Coordinator of Induction & Mentorship

WELCOME TO INDIANAPOLIS PUBLIC SCHOOLS!

At IPS, we believe in the transformative power of education. We work collectively every day to prepare our students for success in the classroom and in life by providing equitable, high-quality educational experiences across our family of schools. IPS is a place to make an impact, grow your career, and ensure every student has access to a high quality education, all while earning a good living in a district on the move. While the work is challenging, it is deeply meaningful and impactful. We seek innovators and trailblazers who bring varying experiences and expertise and share our belief that every child deserves access to an exceptional education. As part of TeamIPS, you’ll create lasting connections, find a sense of belonging, and feel supported to make a meaningful difference in students’ lives.

In return, no matter your role here, we expect a commitment to excellence and accountability. You’ll be held to high standards. Resilience and passion are key—you must be adaptable, handling adversity with flexibility while putting students at the heart of everything you do. Ethical conduct, clear communication, and mutual respect are fundamental. Being a dependable, collaborative team player who builds meaningful relationships is essential.

Together, we are Proving What’s Possible by building a community where everyone belongs and each student has the opportunity to fulfill their potential.

A Career in IPS Offers…

Purpose and Impact:

• Essential Contributions: In every non-teaching and non-leadership role, your work directly supports the success of IPS students and schools. Whether you’re maintaining facilities, providing student services, or managing administrative operations, you play a key part in ensuring an equitable and high-quality educational environment.
• Belonging and Community: IPS is a place where every employee is valued. You’ll join a supportive community that promotes respect, teamwork, and a shared commitment to serving students and families.

Professional and Personal Growth:

• Training and Development Opportunities: IPS offers a variety of training programs to help staff build new skills and grow professionally. This includes access to development opportunities for administrative, technical, and operational roles, as well as pathways to becoming a certified teacher.
• Skill Enhancement: Whether you’re new to your role or seeking to deepen your expertise, IPS provides resources and support for continuous improvement.

What We Expect:

• Professionalism and Reliability: Every role at IPS is vital to the district’s success. We expect staff to demonstrate professionalism, dependability, and a commitment to providing excellent service to students, educators, and families.
• Collaboration and Communication: IPS values teamwork. Working collaboratively with your colleagues ensures a supportive environment for all. Clear communication and mutual respect are key to maintaining this culture.
• Flexibility and Problem-Solving: As a large, dynamic district, IPS needs staff who are adaptable and proactive in solving problems to meet the ever-changing needs of students and schools.

JOIN US!

Indianapolis Public Schools is more than a workplace; it’s a community where purpose, impact, and belonging come together to help Prove What’s Possible – in your career and in your school. If you’re ready to embrace challenges, strive for excellence, and make a meaningful impact, IPS is the place for you.

SUMMARY OF OPPORTUNITY:

The Coordinator of Induction & Mentorship is responsible for executing the operational design and day-to-day delivery of Indianapolis Public Schools' standardized onboarding, comprehensive mentorship networks, and initial teacher pipeline integration. Reporting directly to the Senior Coordinator of Staff Experience & Engagement, this role ensures that all certified, classified, and pre-service educators transition seamlessly into the district, feeling deeply welcomed, prepared, and structurally supported from day one.

A central element of this position is maintaining a robust, active presence directly within school buildings to observe program efficacy, provide targeted feedback, and cultivate human connection. By executing these foundational touchpoints, the Coordinator directly advances the district’s overarching goals of teacher readiness, educator belonging, and long-term talent retention.

KEY RESPONSIBILITIES

1. Unified Onboarding & District Induction

• Bi-Weekly Standardized Onboarding: Manage, facilitate, and execute the district’s recurring onboarding program occurring every other week, ensuring all newly hired certified and classified personnel are structurally integrated, understand district expectations, and gain immediate access to core tools.
• Large-Scale Induction Execution: Coordinate the operational deployment and logistical execution of the district's multi-day annual IPS Induction programs at the start of the school year—tailoring experiences explicitly across distinct pathways, including Teacher Induction, IPS Launch, and New School Leader Induction.
• Cross-Functional Operations: Partner continuously with Human Resources and school-based hiring managers to manage the logistical continuum from initial offer letter to the employee’s official first day.

2. Comprehensive Mentorship Frameworks

• Tiered Program Management: Oversee and implement the day-to-day operations of the Novice Teacher Mentorship Program and extended mentorship systems for non-teaching/classified personnel.
• Matching & Cohort Logistics: Direct mentor recruitment, vet candidates against district selection criteria, coordinate precise pairings, and track supervisor/mentor caseload capacities across school sites.
• Context-Driven Differentiation: Adapt, organize, and monitor monthly mentor/mentee task blueprints, tailoring specific support paths to distinct instructional models, including General Education, Special Education, English as a New Language (ENL), Reggio, International Baccalaureate (IB), and Montessori.
• Mentor Capacity Building: Facilitate initial mentor orientations, host recurring development huddles throughout the school year, and author clear, actionable monthly mentorship toolkits and newsletters.

3. Student Teacher Integration & Pipeline Development

• Acclimation & Strategic Entry: Act as the primary central point of contact for student teachers embedded within IPS, establishing a dedicated welcome protocol to acclimate them directly to the district’s unique culture and community environments.
• Targeted Learning Opportunities: Design, build, and deploy specialized professional learning cycles explicitly for student teachers during their clinical experience, proactively preparing them with the curriculum resources, instructional methodologies, and behavioral toolkits necessary to transition successfully into full-time, high-performing IPS educators.

4. Direct School-Based Support & Coaching

• High-Presence School Cadence: Dedicate a consistent 2–3 days per week visiting localized school campuses to touch base directly with newly hired personnel, student teachers, and active mentors.
• Job-Embedded Touchpoints: Conduct structured classroom learning walks and implementation checks alongside novice teachers, student teachers, and cooperating educators to evaluate ongoing classroom integration needs.
• Feedback Elevation: Partner alongside principals and assistant principals to diagnose emerging talent needs on-site, serving as an empathetic ear to elevate frontline staff voice back to the Senior Coordinator to refine broader district systems.

5. Professional Learning Leadership & Data Support

• Adult Learning Principles: Operationalize the IPS 6 Keys to Professional Learning across all coordinated academies, ensuring execution is grounded in equity, responsive practices, and adult learning theory.
• Continuous System Refinement: Assist the Senior Coordinator by gathering qualitative feedback and localized compliance data regarding mentorship participation, onboarding completions, and training feedback to drive routine program updates.

KEY RESPONSIBILITIES KNOWLEDGE, SKILLS, ABILITIES

• Adult Learning & Pedagogical Knowledge: Demonstrated understanding of classroom instruction, general education frameworks, and modern adult learning theories.
• Project & Event Logistics: Strong organizational agility and attention to detail; proven capacity to handle large-scale event setups, multi-tiered schedules, and complex cross-department communications simultaneously.
• Relationship & Communication Skills: Exceptional interpersonal, written, and verbal presentation skills; able to interact comfortably and empathetically with university student teachers, certified educators, and school building administrators.
• Process-Oriented & Adaptable: A proactive approach to problem-solving, with an innate ability to maintain operational standards in a fast-paced environment.

QUALIFICATIONS

• 
  Education: Bachelor's degree in Education, Human Resources, Organizational Development, Business Administration, or an explicitly related field required.
• Licensure: Valid Teaching License preferred.
• Experience: Minimum of 2–3 years of successful experience within an educational setting, with direct experience supporting teacher professional development, mentorship networks, or employee transitions (onboarding/offboarding).
• Experience presenting, coordinating, or facilitating instructional workshops or learning paths for adult professional groups.
• Technical Familiarity: Comfortable working with Learning Management Systems (LMS), foundational HR data entry setups, and common digital collaboration applications.

FLSA CLASSIFICATION:

Exempt

ELIGIBILITY FOR REMOTE WORK:

Not eligible

PHYSICAL REQUIREMENTS:

The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

EEOC STATEMENT:

Indianapolis Public Schools, in accordance with its nondiscrimination policies, will not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, religion, creed, national origin or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, homelessness or any other legally recognized protected basis under federal, state or local laws, regulations, or ordinances. Indianapolis Public Schools does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

DISCLAIMER:

Essential functions, as defined under the Americans with Disabilities Act, may include any of the above representative duties, knowledge, and skills. This job description is illustrative only and is not a comprehensive list of all essential functions and duties performed by the occupant of this position. Factors such as regular and punctual attendance are not routinely listed in job descriptions but are an essential function.