Mentor jobs in Michigan - 58 jobs

EDUStaff/RVA Mentor 7:30 am - 12:30 pm Monday - Friday Please contact Jodi Barber at ************************ for more information and how to apply for the position with EDUSTAFF. Pay depending on experience: $21.00 per hour (with Bachelor's degree) $22.00 per hour (with Master's degree - entering 1 yr of experience) $23.00 per hour (with Master's degree - entering 3 rd yr of experience)

Primary Function The LifeTech Academy Virtual Mentor establishes, nurtures, and maintains a working relationship with assigned LifeTech Academy mentees. The Virtual Mentor is responsible for timely communication with mentees and the documentation of those communications. The Virtual Mentor attends/actively reviews weekly communications with The Academy. Essential Duties To communicate weekly with assigned LifeTech Academy Learners Establish weekly goals and plans for course completion Establish long-term goals for annual course completion of ten (10) courses per academic year To document in detail all Learner communications using provided LifeTech Academy documentation resources To complete communication and documentation in the prescribed timeline as established by The Academy Director Qualifications Strong interpersonal skills Driven work ethic Willingness to participate in management company sponsored professional development An ability to meet deadlines and organize multiple tasks Strong written communication skills Compensation Salary (per 10 mentees) - $5,000 annually

Job DescriptionSalary: House Mentor - Grand Rapids Reports To: Housing Manager Compensation: Rent-free apartment Description The House Mentor role is a live-in, highly relational, high-level supportive position (10-15 hours/week). House Mentors will be supporting young people ages 18-24 who have experienced homelessness, housing instability, couch surfing, or have recently aged out of foster care. Mentors live in a separate unit adjacent to 3-4 young people who will be in an apartment next door. What is a House Mentor? House Mentors seek to build relationships with youth 18-24 over a prolonged period of time (preferably a two year commitment ) . AYA House Mentors provide consistent support, guidance, and tangible help to the mentee as they work towards stability. House Mentors assist young people in the transition to adulthood, including building life skills and navigating relationships. They expose youth to information and opportunities that can help them make constructive choices about their lives. Mentoring is about believing in the unlimited potential of each youth served. The mentor reminds the youth of the expectations they set for themselves, encourage them to set higher or more specific goals, and follow-up consistently to support and challenge youth in achieving their goals. Mentoring requires time, patience, and consistency. The Program AYA Youth Collectives Supportive Housing program is a place where youth can rest, recharge, heal, take action steps towards their goals and achieve milestones along the way. In each home, Mentors act as the first point of contact for youth. Community is built through weekly house dinners, shared experiences, and daily interactions. AYA Youth Collective recognizes that having stable housing is only the start of long term stability. Its through community that youth begin to rebuild their circles of support and achieve interdependence. House Mentor Roles and Responsibilities Intentionally plan and facilitate House Dinners offering youth living in the home opportunities to build community, resolve conflict, learn about a variety of different life skills including but not limited to laundry, cleaning, cooking, personal hygiene, financial literacy, health navigation, educational goals, relationships, and stress management. Arrange weekly check-in with each youth and complete Engagement Forms. Communicate with the Housing team as needed. Co-create Community with and for youth living in the home: with a focus on youth voice, choice, and self-determination. Celebrating and supporting youth, welcoming new mentees into their new home after a lease signing, celebrating birthdays, holidays, and other accomplishments/milestones. Responsible for general upkeep of youth and mentor unit: Maintaining organization of common spaces Trash and Recycling Monthly Health and Safety inspections Entering Youth Unit at least once a week Restocking of cleaning closet in youth unit Collaborate with Housing Team to turnover rooms in youth unit Help maintain a clean, comfortable, and safe environment for youth Provide Housing Orientation to new tenants which includes an overview of house culture, communication, and facilitating a conversation on shared roommate agreements and responsibilities. Serve as the primary point of contact for any emergencies, informing the Housing Manager in a timely manner. Knowledge of all housing policies ensuring policies are being followed by mentees Establish healthy boundaries with each mentee Organize one community event for youth each month. (i.e attending a local wellness class, visiting a museum, attending a local cultural event, coordinating with staff to arrange a social event at AYA, inviting positive influencers to house dinner (AYA staff, therapist, college advisor, financial advisor, etc.) Attend scheduled House Mentor monthly meetings and annual AYA retreat (2-3 days, including overnight) Outcomes AYA home operates efficiently and safely, meeting the basic needs of each youth. House Mentors and Youth clearly understand values and expectations House Mentors are properly trained to provide the highest quality of support for youth living in all AYA homes. House Mentors and staff will use the following tools and principles to support youth: Trauma Informed Harm Reduction Othering and Belonging Relationship Centered Interdependence vs. Independent Youth informed vs. Youth Led Casey Life Skills Holistic/ Embodied approach An understanding of principles within anti-oppression and social justice framework. Youth are achieving goals related to long term stability. Qualifications + Experience General Requirements Experience mentoring young adults Someone with the capacity in their daily life to make this role a priority Strong self awareness Interpersonal growth mindset Personal financial stability Proven ability to maintain healthy relationships Proven ability to manage emotional & mental wellness Preferences Lived experience and/or an understanding of youth homelessness, trauma and/or mental health/substance use concerns and knowledge of de-escalation techniques Multilingual Equal Opportunity Employment: A.Y.A. Youth Collective is an equal opportunity employer who strongly desires to build a team that accurately represents the diversity of our target population. We embrace differences in race, color, nationality, religion/culture, gender identity/expression, sex, marital status, sexual orientation, socioeconomic status, military status, or ability.

Job Description Kalamazoo Covenant Academy is hiring a Paraprofessional. Must have Michigan teacher certification and endorsement in the subject. Covenant Academy is a year-round alternative high school diploma program for students ages 15-22. We are a mission-based school that meets students where they are, works to identify and eliminate barriers, and builds personal and meaningful parent-like relationships with each student. We offer half-day sessions, blended learning opportunities and personalized education plans to all youth who seek help, with a priority of concern and commitment to those who are most at risk and no other service is available. We will advocate with and on behalf of our youth to raise awareness in the community that all children and youth have the right to pertinent education, and to love, respect and genuine concern. Essential Duties Paraprofessionals provide instructional assistance under the supervision of classroom Teacher(s) or other instructional leaders as assigned. Paraprofessionals assist in the preparation and delivery of unit plans and provide individual and small group instruction. High quality Paraprofessionals attend staff professional development and conscientiously apply the strategies and research studied there. Paraprofessionals actively work to understand and support student assessment, particularly for those students who require interventions. Paraprofessionals are responsible for maintaining logs and for understanding the scope of services provided according to grant funding regulations and guidelines (if applicable). In addition, the Paraprofessional is responsible for any and all further duties as assigned. Title I Paraprofessionals provide supplementary instructional assistance to students who have been identified to receive additional academic support under the Title I program. This position should be viewed as vital to the school improvement plan implementation and student achievement and ensures that students who need the most help receive instruction support from qualified Paraprofessionals. Title I Paraprofessionals are responsible for completing semi-annual certifications or personnel activity reports as required. Qualifications Supervision Individuals in this position must be able to apply effective supervision methods. The Paraprofessional will be responsible for assisting with the supervision of students. Planning & Implementation An effective employee in this position will provide effective instructional assistance within a designated program. In addition, the Paraprofessional must be able to plan and implement a strategy, under the supervision of the assigned instructional leader, for improving student success based on each individual student's needs. Knowledge & Expertise Qualified employees in this position will possess the ability to maintain a safe and orderly environment. In addition, the Paraprofessional must be able to account for multiple students at once. The Paraprofessional must have knowledge of classroom reinforcement, intervention, behavior reporting and the proper treatment of special needs students. Reasoning Ability An employee in this position must be able to effectively draw conclusions based on their ability to identify problems, collect information and establish facts. In addition, an individual in this position will possess the ability to provide both logical and abstract solutions in standard and non-standard situations. Interpersonal Qualities A qualified employee in this position will possess outstanding oral and written communication skills. This employee must have the ability to provide effective responses to all inquiries from all parties, including students, parents, staff, Partner Solutions, the community and the Academy Board. An employee in this position must also be able and willing to work with staff and administration to problem solve. *All employees must successfully pass a criminal background check. *All employees must follow the policies as outlined in the Employee Handbook. Education & Experience The Paraprofessional must meet one of the following requirements: • Complete at least two years of study at an institution of higher education (equal to 60 semester hours); or • Obtain an associate's degree (or higher); or • Meet a rigorous standard of quality and demonstrate, through a formal state or local academic assessment: o Knowledge of, and the ability to assist in, instructing reading, writing and mathematics; or o Knowledge of and the ability to assist in, instructing reading readiness, writing readiness and mathematics readiness, as appropriate. It is the employee's responsibility to understand and fulfill any license and training obligations specific to position and/or for equipment that will be operated. Physical Demands & Work Environment In order to successfully perform the essential duties of this job, the employee would ideally be able to meet the following physical demands: • Occasionally lift and/or move objects weighing up to 25 pounds. • Stand and walk frequently. • Withstand all demands presented by outside weather conditions at any time of the year. • Assist/lift students if necessary. • Withstand a moderate noise level. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job. Company Benefits: Health Insurance: Medical, Vision, & Dental Plans 8% 401(k) company match Life, ADD, STD, LTD 100% paid by the employer Voluntary Plans Available For more information on Kalamazoo Covenant Academy, please visit our website at ***************************************** CS Partners/Partner Solutions provides equal employment opportunities to all employees and applicants for employment and prohibits unlawful discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability, genetic information, military or veteran status, sexual orientation and gender identity or expression, marital status, familial status, height, weight, or any other protected status under federal, state or local laws .

School Information: Based in Michigan, PrepNet Virtual Academy opened in 2020 and serves students K-12 online. At PrepNet Virtual, you can connect passion with purpose. To learn more about PrepNet Virtual Academy click here. Why Choose PrepNet Virtual Academy: Work comfortably from home. Access to a best-in-class curriculum with advanced instructional tools and resources. Diverse global staff and student body create a rich learning environment. Ensures a safe learning environment. Personalized development and coaching opportunities. Convenient meetings during school hours minimize after-hours commitments. Systems in place to support student well-being and family engagement. Colleagues you enjoy working with to serve students. DUTIES AND RESPONSIBILITIES: Assess student abilities and provide instructional assistance for students in need of academic intervention through 1:1 or group workshops as directed by the classroom teacher and designated instructional leader. Commit to educating the whole student - academically, morally, and socially. Implement result-driven curriculum to achieve significant growth from fall to spring testing. Attend professional development and articulation meetings with classroom teachers and parents as required. QUALIFICATIONS: Must meet state requirements for being a Title 1 paraprofessional. Click here for the state requirements. Previous experience working in a school or with school age children - preferred. Knowledge of and the ability to assist in teaching reading, writing, and/or mathematics. Understanding of and capability to navigate technical systems. National Heritage Academies is an equal opportunity employer. NHA is only registered for state employment purposes in the following states: Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maine, Michigan, Minnesota, Nebraska, New York, North Carolina, Ohio, South Dakota, Texas, and Wisconsin.

** Flexible hours! Schedules that work for your life!** No experience necessary - paid training provided! Join us at IKUS Life Enrichment Services and Indian Trails Camp! We're seeking part-time and full-time Community Living Support Life Skills Coach/Mentors. As a nonprofit dedicated to enhancing the lives of individuals with disabilities, your role will involve mentoring and teaching life skills one-on-one. You'll play a crucial part in fostering positive community involvement, planning personalized goals, and advocating for individuals. Your impact will be felt in modeling appropriate behavior, assisting with acclimatization to the community, and building positive community relations. The more mentors we bring on board, the more lives we can enrich! Join us in making a meaningful difference today. Summary of essential job functions Relate, interact, and communicate positively with the individual and their family Support and assist the individuals in developing skills that will further their independence, increase their community involvement, and improve their quality of life Assist individual in working towards objectives that were agreed upon in the Person-Centered Planning meeting Follow local and county guidelines for individual supervision through CMH or Network 180. Follow all therapy, behavior, and dietary plans developed by agency professionals Actively participate and encourage individual participation in all activities Safely transport individuals in own vehicle to and from their home and community outings Document all relevant information in our online system, data collection sheets, communication books, and Incident Reports in a timely and professional manner Assist individuals with any direct care needs including feeding, restroom, dressing, as needed. Perform other duties as assigned Minimum requirements Be able to lift up to 50 lbs Valid Driver's license, acceptable driving record, and proof of car insurance. Must be able to pass a background check Must demonstrate a passionate interest for helping people with disabilities Must be mature, reliable, and honest Must demonstrate strong communication and relationship building skills and be able to work well with little supervision Must have a flexible schedule Position Information: Job Type: Part Time or Full Time (Hourly) Pay: Starting wages of $13.00 plus state premium of $3.40 (subject to change with state budgets) Reports to: CLS ManagerBenefits: If Full Time, benefits include paid time off, health/dental/vision insurance, short term disability and life insurance. For more information about our company, visit ikuslife.org. EOE

Support Staff/Teacher Assistant Date Available: Immediate District: Widening Advancements for Youth

The Specialized Mentor is responsible for leading a group of people served in participating in the specialized community supports program. Essential Functions: Include the following, other duties may be assigned Develops daily activity planning with people served and supervisor. Transports people served to and from community sites, and coordinates learning to access transportation independently. Facilitates development of positive relationships between people served and community members. Maintains and submits accurate and timely records and reports to a variety of destinations, including but not limited to, incidents and daily progress. Helps people be part of the community through valued roles and relationships and assists with transitions that occur in community life. Respects cultural differences and provides services and supports that fit individual preferences. Links people served to community resources through mentoring and volunteer work experiences and facilitates learning how to independently access community resources. Builds trust and productive relationships with the people served, co-workers and others through respectful and clear verbal and written communication. Uses person-centered-practices, assisting people to make choices and plan goals, and provides services to help people achieve their goals. Monitors the physical and emotional health of people served, gathers information, and communicates observations to guide services through verbal and written documentation. Implements occupational and physical therapy plans, and behavior plans as directed by the individual plan of service and treatment team. Assists people served in building skills to be more independent with personal care needs. Identifies risk and behaviors that can lead to a crisis and uses effective strategies to prevent or intervene in the crisis in collaboration with others. Facilitates people served in learning their own behaviors that can lead to a crisis and strategies to manage those independently. Helps people served manage risk and helps them recognize how to stay safe on their own. Maintains confidentiality and respects the rights of people served. Provides advocacy and empowers and assists people served to advocate for themselves. Practices wellness initiatives with people served. Helps people served to become more independent in managing tasks that are necessary on a day-to-day basis to pursue an independent community based lifestyle. Establishes relationships with community resource agencies and informs the community of the benefits of their involvement with people with a disability. Facilitates and encourages strong peer-group support as a primary and ideal support. Attends meetings, seminars, trainings, etc. as needed. All MOKA employees will conduct themselves in a manner that demonstrates commitment to the public good and aligns with the philosophy, mission, and core values of the agency. Qualifications To perform this job successfully, an employee must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable people with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill, and ability typically required to perform the essential functions. Education and/or Experience High School diploma and at least one year experience working with people with development disabilities. An equivalent combination of education and experience may be considered. Communication Skills Ability to communicate effectively with others in person, by telephone or videoconference, and in written form as appropriate for the needs of the audience. Ability to interpret a variety of information in written and verbal form. Mathematical Skills Ability to use mathematics to communicate and interpret information and solve problems. Reasoning Ability Ability to solve practical problems, deal with a variety of variables and make independent decisions relative to duties. Computer Skills Proficiency with all basic applications, such as, word processing, calendars, email, videoconferencing, and internet. Certificates, Licenses, Registrations Must possess a valid driver's license. Other Qualifications Must be 19 years of age and have at least three years' experience as a licensed driver. Must have a personal mobile phone with willingness to use on behalf of the agency for communication during the workday as well for clocking in and out of duty. Physical Demands Frequent standing and walking. Exerting 50-120 pounds of force required occasionally, (when lifting a person served in cooperation with at least one other employee), or more than 50 pounds of force frequently, or 10-20 pounds of force constantly to move objects or assist people served. Work Environment The work may occur in an indoor or outdoor environment. Includes travel to various MOKA sites and community locations.

Minimum Qualifications Junior or higher class standing by the end of Winter Term given preference (grade slip) Verified 2.50 or higher cumulative GPA at accredited college/university (submit proof) Demonstrate Standard English proficiency in cover letter, resume, and interview Mandatory: Residential living (dorm) experience, no campus or legal restrictions. Leadership, communication, social, & role modeling skills (list on resume) Previous active positive involvement with ethnically diverse youth populations (list on resume) Demonstrated INTEGRITY (doing the right thing) & COMMITMENT (keeping your word) Valid driver's license & a driving record acceptable to the University's insurance carrier. CONSTRAINTS : NO CLASS ATTENDANCE AFTER 3:00 p.m. daily), MEALS WITH SCHOLARS NO OTHER EMPLOYMENT (This job is too demanding.) If selected for an interview applicant must bring in unofficial transcript and will be asked to provide two recommendations. Work Schedule FT/Temp (40 hours, No Benefits)

Details Intensive mentoring and respite position that supports youth in attaining goals outlined in therapy through one on one skill development. Services are child and family-centered, delivered in the home / community and include life and social skill development. Positive outcomes are achieved through purposeful and respectful relationships rooted in trauma informed care, hope and evidence-based research. T he Youth Mentor position is a excellent position for those working towards Social Work or Counseling degrees as well as those who are passionate about supporting youth in our community. We support our employees with a robust benefits package, quality supervision, flexible scheduling, a vibrant work culture, ongoing training opportunities, and avenues for career growth. Ideal candidates will bring a willingness to explore bias, equity issues, successes, and challenges with empathy and curiosity. . Position Requirements Regular availability to work After school, evening and weekend hours Experience and / or desire to work with Children and Adolescent. Services are performed in client homes and / or community settings - comfort with working in these settings required. Valid drivers license, Current Auto Insurance and clean driving record Ability and willingness to meet regular supervision and training requirements We understand that candidates may have unique experiences and skills that aren't always reflected in a job description. If you feel you could contribute to our team, please apply. Learn More About Arbor Circle 401k with match Focus on Well Being: Employee Assistance Program Paid sick time Supportive and fulfilling culture Equity and inclusion focused affinity and work groups Market driven and equitable salary practices Learn more at a rborcircle.org/careers If you require alternative methods of application or screening, you must approach this employer directly to request this as the platforms you may see this posting are not responsible for the employer's application process.

Internship Description SUMMARY OF PROGRAM: Ascent is a 9 month program focused on helping you discover who God has made you to be and what He has gifted you to do. You will live and work at Grace Adventures, experiencing a strong Christian community while building practical life and work skills. You will leave Ascent with a better understanding of yourself and clearer direction of God's purpose for your life. EDUCATIONAL RESPONSIBILITIES: Prepare for and participate in weekly Ascent group discussions on varying growth-focused topics Read and reflect on assigned books Complete weekly journal entries Prepare for and participate in bi-weekly one-on-one meetings with the Internship Manager OTHER RESPONSIBILITIES: Serve and grow as part of a team Develop skills in communication, teamwork, and guest service Live in community Serve guests by.... Learning and implementing camp activities Preparing facilities and spaces for the guest experience Participating in program development Obeying and enforcing all camp rules and policies Other duties as directed by the Internships Manager POSITION TYPE: Tuition-based Student Learning Program HOUSING: Provided through program dates MEALS: Provided any time guests are being served Requirements QUALIFICATIONS: Personal relationship with Jesus Christ Desire and willingness to learn and develop new skills Will work in the ministry to grow personally, spiritually, and professionally Graduated from high school Physical ability to travel and implement camp activities

Residence Life Mentor PAYRANGE: 100% of Room, Meal Plan Dependent on Residential Area, $800 stipend per semester DEPARTMENT: Housing and Residence Life REPORTS TO: Residence Life Coordinator The Residence Life Mentor (RLM) is a leadership opportunity within the Housing and Residence Life Office. RLMs are instrumental in assisting the department with training and development opportunities for Resident Assistants. RLMs serve as an ongoing resource for all RAs in Housing and Residence Life throughout the academic year, with a special focus on new RAs. In addition to supporting their residence hall or area staff, RLMs perform all of the duties of an RA and support all aspects of Housing and Residence Life. As a leader within the department, RLMs are required to understand the fundamental beliefs, mission, and philosophy that guide the work of the department. RLM's also play a role in assisting HRL professional staff with administrative tasks that promote the success and well-being of all on-campus residents. RESPONSIBILITIES: * Promote a safe, secure, and comfortable environment that fosters community living and academic success. RLMs are to know all of their residents and staff members and work to build connections. RLMs must be available - and be perceived as being available - a majority of nights in the residential area. * Foster a sense of inclusiveness and promote a community that is welcoming of people of all backgrounds. Work with a variety of people from different backgrounds who hold opinions and ideas different from their own. * Serve as point person for one 30 Thursday or major Housing and Residence Life program each semester. RLMs advise a committee of RAs to assist in planning and implementing these events. * Perform administrative tasks including, but not limited to, facilitating the Room Condition Reporting process and key distribution; key auditing as applicable, developing inventory list for staff kitchen, resource room, and storage rooms; submitting maintenance work orders online; maintaining forms, files, or records for accuracy; tracking RA programming budgets and gift card use; and assisting the RLC with other operational tasks. * Maintain open lines of communication pertaining to resident and staff concerns, time off, and work load to supervisor and other RAs. * Check email, mailbox, and phone messages daily and promptly respond to messages and assigned duties. * Interact with their supervisors, other RAs, and students outside of formal meeting times. * Attend all scheduled RLM and RA trainings, in-services, meetings and scheduled 1:1s. Be on time and prepared for all sessions. * Meet monthly with each RA individually to discuss relevant issues and concerns and to provide support and guidance. * Schedule RA duty rotation for hall/area staff. Respond to requests for duty switches and update RA duty calendar. * Keep track of RA programming and bulletin boards to verify that all requirements have been completed. * Attend monthly RLM meetings with other RLMs and members of Housing and Residence Life professional staff. * Complete one full round of building(s)/area each week, documenting and/or resolving any issues. * Plan regular staff development and RA recognition activities and events. * Schedule four office hours per week with the RLC in order to further assist with administrative or staff responsibilities. * Serve as a resource for students and RA staff, offering support or referrals to campus and community resources as needed. * Assist with recruitment and interviews for incoming Resident Assistants. * Participate in an ancillary assignment as determined by the Housing and Residence Life professional staff. Examples may include: Marketing, Staff Training, and In-Services, Resident or RA Recognition, etc. * Perform all duties of a Resident Assistant. * Serve as a positive role model and comply with all policies set forth by the University. * Perform other duties as assigned by the Housing and Residence Life professional staff. * Provide GREAT customer service, anticipating and exceeding the needs of our customers. * Understand and abide by all external and internal regulations and policies. This includes NCAA, GLIAC and national affiliations associated within athletics or other role specific regulations. * Demonstrate and promote the University Cultural Values. QUALIFICATIONS: * Must be a full-time student at Davenport University (at least 12 credits - undergraduate; at least 6 credits - graduate). * Must have a cumulative grade point average of at least a 2.75. While employed, an RLM must maintain a semester grade point average of at least a 2.75. * Must live on campus in a room assigned by Housing and Residence Life. * Must be in good academic, financial, and social standing at the University and cannot be on academic or social probation. * Must be invested in personal and professional development and actively work to improve job skills and grow developmentally. * Must meet expectations as outlined by the supervisor. RLMs are subject to ongoing review and formal evaluation at the end of each semester. Each RLM is evaluated by their supervisor on overall performance, the fulfillment of the duties outlined in the job description, and the objectives of the staff. * Must follow all policies and regulations, and local, State and Federal laws. * Must be able to participate in fall and winter staff training and in-service events unless approved in advance and in writing by a Housing and Residence Life professional staff member. * Must be a positive role model for one's peers and have the experience and character to enable success in developing supportive relationships with one's peers and the accomplishment of imaginative programming. * Must actively plan, lead, and participate in departmental programming initiatives. * Must demonstrate understanding and mature judgment in complex, sometimes emotional situations, including talking to one's peers about concerns and confronting behavior problematic within the community. * Must be a team player with a positive attitude, a genuine interest and willingness to help others, and possess the flexibility to respond to the unexpected. * Must be able to work an irregular schedule, including nights, weekends, and holidays. * Must have studied at Davenport University at least one year (a minimum of 24 semester hours prior to employment). * Must have completed one full semester of an RA position and have completed Fall RA Training prior to beginning work * Business office/residential area. Prolonged sitting and standing. Use of personal computer and telephone (eye and hand strain). Some travel between locations required (own transportation). No regular lifting requirements, occasional lifting up to 50 pounds. Davenport is an equal opportunity employer SEIND19

High School Teaching District: Oakland International Academy Job description At Education Management and Networks, we are always looking to strengthen our organization by adding the best available talent to the Team! We are currently seeking an Online Mentor for our Oakland International Virtual program. This role will provide support and serve as a part of an instructional team alongside teachers and service personnel. A mentor is a professional employee of the district who monitors the pupil's progress, ensures the pupil has access to needed technology, is available for assistance, and ensures access to the teacher of record. Who We Are! At EMAN, our business philosophy is based on the belief that our customers' needs are of the utmost importance. Our dedicated team, with sixty years of experience in education, specializes in providing a comprehensive array of support services for the charter school industry. We work closely with school boards, leadership and staff and have close ties with the State of Michigan, authorizers, other charter school organizations like MAPSA and NCSI. We believe the most successful schools are those where each child experiences an educational program designed to evoke academic excellence. Essential Duties Assists with designing, implementing, and evaluating program activities to ensure high levels of learning and performance outcomes. Provides one-on-one assistance as needed. Provides instructional support services as directed under the teacher of record. Serves as a testing proctor for assessment administration functions. Maintains performance logs on a daily basis. Performs related duties as needed and assigned by Supervisor. Qualifications Must possess an Associate Degree or has earned at least 60 hours of college credit (90 hours preferred) Must be able to demonstrate (through a formal State or local academic assessment) knowledge and the ability to assist in instructing, reading, writing, and mathematics Must be organized and detailed oriented Bilingual English/Arabic Preferred Why Work for EMAN? Work hours are Monday thru Friday, no weekends or Holidays EMAN offers a generous benefit package including medical, dental, vision and short-term disability 401(k) policy with company match Tuition Assistance Program available Employee Referral Program Pay: Up to $30,000 per year Job Types: Full-time, Contract Benefits: 401(k) Dental insurance Health insurance Vision insurance Schedule: 8 hour shift Monday to Friday Application Question(s): Do you have 60 college credits? Work Location: One location

Are you ready to employ an evidence-based approach and make a positive impact by demonstrating the SBIRT (Screening, Brief Intervention, and Referral to Treatment) model while conducting brief intervention and referrals to treatment services for participants? If so, join our team as we are seeking enthusiastic and compassionate Certified Peer Recovery Mentors to join our close-knit team at Detroit Recovery Project. Who We Are: Detroit Recovery Project, Inc. (DRP) is a Certified Community Behavioral Health Clinic (CCBHC) that provides outpatient recovery support services for those with substance use and co-occurring mental health disorders. We treat the whole person through our integrated programs of primary medical and behavioral healthcare. Our program philosophy is rooted in developing a healthy recovery ecosystem for those seeking long-term recovery. Through strong therapeutic relationships with our clients, helping them to understand the underlying social and emotional issues that drive their substance use, the recovery ecosystem focuses on five key areas: • Health & Wellness • Spirituality • Employment • Education/Training • Family & Recovery Support What we're looking for: DRP is hiring a full-time Certified Peer Recovery Mentor to join our Screening, Brief Intervention, and Referral to Treatment (SBIRT) program. In this role, Mentors will use their lived experience and professional best practices to provide support and coaching to clients seeking help with substance use, with a specific focus on the 12-21 age group. Mentors will deliver brief intervention services and other direct services in a supportive, empathetic, and engaging environment. Reporting to the Project Director, Mentors will be a key part of our integrated public health approach to early intervention and treatment. This position involves more than just coaching; Mentors will also be responsible for data tracking and collaborating with other programs. If you are a Certified Peer Recovery Mentor with a passion for helping others and are dedicated to creating a hopeful and engaging environment, we encourage you to apply. Qualifications: • At least one (1) year of experience working with individuals within the Substance Use Disorder (SUD) and/or Behavioral Healthcare setting. • Certified Peer Recovery Mentor (CPRM) or Certified Peer Recovery Coach (CPRC) certification through Michigan Certification Board of Professionals (MCBAP) or Michigan Department of Health and Human Services (MDHHS). This position is grant-funded and therefore requires candidates to hold the specified certifications at the time of hire in order to meet funding and compliance requirements. • A valid and unrestricted State of Michigan Driver's License • Previous experience with data entry and client scheduling is preferred. • Proficiency with Microsoft Office Suite • Experience with Electronic Health/Medical Records Systems is a plus! Compensation Range: This position is supported through grant funding. As a result, compensation is determined by the grant budget and may fall within a designated pay rate or range set by that funding source. The pay range for this position is $18.00-20.00 per hour and is based on non- discriminatory factors such as skills and experience. What's in it for you: • A collaborative environment with Clinical Site Leaders and regular peer review • Flexible scheduling-Excellent work/life balance (full-time and part-time schedules available) • Full comprehensive benefits available to full-time employees: Medical Dental Vision 401k with Company match EAP Student Loan Forgiveness (PSLF & HRSA*) Pet Insurance *HRSA Student Loan Forgiveness is specific to positions approved by the HRSA Pro COVID-19 Vaccination Requirement: The COVID-19 Vaccination is strongly encouraged but not required for employment with Detroit Recovery Project. Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities The contractor will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor's legal duty to furnish information. 41 CFR 60-1.35(c)

YOUTH PEER SUPPORT - CADILLAC Northern Lakes Community Mental Health Authority (NLCMHA) recognizes the value of and employs people with lived experience and believes strongly in Recovery and a Culture of Gentleness. To this end, this position requires a commitment to creating and maintaining a culture that “Expects Recovery” and “Encourages Gentleness.” Is a young adult, age 18 through 28, with lived experience who received mental health services as a youth. Will work under the direction of the Operations Manager for Child and Family Services and in conjunction with the Child and Family Services Team to support youth empowerment, assisting youth in developing skills to improve their overall functioning and quality of life, and working collaboratively with others involved in delivering the youth's care. Will work with the youth and the youth's service providers to meet needs as identified in the IPOS, with the goals being mutually identified in active collaboration with the youth receiving services. Engages the youth in services to support and assist the youth with community integration, improving family relationships and resolving conflicts, and making transition to adulthood. Provides services in home and/or community. ESSENTIAL FUNCTIONS: Intended to provide service to children, youth, and young adults who are middle school age to 26 years of age. Work within NLCMHA's child and family provider team to ensure that services are provided consistent child and family needs, and agency, program and Michigan Department of Health and Human Services (MDHHS) identified service system needs. Work with a multi-disciplinary team to develop safety and support plans for those experiencing a mental health crisis. Complete documentation of all job tasks as identified Provide interventions as part of the treatment team to enable the youth improve family relationships, resolve conflicts, integrate into the community, assist with transition to adulthood, community integration, as identified in the Individual Plan of Service (IPOS). Empowers youth to obtain community resources and increase confidence and competence, assisting youth in developing skills to improve their overall functioning and quality of life. Serves as example and mentor. Is non-judgmental, encouraging and instills hope. Learns youth's story, culture, strengths and concerns. Is knowledgeable about NLCMHA services, guidelines and regulations and provides information to youth. Uses experience and knowledge to expand opportunities for choice and voice in services for child and family. Builds partnerships with youth, parents and professionals, promotes mutual respect. Works directly with youth in their home and community, implementing the specific aspect of the IPOS or treatment intervention. Meets MDCH provider qualifications and follows relevant guidelines (e.g. within Medicaid regulations). Maintains relevant training requirements. Will maintain a working knowledge of current trends and developments in the mental health field by reading books, journals and other relevant materials. Use a family driven, youth guided approach to collaborate with children and their families in assessing their needs and identifying resources needed to overcome challenges and prevent them from reoccurring. Must be able to work with intangible information, uncertainties or missing information to assess and consider in the course of linking and coordinating treatment. This position is expected to utilize complex interpersonal and communication skills on a frequent basis. This includes group services and formal presentations. Services provided will occur in the office or community setting, including the home environment. QUALIFICATIONS: Ages 18 through 28 Youth with lived experience who received mental health services as a youth Youth who is willing to self-identify as a person who has or is receiving behavioral health services and is prepared to use that experience in helping others Youth who has experience receiving services as a youth in complex, child serving systems preferred (behavioral health, child welfare, juvenile justice, special education, etc.) Able to relate and socially interact, communicate with and engage others. Able to partner with youth, families, professionals, community in order to plan and implement services and training. Able to integrate own experience when it is helpful Supports youth strengths in problem solving and solution seeking. Demonstrates comfort working with people having different life experiences and from diverse socio-economic backgrounds and cultures Maintains a respectful, non-judgmental attitude toward all Has a good written, verbal and listening skill. Knowledgeable of community resources Basic computer competency Accepts direction, guidance and assignments of the supervisor and the treatment team. PAY: $23.36/hr - $26.23/hr BENEFITS: Medical Insurance (4 options) Dental Insurance (2 options) Vision Insurance (2 options) Health Savings Account Healthcare and dependent care flex spending account MERS Retirement Plan (with Employer matching up to 5%) Paid Time Off (18 days in 1st year) Holidays (13 days) Employee Assistance Program Short Term Disability Long Term Disability Accidental Death & Dismemberment Insurance WORKING CONDITIONS/PHYSICAL REQUIREMENTS: This position may require irregular hours. This position may require travel by personal vehicle if an agency vehicle is not available. The physical demands 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 enable individuals with disabilities to perform the essential functions. Occasionally: lifting up to 25lbs with or without assistance, expsoure to blood borne pathogens and infectious disease, exposure to hazardous material, stooping (bend at waist), talking on the telephone, hearing on the telephone. Frequenltly: hand/finger dexterity, talking in person, hearing in person, vision for close work. NLCMHA EEO Statement Northern Lakes CMH Authority is an equal opportunity employer and is committed to fostering a work environment that respects the dignity and worth of each individual and is free from all forms of employment discrimination, including harassment, because of race, color, sex, gender, age, religion or religious creed, national origin, ancestry, citizenship, marital status, sexual orientation, gender identity, gender expression, genetic information, physical or mental disability, military or veteran status, or any other characteristic protected by law . Northern Lakes CMH Authority will provide reasonable accommodations to individuals with disabilities or based on sincerely held religious beliefs, in accordance with applicable laws. Hiring decisions are based exclusively on merit, qualifications and business needs.

Student Support Services/High School Graduation Coach DAYS/HOURS Up to 7 hours per day not including a 30 minute lunch break. May also consider part time. Up to 2 positions. BENEFITS Single Health Care is also provided for full time. PAYRATE $27,148 - $29,818 Funded by 31a at risk funds. SUMMARY Graduation Coach and Virtual Mentor to provide students with attendance and academic support in their virtual program to be successful. The Graduation Coach will work with at-risk students to support students in academics, attendance, and social-emotional needs. Such strategies would be tutoring, making home visits, monitoring academic progress in courses, and other support systems. REPORTING RELATIONSHIPS The Graduation Coach reports to the Principal. QUALIFICATIONS/REQUIREMENTS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications. ESSENTIAL DUTIES AND RESPONSIBILITIES Utilize components of a profile of characteristics of potential dropouts developed by the National Dropout Prevention Network to identify high school students at risk of dropping out. In collaboration with a school's leadership, Instructional Consultant Team and other youth focused service providers help to identify, coordinate or develop appropriate community intervention services or programs. Work with faculty and administrators to develop credit recovery and alternative programming options to meet the needs of at risk students. Attend participate in and redeliver as appropriate all required training provided by MDE, Adrian High School and Communities in Schools. Develop and implement individual, small group, and whole school intervention and prevention strategies to increase the likelihood that students will stay in school and graduate. Work with student's to develop a graduation career plan that includes the best programming options to meet the student's academic needs. Collaborate with middle schools to identify incoming middle school students at risk of high school failure. Collaborate with teachers, counselors and or advisors to assure the continued use of the transition process for 8th graders and freshman to help students successfully adapt to the rigors of the high school. Connect individual students and their parents/guardians with community organizations and programs. Develop or work with local mentoring programs, business and or community coaches to connect individual student with mentors. Provide support and outreach to parents/guardians of at-risk students. Track the progress of individual students and subgroups as they progress toward high school. Conduct and analyze on-going formative and summative evaluation data of program effectiveness. Assist in the administration of student assessments (proctor). Provide and or submit reports to the transformation specialist. Follows all Board policies, state laws and regulations. Provides support to other positions as required. SUPERVISORY RESPONSIBILITIES None. REQUIRED EDUCATION and/or EXPERIENCE 1. Three (3) to five (5) years teaching/counseling/social work/at-risk youth experience preferred. 2. Bachelor Degree preferred. LANGUAGE SKILLS Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. MATHEMATICAL SKILLS Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry. REASONING ABILITY Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. OTHER SKILLS and ABILITIES Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with students, staff and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies. Knowledge, skill and ability in the use of e-mail, internet, power point, spreadsheets and word processing. PHYSICAL DEMANDS The physical demands 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 enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear. The employee is occasionally required to 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. The demands of extended work days (coverage of building activities and extra-curricular activities, etc.) requires a high level of physical endurance. This job requires the ability to handle and balance multiple demands at the same time. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day. EQUAL OPPORTUNITY EMPLOYER Adrian Public Schools is an Equal Opportunity Employer and prohibits discrimination in its policies, employment practices and programs on the basis of race, color, creed, religion, age, height, weight, mar Ital or familial status, gender, disability, or national origin.

The TRIO Peer Mentor position works with the Bay College TRIO Student Support Services (SSS) staff to assist with center activities and events, support TRIO students. Peer mentors help staff promote social and academic success and aid in student engagement efforts. Minimum Qualifications * Enrolled part time in Bay College. Preference given to full time students and active TRIO SSS participants. * Effective written, verbal and interpersonal communication skills. * Time management skills and ability to prioritize work. * Self-motivated with the ability to work independently with attention to detail. * Ability to track, analyze, and communicate student progress. * Flexibility, initiative, and proactive problem-solving skills. Preferred Qualifications * Customer service skills and experience. * Previous training or experience in mentoring, group facilitation, or outreach. * Experience with event planning, promotion, and social media efforts. * Completed one year of college. * Preference given to full time Bay College students who are active in TRIO SSS. Months Per Year Work Hours Hours are negotiable and flexible. Up to 10 hours per week per position Supervision Exercised N/A Supervision Received This position works under the general supervision of the TRIO Program Coordinator. Work Environment Work environment characteristics 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 enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate, but may be loud in areas of equipment operation. The above statements are intended to describe the general nature and level of work being performed by personnel assigned into this classification. They are not to be construed as an exhaustive list of all job duties performed by personnel so classified. Job related functions may be performed with or without accommodations. Physical Demands The physical demands 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 enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Job Duties Job Duty * Plan, coordinate, and participate in TRIO events. * Perform social and academic outreach to TRIO students. * Promote TRIO program and events via flyers; emails; brochures; classroom presentations and visits (live and virtual); bulletin boards; and social media. * Provide informal mentoring to TRIO students as needed. * Provide referrals to campus and community resources. * Plan and conduct monthly TRIO Club meetings. * Maintain TRIO & Student Success Center upkeep including photocopying, stocking forms, brochures, general upkeep in center and hospitality room. * Assist the TRIO staff, answering phones and assisting students (live and virtual) * Report on student successes and challenges to staff. * Collaborate with other campus personnel/groups (live and virtual). * Participate in training to develop facilitation strategies, leadership skills, and a knowledge base of campus resources. * Participate in trainings related to tasks of the job including mentoring, social media, graphic design, technology and software tools, food safety, and other training. * Participate in scheduled staff meetings. * Maintain flexible work hours to meet student needs, including some evenings. * Other duties as assigned.

Instructional District: Lapeer Community Schools

Mentor of Community Supports - Part time The Mentor supports individuals living in the community by assisting them in meeting their predetermined goals, as determined by their Individual Plan of Service, through mentoring, skill building, training, advocacy, and offering support in general living skills. Essential Functions: Include the following, other duties may be assigned Monitors, trains, advocates, and generally assists individuals with disabilities in meeting their predetermined goals, as determined by their Person-Centered Planning, in the community, their home and/or in their launch pad. Participates in person centered planning for individuals served by contributing during the pre-planning process and attending person centered planning meetings as requested. Supports individuals served with self-advocacy. Establishes relationships with community resource agencies and employers and informs the community of the benefits of their involvement with individuals with a disability. Facilitates and encourages strong peer-group support as a primary and ideal support. Facilitates development of positive relationships between individuals and employers. Assists individuals in learning to access volunteer and job sites specific to the individual's plan of service and interests. Consults with individuals served on how the group can best plan activities to meet their goals. Ensures safety and well-being of individuals served, including supporting those individuals in safety- related issues. Reports accidents and incidents involving individuals served, as required by MOKA policies and applicable regulations. Transports those served in personal or company vehicles to appointments, shopping, social activities, etc. as per each individual's Person-Centered Plan. Develops possibilities for social and recreational activities and coordinates this activity for the individuals. Supports individuals in maintaining and developing their personal relationships. Communicates with MOKA management, and the individual's support team relative to program activities and progress of individuals served. Maintains and submits accurate and timely records, including but not limited to: incidents and daily progress. Observes, evaluates, and reports individual's skill levels and work performance toward improving community involvement. Executes individual training programs, according to the Individual Plan of Service (IPOS). Coaches the volunteer work performance of individuals served toward the satisfaction of goals set in the IPOS. Maintains a professional, friendly and consciences demeanor in dealings with family members, guardians, visitors and others. Attends meetings, seminars, trainings, etc. as needed. Responds to health risks or any hazardous condition(s) and communicate using the agency hierarchy any potential health risk, hazardous or unsafe condition(s). To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill, and/or ability required. Education and/or Experience High school diploma or equivalent. Language Skills Ability to communicate in person, on the telephone and in written form to convey information at meetings, prepare reports, document the progress of those served and in case of accidents. Mathematical Skills Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. Reasoning Ability Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills To perform this job successfully, an individual should have knowledge of Database software; Internet software; Spreadsheet software and Word Processing software. Certificates, Licenses, Registrations Must possess a valid MI Driver's license. Other Qualifications Must be 19 years of age and have at least three years' experience as a licensed driver. Must have a personal mobile phone with willingness to make and receive calls on behalf of the agency as well as access to a personal computer with internet access for submission of required documentation. Must have a well maintained, insured vehicle to transport persons served. Physical Demands The physical demands 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 enable individuals with disabilities to perform the essential functions. While performing the duties of this Job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; sit and use hands to finger, handle, or feel. The employee is occasionally required to reach with hands and arms; climb or balance and stoop, kneel, crouch, or crawl. The employee must regularly lift and /or move up to 10 pounds, frequently lift and/or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and ability to adjust focus. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment depends on where the individual is residing that day.