinators, instructional coaches, and other support personnel as part of a layered support system while maintaining the non-evaluative nature of the mentoring relationship.Advocates as appropriate for beginning teachers by promoting access to instructional resources and supportive working conditions.Participates in required mentor training and ongoing professional development aligned with district and state mentoring expectations. Knowledge, Skills, and AbilitiesStrong knowledge of effective instructional practices, classroom management strategies, and student assessment.Thorough knowledge of the North Carolina Professional Teaching Standards and solid understanding of the North Carolina Standard Course of Study and the North Carolina Educator Evaluation System.Ability to establish and maintain effective professional working relationships.Effective communication, coaching, and reflective questioning skills.Ability to support beginning teachers in meeting professional expectations.Ability to observe, analyze instructional practice and student data, and support beginning teachers in identifying next steps for improvement.Ability to collaborate effectively with school administrators, district staff, and instructional support personnel.Strong organizational skills, including the ability to manage time, maintain documentation, and meet program requirements.Ability to exercise sound professional judgment and maintain confidentiality. Minimum Training and ExperienceCurrent classroom teacher with demonstrated effectiveness or an outstanding recently retired teacher with history of successful classroom practice.Bachelor's degree required.Minimum of three years of teaching experience.Most recent summative evaluation rating of at least proficient on all applicable standards of the North Carolina Educator Evaluation System, with preference given to candidates rated accomplished or distinguished and demonstrated leadership ability.Completion of required district and/or state mentor training or willingness to complete required training. Minimum Qualifications or Standards Required Physical RequirementsMust be able to observe classroom instruction, meet with beginning teachers during and outside the instructional day, and perform job duties like a classroom teacher. Due to time spent moving between classrooms, office, and school spaces, physical requirements are consistent with those for Light Work. Conceptual AwarenessRequires the ability to compare, evaluate, and judge data, instructional practices, and other observable characteristics of people or things to inform mentoring decisions. Must be able to interpret a variety of instructional observational and professional documents and apply data to guide beginning teacher growth. Interpersonal CommunicationRequires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions and providing feedback and guidance. Language AbilityRequires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format. IntelligenceRequires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions to interpret an extensive variety of technical and professional instructions and deal with several abstract and concrete variables. Verbal AptitudeRequires the ability to record and deliver information to explain procedures to follow, oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages and in standard English. Numerical AptitudeRequires the ability to utilize mathematical formulas to add and subtract, multiply and divide, utilize decimals and percentages, and apply the principles of descriptive statistics, statistical inference, and statistical theory to analyze data. Motor Coordination & DexterityRequires the ability to coordinate hands and eyes rapidly and accurately in using equipment, preparing materials, or modeling strategies. Must have minimal levels of eyehandfoot coordination. Visual and Spatial AptitudeRequires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color. Interpersonal TemperamentRequires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical CommunicationRequires the ability to talk and hear, talking expressing or exchanging ideas by means of spoken words. Hearing perceiving nature of sounds by ear. Must be able to communicate over telephone or in virtual settings. DisclaimerThe preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

North Carolina Department of Public Instruction

BEGINNING TEACHER MENTOR

Analysis Skills

Coaching

Continuous Improvement

Data Analysis

Data Collection

Documentation

Educational Administration

Educational Technology

Embedded Systems

English Language

Management Strategy

Mathematics

Organizational Skills

Prepare Correspondence

Staff Training

Statistics

Strategic Analysis

Team Player

Training/Teaching Materials

OTHER

Mentor drivers are paid for all miles the truck drives - miles you driver and miles your student drivers - You are compensated for total truck miles — not just seat miles. Experienced OTR drivers: take the next step in your career by becoming a Mentor Driver and earn more while helping train the next generation of drivers.

<h3>Mentor Position Overview:</h3>Experienced OTR drivers: take the next step in your career by becoming a Mentor Driver and earn more while helping train the next generation of drivers. As a mentor, you are paid for every mile the truck runs — including when your student is driving — plus additional CPM and performance bonuses. This program offers strong earning potential, predictable structure, and built-in home time. <h3>Mentor Schedule & Structure</h3><ul><li>Typical mentor run: 11 days OTR</li><li>Day 1: Observation</li><li>Days 2–11: Student must drive a minimum of 5 hours per day</li><li>14-hour clock advantage: 
 After the student completes 5 driving hours, mentors may run the remaining clock to increase total miles</li></ul><h3> </h3><h3>Pay Breakdown</h3><ul><li>Base CPM (based on experience tier)</li><li>+ $0.10 CPM while mentoring</li><li>Up to + $0.10 CPM productivity bonus</li><li>Additional mileage and safety bonuses available</li><li>Mentor drivers are paid for all miles the truck drives - miles you driver and miles your student drivers - You are compensated for total truck miles — not just seat miles</li></ul> <h3>Mentor Bonus Program</h3><ul><li>$500 bonus after student completes 10,000 safe miles</li><li>$300 bonus after student completes 20,000 safe miles</li><li>After training 6 students, mentors qualify for Elite Mentor status<ul><li>Earn $0.01 CPM for every mile your student drives during their first solo year</li></ul></li></ul><h3>Benefits:</h3><ul><li>Weekly pay via direct deposit</li><li>Paid orientation</li><li>Full benefits package (medical, dental, vision, 401k)</li><li>Supportive operations and dispatch team</li><li>Steady, year-round freight with a dedicated customer</li></ul><h3> </h3><h3>Qualifications:</h3><ul><li>Valid Class A CDL</li><li>Minimum 3 months of recent tractor-trailer experience</li><li>At least 21 years old</li><li>Clean driving record preferred</li><li>Must be authorized to work in the U.S.</li></ul>About ASB Freight Co.: 
 ASB Freight Co. is a family-operated logistics company built on reliability, safety, and driver-focused values. We're committed to creating a supportive environment where professionalism and respect are always a priority. 
 ASB Freight Co. is an equal opportunity employer and welcomes applicants from all backgrounds.

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Office of Student Life - Peer Mentor Executive Committee, Student Experience High Point University

CDL-A Driver / CDL-A Trainer Mentor – Lease a Pete 579 Bobcat Transport

BEGINNING TEACHER MENTOR North Carolina Department of Public Instruction

CDL-A Tractor Trailer Driver Mentor | Concord, NC ASB Freight Co.

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