Mentor jobs in Saint Louis, MO - 77 jobs

The Street Outreach Mentor position is full-time, 40 hours per week (non-exempt, benefits available). The Street Outreach Mentor will work to gain trust of the community and the highest risk individuals to help prevent shootings and retaliatory violence, and to provide linkages and robust accompaniment to prosocial alternatives including activities, jobs, education, case management, and social services. As a member of a team, the Street Outreach Mentor is responsible for reaching out to the highest risk individuals in the community and working with them to prevent violence by mediating conflicts, modeling prosocial behaviors, engaging them in positive activities and accompaniment through the case management process. Some weekends and some on-call in response to crisis situations will be required. Flexible schedule required. Focus neighborhoods include Little Village, Pilsen, and Brighton Park. May require some local travel (reimbursable). Pay commensurate with experience. This position is in-person. 2 positions available. Job Responsibilities Works with outreach colleagues and supervisor to identify potential participants who are the highest risk individuals, and the people who know them. Maintains a caseload of 10-15 high-risk participants. Participants and family range in age, participants primarily being between 14-24. Develops and maintains supportive and effective relationships with participant caseload. Works to intervene in circumstances in which violence is likely. Works as a member of a team, communicating all relevant information to team members and supervisors instantly. Develops and delivers one-to-one support sessions and facilitates circles with participants to support participants in resolving conflicts and adopting prosocial behaviors. Connects participants with case-managers to provide linkages and support for individuals to enhance their use of opportunities and programs in the community (job programs, GED, drug treatment, mentoring, etc.). May provide linkages as well. Provides client accompaniment to court, social services, etc. Participates, as necessary, in organizing responses to shootings and increasing visibility when shootings take place (developing networks with other outreach programs to coordinate an inclusive and strategic response). Investigates causes of shootings to assist in mediating situations and preventing retaliation between individuals and groups and provides documentation. Identifies and diffuses “hot spots” for shootings and violence (conducting line of sight surveys with residents and key stakeholders to identify areas frequented by high-risk clients) and provides documentation. Strategizes with outreach team and supervisor to develop ongoing strategy to respond to conflicts and violence, noting important anniversary dates or other key events. Outreach to the community (individually and as a team member) to build strong relationships with youth, residents, businesses, and community groups. Works closely with referring partners and any other stakeholders to ensure that goals are met. Maintains positive relationships with stakeholders. Responds to shootings in other communities, when necessary, working with relevant outreach programs. Documents shootings, retaliations, and other acts of violence prevented, and conflicts mediated. Provides support and advocacy to the victims of violence and their families through home visits, phone calls, criminal justice advocacy, and referrals to other support organizations. Develops relationships with partner organizations and builds “warm referral” network for linkages. Documents participant contacts and services provided and assists data team with data collection and required reporting. Works with team to identify and address safety concerns and create a plan for long term safety and well-being. Documents detailed participant case-notes and other items as assigned. Maintains accuracy of budget and assures spending within budget. Participates in required evaluations. Demonstrates New Life Centers' values. Attends required meetings and trainings. Other duties as assigned by the Supervisor. Skills & Qualifications Must become a Certified Mandated Reporter. Training provided. Must pass a background check, must not have any pending cases. Must pass a Child Abuse and Neglect Tracking System background check. Must pass a National Sex Offender Registry background check. Must have a working phone and phone number. One year experience working in the human services field in a capacity that involves direct services to at-risk youth. Cross-cultural competency. Firsthand knowledge of the specific the Little Village, Pilsen, and/or the Brighton Park community area and knowledge of current street conflicts. Emotional maturity; good judgment; integrity; tolerance of differing points of view and beliefs. Experience or training in crisis intervention preferred. Willingness to learn and commit to the principles of nonviolence, restorative justice and trauma-informed practices. Ability to work one-on-one and in groups with high-risk individuals to resolve conflicts and promote prosocial behaviors Willingness to work on the street and in other unstructured situations Ability to communicate effectively both written and verbally. Proficient in Microsoft Word and Excel. Must be willing to be trained, and proficiently utilize database(s) and information tracking systems relevant to duties. Must keep confidentiality of participant information. Ability to establish and maintain effective working relationships with others. Valid Illinois driver's license, insurance, good driving record, access to a vehicle. Subject to driving background check. Bilingual English/Spanish preferred but not required. How to Apply Please submit the following materials Cover letter indicating your experience and interest in the position Resume List of three references with contact information (minimum 2 professional references, email and phone number included) Please mention the name of any New Life Centers staff who referred the position to you if applicable. New Life Centers provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. New Life Centers complies with applicable federal, state and local laws governing nondiscrimination in employment in every location in which the company has facilities. *NLC does not provide visa sponsorship, including for F-1 STEM OPT.

We are committed to supporting at risk children and families providing them with tools and resources to help prevent children from experiencing child abuse, neglect and abandonment. We are a Christian agency that believes in living our mission, we provide Christ-centered care and support to children and families in need. In response to this community-wide challenge, Presbyterian Children's Homes and Services (PCHAS), provides 14 programs and services in 28 locations, in Missouri, Texas, and Louisiana, which provide children with permanent homes and adults with increased self-sufficiency. This is accomplished by the agency's commitment to “The PCHAS Way” which inspires the agency to be strength-focused, family-centered, and goal driven with every client. Benefits of serving children and families in need through PCHAS include competitive salaries, flex work schedules, paid time off, medical, dental and vision insurance options, voluntary life insurance options, paid holidays, and a very generous retirement plan (after one year of service and working 1,000 hours the agency matches an employee 200% up to a 3% retirement contribution). Status: Non-exempt Working Conditions: Works with youth and families in the family home or in the community. Presbyterian Children's Homes and Services is a faith-based Christian organization. We provide Christ-centered care and support to children and families in need. We strive to serve like Jesus. We meet our clients where they are and treat them with respect. We focus on our clients' strengths rather than their problems. And we encourage our clients to focus on their future rather than their past. When we do this well, we help our clients find hope and know the love of God. Position Summary: The purpose of the Mentor is to further implement specific treatment plan goals with assigned at-risk youth. The Mentor will work directly with youth and team members to ensure appropriate mentoring components are being delivered and that the quality of services meets agency and accreditation standards. Shifts: Mornings or Afternoons Essential Job Functions Provide direct mentoring services to youth and families assigned to the program. Develop, implement, and ensure quality of mentoring service components in accordance with the youth's treatment plan. Provide clients assigned services within the time frame targeted for those services and documentation to PCHAS-MO necessary to complete billing (service delivery, outcomes, and plan for future sessions) in a manner consistent with program goals and agency standards. Utilize mentoring review meetings and training opportunities for personal and professional growth. Ensure physical and public safety standards for youth are maintained during mentoring sessions/activities. Communicate youth progress and needs to appropriate team members on a regular basis. Requirements Mentors shall possess a high school diploma. Bachelor's degree in social work, psychology, counseling, or a closely related human services field preferred. Upon employment, must pursue continuing education and/or in-service training required for this position. Must be at least age 21; prior childcare experience preferred. Skills Ability to develop and maintain therapeutic relationships with children displaying behavioral and emotional problems; an ability to maintain an appropriate balance between being authoritative and supportive; an ability to not take children's negative comments or behaviors personally; possess teaching skills to positively impact targeted youth, and must be able to make sound decisions in crisis situations and under pressure. Personal maturity is an extremely important attribute. Must be able to communicate effectively, verbally and in writing. Equipment to be Used Must be able to operate computer with agency approved software and other office machines such as fax, calculator, telephone, and so on. Typical Physical Demands Requires prolonged standing and walking; bending and reaching. May require lifting up to 25 pounds. Typical Mental Demands Must be able to resolve problems, handle conflict and make effective decisions under pressure, Must be willing to interact positively with children displaying inappropriate behaviors and having angry/ hostile outbursts. Must be able to interact with youth and team members from various ethnic groups in a culturally competent and professional manner. Other Requirements Hold a valid Missouri Class E driver's license, have and maintain a risk-free driving record. Undergo initial and periodic child abuse/neglect, criminal history, sexual offender, and child care/eldercare disqualification list screenings as conducted by the Missouri Department of Health and Senior Services utilizing the Family Care Safety Registry. Upon request, must submit fingerprints for review by the Missouri Highway Patrol and Federal Bureau of Investigation. Undergo a pre-employment drug screen and a pre-employment physical with the results showing no evidence of communicable disease. Be trained and certified, and re-certified as scheduled, in American Red Cross First Aid and CPR. Be trained in the use of an AED (automated external defibrillator). Be trained and re-trained, as scheduled, and demonstrate approved competencies in SAMA (verbal de-escalation and physical safe containment course). Christian Commitment Presbyterian Children's Homes and Services is a faith-based Christian organization. We provide Christ-centered care and support to children and families in need. We strive to serve like Jesus. We meet our clients where they are and treat them with respect. We focus on our clients' strengths rather than their problems. And we encourage our clients to focus on their future rather than their past. When we do this well, we help our clients find hope and know the love of God.

The Chemistry Student Laboratory Assistant will assist Department of Chemistry laboratory instructors with laboratory preparation and clean-up, promoting discussion among students, offering assistance with technical skills, and helping monitor laboratory safety and good laboratory practice. Physical Demands Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Required Qualifications MWSU Student Degree Seeking Enrolled at least part-time Qualified applicants should have completed General Chemistry I (with lab) with a grade of ‘C' or better (a grade of ‘B' or above is preferred.) Students assigned to higher level courses must also have earned a ‘C' or better in the course to which they are assigned. Upon hire, but before beginning work in the laboratory, students must complete an orientation/training session covering first aid, chemical safety and chemical storeroom procedures, and emergency response procedures held by the Department of Chemistry. Preferred Qualifications Preferred start date 1/23/2023.

La DePaulia is the bilingual (English/Spanish) sister publication of The DePaulia, the student-run newspaper at DePaul University. The publication amplifies diverse voices in the DePaul community and beyond, with a particular focus on Latine stories and perspectives. The mentor will support student journalists by providing editorial guidance, assist with English/Spanish translations and serve as a professional liaison between La DePaulia, external media partners, and the faculty adviser of The DePaulia. This time commitment for this position is approximately five hours per week (40 weeks per academic quarter). Key Responsibilities: Provide editorial guidance to student editors and reporters, including for story development, reporting advice, bilingual editing (including AP style) and guidance on photos, video and social content for stories Assist with translation of articles, headlines and other editorial content between English and Spanish, ensuring clarity, accuracy and cultural sensitivity Collaborate with the La DePaulia student editors to maintain high journalistic standards and meet publication deadlines Serve as a liaison, alongside the faculty adviser of The DePaulia, to external media partners, including NBC/Telemundo, Borderless Magazine and other relevant organizations Support efforts to expand community engagement, readership and visibility of La DePaulia Provide mentorship to students on career pathways in bilingual journalism and media Attend weekly pitch meetings (first eight Fridays of each quarter at 11 a.m.) and work with La DePaulia staff in the newsroom until 2 p.m. on Fridays. Additionally, be available on Slack or by phone, as needed, for occasional staff questions Bachelor's degree in Journalism, Communications, or related field (Master's preferred) Professional experience in bilingual journalism, editing or media production Fluency in written and spoken English and Spanish Strong understanding of AP Style (and/or bilingual editorial standards) Demonstrated ability to mentor and support emerging journalists Familiarity with Chicago media landscape and issues affecting Latine communities Excellent communication, organizational and collaboration skills

Other Certified Date Available: 2025-2026 School Year New Teacher Mentors Attendance at a District-led Mentoring Session will be required. Candidates must possess a valid Illinois Teaching License with proper endorsements. Candidates must demonstrate Teaching, Leadership, and Interpersonal Skills. Candidates will be considered, without limitation, based upon Certifications, Qualifications, Merit, and Ability. Candidates must pass a Physical Examination, and a thorough Background Check. ***************************************************************************************************************************** Salary Stipend will be added to your regular Salary Schedule. Mentors are needed for the following new hires: OHS SpEd OSE - 3rd & 5th Grade OWE - SpEd, 2nd Grade & 3rd Grade Contact the Building Principal if interested.

The Civic Humanities Project (hereafter CHP ) will employ 3 NCC students (from any major) to serve as Civic Mentors for the Fall and Spring sessions of the 2022-23 Freedom Scholars' cohort. Civic Mentors for the Civic Humanities Project will support rising high school seniors, aka Freedom Scholars, from across Chicagoland by guiding their college application process and working with them to complete college readiness activities and a civic engagement project during a year-long program of three parts: 1. a three-week residential program of great book seminars on human nature and government; 2. a fall semester of workshops devoted to completing applications and preparing for college life; 3. a spring semester of civic engagement. Academic and Residential Mentors who serve during the summer seminars will be given preference for positions as Civic Mentors. Applicants for the position of Civic Mentor not previously engaged as Residential or Academic Mentors are encouraged nonetheless to familiarize themselves as far as possible with the academic and social activities of the summer seminars. In the Fall semester, in partnership with the CHP faculty and staff, Civic Mentors will be responsible for helping a team of 4 - 7 Freedom Scholars (hereafter Scholars) and their parents understand the college application process and for helping guide Scholars and parents navigate that process through the fall and spring semesters. Civic Mentors will participate in five monthly workshops (help on Saturday morning and afternoons between 10 am and 2 pm) on topics related to college applications and readiness, including: · How to understand and prepare a FAFSA form and financial aid applications, including scholarship opportunities, and generally how to finance college; · How to prepare for the college application process, including preparing a strong personal essay and (if required) supplemental essays, · How to choose colleges and to understand the opportunities of different institutions of higher ed (including 2-year degree programs, liberal arts colleges, comprehensive colleges and state and private universities); Strategies for staying healthy and thriving under the pressures of college work, including strategies for · juggling school and work, how to deal with “imposter syndrome” and how to establish strong relationships with faculty and other potential mentors; · Understanding the relationship of college to future careers; understanding the relationship between majors, minors and career and life goals; understanding and making the most of extracurricular opportunities such as athletics, clubs, research, grants, internships, study abroad and summer positions. Civic Mentors will check in monthly with each Scholar in their team and track their progress on a College Checklist. Job Qualifications ● Must be enrolled as a student at North Central College ● Strong interpersonal communication skills, as well as writing and editing skills ● Demonstrating proficiency in presenting and communicating complex ideas in both written and oral forms ● Must be a rising college sophomore, junior or senior who has received a B+ or better average in CARD 101 and CARD 102 ● Demonstrated interest in civic or political issues ● Experience organizing or leading others ● Ability to work collaboratively and effectively with students, staff, and faculty - Familiarity with college application process and college readiness skills, particularly for students who are first-generation college-goers, from low-income families or families of historically marginalized groups

TRIO SSS Mentor Department: TRIO Student Support Services Type: Student Employment, Part-time Pay: $15 per hour (Pay range may vary based on geographic location) Diversity Statement: Columbia College is committed to creating an inclusive employee experience for all regardless of race, color, national origin, gender, religion, sexual orientation, age or disability. The college maintains a safe place for open discourse; supports activities that promote diversity and inclusion; and overall, fosters a sense of community that welcomes everyone Job Summary: The TRIO Peer Mentor program matches upper-class students with incoming freshman and transfer students who wish to participate in the TRIO SSS program. The Peer Mentors are paired with 10 to 15 incoming students, called Mentees. Mentors reach out to new participants before classes begin, answer questions, and introduce students to the physical location and resources provided through the TRIO SSS program. The Mentor Program is focused on connecting the Mentees to TRIO's culture of support, providing new students with access to academic resources, and establishing a connection to an informed peer. Mentors and Mentees work together in one-on-one and group settings. A TRIO SSS Peer Mentor is not a substitute for professional counseling or academic advising services. Minimum Qualifications: Must be a currently enrolled TRIO SSS program participant. Must have a cumulative GPA of 2.5; special circumstances considered. You must complete the application form and schedule a personal interview with the program coordinator. Must attend training in the spring following selection and prior to the start of the fall semester. Must have demonstrated responsibility for self, a strong desire to help others, and a willingness to share personal transition experiences. Preferred Qualifications: Will have a desire to act as a positive role model to their mentee, be willing to discuss candidly their own college adjustment issues and have a strong commitment to help their mentee prepare for the entire college experience. Is it someone who recognizes their role as a role model and makes decisions accordingly? Is someone who is outgoing and confident in their success in a college setting? Is someone who is positive and can readily admit when they do not know an answer and can direct the student where to find the answer? Has the ability and maturity to utilize skills they receive in on-going training as a mentor? Strives for a well-rounded lifestyle role model for their mentee. Looks for strengths in others and helps aid them to fulfill their potential. Is someone who desires to be a member of a team and will work toward the common goals of the TRIO SSS Peer Mentor Program? Requirements: Must be willing to meet with his/her mentee on an ongoing basis throughout the academic school year. Have adequate time in their Fall schedule to meet with each mentee in individual and group settings. Must participate in all scheduled training programs per semester Must maintain healthy communication with the TRIO SSS Peer Mentor Coordinator and meet with them individually each semester. Must be in good academic standing Attend all scheduled Mentor & Mentee meetings and events. Will be an active program planner, facilitator, and evaluator. Is aware that he/she is a role model and representative of TRIO SSS on and off campus and behaves in a manner expected of this type of position. Physical Requirements: 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. Accommodation 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 sit for long periods of time and talk or hear. The employee is regularly required to use hands and fingers to handle or feel; reach with hands and arms; climb or balance; and stoop, kneel, or crawl. The employee must lift, carry, and move a minimum of pounds on an occasional basis. Must be able to type on a computer keyboard and use a computer monitor on a frequent and regular basis. Work Conditions: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee is rarely exposed to outside weather conditions; however, possible exposure to hazards and physical risks to personal safety may occur while operating certain equipment. The noise level in the work environment is usually mild. This job description is not meant to be all-inclusive of every duty and responsibility required by the employee in the position.

Certified Support/Mentor Additional Information: Show/Hide ROCKFORD PUBLIC SCHOOL DISTRICT #205 Job Title: New Teacher Mentor - Differential Department: Talent Development Supervisor: Director of Teacher Effectiveness Date: March 1, 2019 FLSA Status: Exempt Stipend: $2,250 - 3,500 PURPOSE OF THE POSITION: The In-building New Teacher Mentor will support new teachers during their initial years in the profession to establish proficient practices and continually discuss adjustments for professional growth. This role will support assigned new teachers through collaboration sessions and participation in program events while working to collaborate with other mentors district-wide. SUPERVISORY RESPONSIBILITIES: None DUTIES AND RESPONSIBILITIES: 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. In addition to the requirements listed below, regular attendance is an essential function of this position. * Ensure that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives and parameters found in the Board's strategic plan. * Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job. * Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment. * Provide continuous mentoring support to new teachers (mentees) in the RPS 205 New Teacher Mentoring Program. * Use Collaboration Minutes forms and the Collaborative Log to record one-on-one mentor collaboration session discussion items and set goals for continual growth and advancement of practice. * Maintain the confidentiality of the mentor - mentee relationship. * Supply mentee(s) with honest and constructive feedback, encouragement, and positive reinforcement through meaningful classroom observation and discussion aligned to the Framework for Teaching. * Actively participate in a professional learning community to improve mentor practices. * Represent Current District Policy/Procedure. * Attend scheduled collaboration sessions, observation, and Check and Connect professional development opportunities with new teachers. * Qualified mentors will enroll in the Teacher Leader Pathway with a mentoring emphasis, including Mentoring Change in Practice during their initial year as a New Teacher Mentor. * Attend up to 5 days of summer training and development in addition to attending New Teacher Orientation, if requested. * Complete and submit program paperwork and reports on time. QUALIFICATIONS: The Mentor must hold or have retired while holding a Standard or Master certificate that should, to the extent possible, be the same type of certificate held by new teachers during any given school year. Minimum Bachelor's Degree in Teaching; required teacher leadership training mandated by the District. The Mentor must be tenured, have received a rating of "Proficient" or above on last evaluation, and be in good standing with the District. KNOWLEDGE, SKILLS AND ABILITIES: The Mentor understands and can address: content knowledge and pedagogy, adult learning theory, verbal and non-verbal communication skills, attributes and styles of positive critiques, classroom observation skills related to assessment of performance aligned to the RPS Rubric for Teacher Evaluation [based upon Charlotte Danielson's 2013 Framework for Teaching], strategies for providing constructive feedback and social support, problem-solving skills, and formative assessment and self-assessment. Benefits: This is not a benefits-eligible position. WORKING CONDITIONS: Moderate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work. PERFORMANCE STANDARDS: Meet ISBE requirements. OTHER: This describes duties and responsibilities which are representative of the nature and level of work assigned to the position. The identified duties and responsibilities are intended only as illustrations of the various types of work that may be performed. The omission of specific duties does not exclude them from the position. The job description does not constitute an employment agreement between the school district and employee and is subject to change by the school district as the needs of the school district and requirements of the job change. Physical Aspects of the Position (Check all that apply) 1. X Climbing - Ascending or descending ladders, stairs, scaffolding ramps, poles and the like, using feet and legs and/or hands and arms. Body agility is emphasized. 2. X Balancing - Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces. 3. X Stooping - Bending body downward and forward by bending spine at the waist. 4. X Kneeling - Bending legs at knee to come to a rest on knee or knees. 5. X Crouching - Bending the body downward and forward by bending leg and spine. 6. X Crawling - Moving about on hands and knees or hands and feet. 7. X Reaching - Extending hand(s) and arm(s) in any direction. 8. X Standing - Particularly for sustained periods of time. 9. X Walking - Moving about on foot to accomplish tasks, particularly for long distances. 10. X Pushing - using upper extremities to press against something with steady force order to thrust forward, downward or outward. 11. X Pulling - Using upper extremities to exert force in order to draw, drag, haul or tug objects in a sustained motion. 12. X Lifting - Raising objects from a lower to a higher position or moving objects horizontally from position to position. This factor is important if it occurs to a considerable degree and required the substantial use of upper extremities and back muscles. 13. X Finger use - Picking, pinching, typing or otherwise working, primarily with the fingers rather than the whole hand or arm as in handling. 14. X Grasping - Applying pressure to an object with the fingers or palm. 15. X Talking - Expressing or exchanging ideas by means of spoken word. Those activities in which you must convey detailed or spoken instructions to other workers accurately, loudly or quickly. 16. X Hearing - Perceiving the nature of sounds. Ability to receive detailed information through oral communication, and to make fine discriminations in sounds such as when making fine adjustments on machinery. 17. X Repetitive Motions - Substantial movements (motions) of the wrist, hands, and/or fingers. The Physical Requirements of the Position (Check one) 1. - Sedentary Work - Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, push, pull or otherwise move objects, including the human body. Sedentary Work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. 2. X Light Work - Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rate for Light Work. 3. - Medium Work - Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. 4. - Heavy Work - Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects. 5. - Very Heavy Work - Exerting in excess of 100 pounds of force occasionally, and/or in excess of 50 pounds of force frequently, and/or in excess of 20 pounds of force constantly to move objects. The visual acuity requirements including color, depth perception and field of vision (Check one) 1. - Machine Operations - inspection, close assembly, clerical, administration. This is a minimum standard for use with those whose work deals largely with preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading, or visual inspection. 2. - Mechanics - Skilled tradespeople - This is a minimum standard for use with those whose work deals with machines such as power tools, lathes and drills. 3. - Mobile Equipment - This is a minimum standard for use with those who operate cars, trucks, forklifts, cranes, and high equipment. 4. X Other - This is a minimum standard basis on the criteria of accuracy and neatness of work for janitors, sweepers, etc. The Conditions the Worker will be subject to in this position (Check all that apply) 1. - The worker is subject to inside environment conditions. 2. - The worker is subject to outside environment conditions. 3. X The worker is subject to both environmental conditions. (Activity occurs inside and outside) 4. - The worker is subject to extreme heat or cold for periods of greater that one hour. 5. - The worker is subject to noise which would cause them to have to shout. 6. - The worker is subject to hazards: Includes a variety of physical conditions, such as proximity to moving mechanical parts, electrical current, chemicals, etc.

🌟 Family Teachers (Individuals or Couples) - Live-In Youth Mentors Early April Start Date! Are you ready to begin a meaningful new chapter early this year? Mooseheart Child City & School is seeking Family Teachers-dedicated individuals or married couples-to begin in early April and help shape brighter futures for children and teens. This live-in role offers more than a job: it's a chance to make a lifelong impact by providing guidance, stability, and a nurturing family-style home for youth who need it most. *Please Note that no matter if you are applying as a Family Teacher individual or Family Teacher couple, each person must submit an application for employment.* ✨ What You'll Do Provide daily care, structure, and supervision for at-risk youth Create a warm, supportive home environment that builds confidence and emotional wellbeing Teach essential life skills-communication, decision-making, problem-solving Support youth through emotional and behavioral challenges with compassion and consistency Prepare meals, plan engaging activities, and build family routines Manage household needs including budgeting, shopping, and transportation Work closely with educators, specialists, and a strong support team 📅 Work Schedule (example) This is a live-in caregiver role with a consistent rotation: 5 days on / 2 days off, plus an additional day off every 4 weeks Mornings: prepare youth for the school day School hours: paperwork, meetings, training, personal time, etc. Afternoons/Evenings: homework help, meals, activities, and family routines, etc. Weekends/Summer: outings, sports, volunteering, and memorable traditions, etc. 💵 Pay & Benefits Salary: $43,500-$45,000 FREE housing & utilities plus a monthly household budget Health, dental, and vision insurance 401(k) plan Paid training, sick leave, and vacation Opportunities for bonuses Company vehicle for work-related use The rare opportunity to build lasting bonds with youth ✅ Requirements Must be 21+ High school diploma or equivalent Valid driver's license & clean driving record Able to pass background checks and psychological evaluation Willing to complete 3-week paid training Adherence to smoke-free, drug-free, and weapon-free policies ❤️ About Mooseheart Since 1913, Mooseheart has served as a residential child care community committed to giving at-risk youth a safe home, caring mentors, and a path to a brighter future. Our 1,000-acre campus provides structure, education, and enrichment to children from infancy through high school. Our Family Teachers are at the heart of our mission-role models, caregivers, and guides who help young people grow into confident, capable adults.

This position implements the facilitation, monitoring, documenting and reporting of youth program activities of FFSC. Provide assistance to improve the social and psychological functioning of children and their families to maximize the family's well-being and academic functioning of the children. Reporting Structure: Reports to: Director of Youth Services Supervises: N/A Job Status: Non exempt Part-time/Fulltime Duties, Functions and Responsibilities: Essential duties may include the following. Other related duties may be assigned. Become acquainted with youth curriculum and be able to tailor curriculum to meet the needs of each individual. Prepare and submit for review sessions at assigned schools on a consistent basis. Present educational materials, information, and outlets to youth on social issues that they are faced with on a regular basis (self-esteem, values, teen pregnancy prevention, substance abuse awareness, peer pressure, violence prevention, and other related topics) Interview youths to assess situations, capabilities, and problems to determine services that meets their needs. Serve as liaison between youths, home, school, family services, courts, and others to help resolve youth issues and daily life problems. Collect documentation from youths and involved entities to maintain case history, records, and reports. Assist with parental and family counseling and provide other resources as needed. Gather information about youth's background, needs, and progress. Advocate for youth and community needs. Attend community fairs. Knowledge, Skills and Abilities: Must have knowledge of human behavior, performance, differences, personality, and interests. Must be knowledgeable of current issues affecting and be able to relate to at-risk youth. Must be able to give undivided attention, listen, understand, inform effectively, and offer advise. Must possess the ability to tell when something is wrong or is likely to go wrong and advise accordingly. Must understand and practice the NASW code of ethics Must be able to utilize agency and community resources to meet goals Must have general knowledge of legislation affecting fathers Must be team oriented and be able to work independently Must be familiar with MS Office Suite Educational and Experience Requirements: Must have a high school diploma or GED, plus 1-2 years' experience in working with at risk youths. Associates Degree preferred. Other: Must possess a valid Missouri driver's license and have a reliable, insured vehicle Job Types: Part-time, Full-time Benefits: 401(k) Dental insurance Health insurance Paid time off Vision insurance Schedule: 8 hour shift Work Location: In person

The Mentor Coach role is critical in guiding Head Start teachers to further develop their planning, instruction, and content knowledge. Mentor Coaches help orient teachers to their school community and to teaching in general. Mentor Coaches will also provide training and technical support for this Head Start career. As a minimum requirement, the applicant must have a baccalaureate degree in Early Childhood Education, Child Development, or a related field with at least two years of experience working with young children and families. Location: This position will provide services to multiple locations. Benefits: * Paid Vacation time and Sick Leave * Medical/Dental/Vision Insurance coverage available first day of employment (for full time employees) * Paid Holidays * Paid Spring Break and Winter Break * Qualifying employer for Public Service Loan Forgiveness and Perkins Loan Forgiveness programs. * Tuition assistance to meet job requirements * Paid trainings * Employee Assistance Program * Employee discount benefit program (LifeMart) * $35,000 term AD&D life insurance at no cost to employee (for full time employees) * Travel Connect medical support for assistance when you travel * Interested? To find out more, please visit: *********************************** CDI Head Start is an equal opportunity employer. Applicants are considered without regard to race, color, religion, sex, age, disability, or any other legally protected status.

Kennedy-King College Kennedy-King College is looking for a Student Mentor for the Peer Support Program. The Purpose of the Peer Support Program is to empower emerging student leaders to serve the Kennedy King Community by providing informed and structured support to their fellow peers. These Peer Advocates work in tandem with the Wellness Center to positively promote counseling, share their experiences, encourage self-sufficiency, partner with students as they pursue their goals and appropriately refer students to the Wellness Center. ESSENTIAL DUTIES * Acts as a Wellness Center student representative, current students, faculty, staff, and the public. * Attends Peer Support training sessions as required. Must work within the scope of the training and make appropriate referrals to licensed professionals when necessary. * Refer current students to the Wellness Center. * Assist students in making appointments with the Wellness Center. * Provides information about resources and counseling services available to students. * Supports and assists planning of Wellness activities, including tabling events, workshops, classroom events and other duties as needed. * Provide constructive feedback of Wellness services to improve the students' overall experience. * Provides a positive/supportive example to the college for new and returning students. * Adheres to the City Colleges of Chicago Customer Service Excellence Standards. Applicant must participate in mandatory trainings, scheduled meetings and a developmental relationship with Wellness Center staff. * Demonstrates a high standard of professionalism at all times. * Wears the Peer Advisor identification during working hours. * Exhibits leadership, initiative, dependability, discipline and enthusiasm. ELIGIBILITY REQUIREMENTS * Have a genuine desire to assist peers and be a positive influence and role-model. * Good interpersonal skills with a positive attitude and ease in relating to people from a variety of educational, cultural and social backgrounds. * Know about key campus resources and have a developed relationship with the Wellness Center team. * Be committed to the full duration of the program. * High School Diploma required or actively pursuing a GED at the City Colleges of Chicago. * Applicants must be enrolled in a minimum of 6 semester hours pre-credit or credit classes. * Achieved a 2.0 or higher cumulative GPA at Kennedy King College. * * Applicants must be in "good standing" - no City Colleges of Chicago academic restrictions. * Have Kennedy King College as their home campus. * Be familiar with the student portal and the City Colleges of Chicago website. * Applicants must not be current Full or Part-time employees of the City Colleges of Chicago. * All positions are "employment at-will". * Students not meeting this GPA requirement are still encouraged to apply, but should be prepared to outline any mitigating circumstances and a detailed plan to pursue academic success in essay format. Hourly Rate: $17.00 per hour. The rate paid is in accordance with City Colleges approved salary scale. We are an equal opportunity and affirmative action employer. Thank you for your interest in City Colleges! Additional Information

Job Description $27/hour | Up to 20 hrs/week | Paid Travel + Mileage | Remote This is a field-based position. You must live in Illinois and be able to travel throughout all of Cook County to visit youth in their homes, schools, and communities. Make a real impact with youth across Chicago. Kaleidoscope is a child and family services agency dedicated to helping young people heal, grow, and thrive. We deliver individualized community-based support grounded in compassion, respect, and genuine partnership. We are hiring Part-Time Youth Mentors to support our Enhanced Clinical Community Support (ECCS) Program. This role is ideal for someone who enjoys working directly with youth, values strong supervision, and wants to be part of a highly supportive and mission-driven team. For a limited time, we are offering a $500 signing bonus! What You'll Do Travel across Cook County to visit youth in homes, schools, and community settings Provide mentoring, support, and respite for youth and caregivers Engage youth in positive community activities Model coping, communication, and social skills Transport youth as needed (paid travel time + mileage) Follow through on scheduled visits and commitments to families Join team check-ins, supervision, and paid training provided in trauma-informed care, developmental delays, and therapeutic mentoring techniques Complete clear, and timely documentation within 48 hours Schedule includes afternoons, evenings, and weekends. What You Need High school diploma or equivalent 1+ year experience working with youth Must live in Illinois and be willing to travel across Cook County for visits Age 21+ with a valid driver's license + insured vehicle Strong communication, reliability, and patience Comfortable using email and video meetings Preferred: trauma-informed experience or bilingual. What It's Like to Work Here Kaleidoscope is a supportive, mission-driven team. Our work is grounded in core principles that guide how we show up for youth, families, and each other: Lead with empathy and non-judgment Practice self-awareness Name power imbalances and structural limitations Center youth, caregiver, and team voice and choice Demonstrate flexibility and resourcefulness Balance healthy boundaries with authentic relationships Connect with our purpose Prioritize self-care Commit to critical thinking and curiosity Celebrate strengths and successes Why You'll Love This Role Paid travel time + mileage reimbursement Paid training and ongoing development Supportive team + strong supervision Flexible, hands-on community work Direct, meaningful impact on youth and families Our contract requires background checks that include: criminal, education, and motor vehicle. Job Posted by ApplicantPro

520611 Work type: On Campus Employee Classification: Student Help Regular Division Name: Academic Affairs Department: Julia N Visor Academic Center Job Summary MASAI mentors are peer leaders trained to assist first-time-in-college (FTIC) students who graduated from a Charter School Network or College Preparation program with their personal and academic transition from high school to Illinois State University (ISU). Mentors are role models and advocates for a team of 4-5 mentees during the fall semester of a student's first year at ISU. Mentors play a pivotal role in orienting mentees to campus life, facilitating connections with essential resources, and igniting their path towards fostering community and achieving both personal and academic success. MASAI Mentors will: - Participate in comprehensive training sessions to gain valuable insights into MASAI's mentoring model, academic coaching and techniques, available campus resources, effective goal setting strategies, and fostering community development. - Allocate 1 hour per week to conducting small group sessions to lead engaging discussion- and project-based activities with mentees and provide personalized support to aid their academic and personal transition to Illinois State University. - Allocate 1 hour per week to log meeting notes and strategize for upcoming sessions that are tailored to the mentees' needs and goals. -Maintain professional communication with mentees to address questions, provide referrals to appropriate campus resources, and share reminders about upcoming events. - Organize and participate in occasional large group activities involving collaborating with fellow mentors to plan and execute large group events aimed at fostering a sense of community and facilitating connections among mentors and mentees. - Engage in regular one-on-one sessions with designated ISU staff members to receive guidance, support, and assistance in troubleshooting any challenges encountered while mentoring. Additional Information Student employees are eligible to participate in the University's 403(b) Plan. More information can be found here. Pay Rate $15.00/hour Required Qualifications MASAI Mentors must: - Be a current Illinois State University student in good disciplinary and academic standing - Have a 2.5 or above cumulative GPA at the time of application - Be a sophomore, junior, or senior (with a minimum of 30 completed credit hours) by the start of the Fall semester - Demonstrate a commitment to diversity, academic success, and achievement - Be a role model and a positive person of good character - Possess the ability to identify and effectively use campus resources - Be an engaged and positive representative of Illinois State University - Possess effective and proven leadership, communication, and interpersonal skills Preferred Qualifications -Major in STEM field Work Hours Approximately 2-4 hours per week; Flexible weekly scheduling with some evenings and weekends required Functional Expectations Must be able to complete the following with or without reasonable accommodations: -Effectively communicate on a daily basis Proposed Starting Date August 2025 Required Applicant Documents Resume & Cover Letter Please Note: These documents are required to be submitted online in order to complete the application process. Please have these documents ready prior to clicking on "Apply" Contact Information for Applicants Ana Lisa Eberline ***************** Important Information for Applicants This position is subject to a criminal background investigation and if applicable, an employment history review, based on University Policy 3.1.30 and any offer of employment is contingent upon you passing a satisfactory criminal background investigation and/or an employment history review. You may not begin work until the criminal background investigation results have been received and cleared by Human Resources. In addition, all appointments are contingent upon proof of eligibility for employment at Illinois State University to perform the required duties described above on your scheduled start date. The Immigration and Control Act of 1986, Public Law 99-603, requires all new employees to file an I-9 in person and no later than three days from the beginning of employment. This may be accomplished within the department or through Human Resources. A list of the types of documentation you will be expected to provide is available at **************************************************************** Failure to comply with this law will result in cancellation of your appointment. Illinois State University, as your employer, is required by federal law to ensure proper tax withholding from wages and to ensure that the required reporting of employee wages, withholding, and employment taxes is accurate. For this reason, every employee must have a valid Social Security Number registered with the University at the time of employment and/or as soon after as possible, but no later than 45 days from the start date. Failure to comply with this law may result in cancellation of your appointment. Illinois State University student employees are restricted to no more than 28 hours per week of on-campus employment for all positions held. International students are restricted by their visa status to no more than 20 hours per week of on-campus employment when the university is in session but may work more when the university is not in session. International students should contact the Office of International Studies and Programs for guidance if they have questions concerning employment restrictions. Illinois State University is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran. If you are an individual with a disability and need a reasonable accommodation under the Americans with Disabilities Act (ADA) or other state or federal law you may request an accommodation by contacting the Office of Equal Opportunity and Access at **************. The Office of Equal Opportunity and Access will hold any confidential information you provide in confidence. If you are having difficulty accessing the system, please call Human Resources at **************. Application Opened: 08/05/2025 11:35 AM CST Application Closes: Whatsapp Facebook LinkedIn Email App Send me jobs like these We will email you new jobs that match this search. Great, we can send you jobs like this, if this is your first time signing up, please check your inbox to confirm your subscription. The email address was invalid, please check for errors. You must agree to the privacy statement MASAI Mentors Student Position Opened08/05/2025 Closes DepartmentJulia N Visor Academic Center MASAI mentors are peer leaders trained to assist first-time-in-college (FTIC) students who graduated from a Charter School Network or College Preparation program with their personal and academic transition from high school to ISU. Current Opportunities MASAI Mentors Student Position Opened08/05/2025 Closes DepartmentJulia N Visor Academic Center MASAI mentors are peer leaders trained to assist first-time-in-college (FTIC) students who graduated from a Charter School Network or College Preparation program with their personal and academic transition from high school to ISU.

POSITION TITLE: Boys & Girls Clubs of Central Illinois Youth Mentor DEPARTMENT: School Based Satellite Site REPORTS TO: Site Director FLSA Non-Exempt PRIMAY FUNCTION: Assisting Teachers, Activity Specialists, Program Assistants and other staff with program activities. Provide assistance and supervision to program participants, along with assistance in completion of homework and program activities. Act as a positive role model and mentor for participants. MAJOR DUTIES AND RESPONSIBILITIES: Assist teachers in classroom setting, including one on one work with students. Takes direction and implementation requests from the Site Director on program development, implementation, and supervision. Provides information on program to the public through assistance of Site Director and/or Project Director. Focuses on participants' personal development through diverse program offerings, with a focus on increasing their interests and attendance, program participation, knowledge and abilities. Assist program assistant and teacher with implementation of programs and activities as directed by site director. Implements guidance and discipline policies. Communicates and maintains standards of conduct for program participants. Assist with maintenance of records relating to participant's discipline situations and development issues. Recommends new offerings in specific program areas and creates and implements necessary plans to initiate new program offerings. Identifies prospective community resources/volunteers that could assist with the program activities. Assist in the implementation special events and activities that give program participants the opportunity to exhibit their skills. Provides special guidance and development of participants assigned through the Boys & Girls Clubs of Central Illinois Satellite Site project and other assigned projects. Assist with developing and implementing opportunities for participant's involvement in outside educational, recreational and leadership programs and activities relating to program area. Provides students supervision during complement program activities. Represents the organization and interprets its policies, objectives, standards and programs to project participants, parents, community organizations and the public. Promotes and stimulates the project participant's knowledge of and interest in Boys & Girls Clubs of Central Illinois programs and activities. Helps maintain the cleanliness and appearance of the facility through encouragement of participant involvement in keeping program areas clean, putting away supplies after use, etc. Assists with activities in other program areas as assigned. ADDITIONAL RESPONSIBILITIES: Youth Mentor specific duties: Assists with student completion and organization of assignments. Maintains accurate report of student assignment sheet completion. Participates with classroom teachers to coordinate assignments. Provides enrichment materials for enhancing 21st Century Community Learning Centers RELATIONSHIPS: Internal: Maintains contact with Site management staff to interpret and explain organizational missions, program objectives and standards, discuss issues, and provide/receive information. Maintains contact with Site Director and/or Project Director to ensure consistency of policies. External: Maintains positive relationships with school district personnel, participant's parents, and the public to assist in resolving problems and to publicize the project. SKILLS/KNOWLEDGE REQUIRED: Must be 15 years of age. As a Youth Mentor for the Boys & Girls Clubs of Central Illinois, you will be required to complete a membership application for the club as a part of your hiring packet. Your education is as important to us as the youth that you will be working with. Therefore, to make sure we are all working to our full academic potential, your grades will be monitored along with all other students. Knowledge of youth development; ability to motivate and provide guidance to youth through establishing positive relationships with youth participants; demonstrate caring and respect toward participants. Ability to relate to the general public, parents and B&GCS participants in a friendly, positive, and professional manner. Demonstrated ability to convey B&GCS policies and procedures to participants, and to implement appropriate guidance and discipline policies. Ability to organize and supervise participants to maintain a safe and welcoming environment. Good verbal and written communication skills. Demonstrate enthusiasm, energy and commitment in personal contact with participants, parents, supervisors and the general public. PHYSICAL REQUIREMENTS: Sitting and standing as needed. Full use of all limbs and at least one hand. Full verbal, color vision, and hearing ability. Lifting up to 50 pounds on occasion. WORKING CONDITIONS: May be exposed to outdoor weather conditions during all seasons. Limited exposure during winter. May be exposed to moderate to loud noise; unruly or irate youth and/or parents. May be exposed to potentially dangerous situations including youth fighting or bringing unauthorized materials onto premises. May be exposed to potentially dangerous medical situations; exposure to airborne diseases or infected blood while treating participants. Exposed to risk of vehicle accidents while driving or riding in agency vehicles. Risk of injury from being near, or participating in, athletic or recreational activities PAY & BENEFITS: As of 01/2025 This role pays $13/hour for employees ages 15 - 17 and $15/hour for employees ages 18 and above This role is eligible for paid time off in accordance with the Paid Leave for All Workers Act, meaning that paid time off may be earned in accordance with paid leave laws and company policies.

Urbana School District #116 TITLE: Mentor Teacher JOB SUMMARY: Urbana School District's New Teacher Induction and Mentoring Program is intended to provide ongoing professional development and support to beginning teachers in order to strengthen the teaching and learning cycle for all students. This program connects experienced teachers with beginning teachers and new hires in Urbana in a mentor-protege relationship for one to two years. The application process is open to all teachers who qualify, however prospective mentors can be encouraged to apply by new teachers, current mentors, and/or administrators. Mentor teachers must demonstrate a strong commitment to professional development, have at least five years experience* with positive performance ratings, and must demonstrate the ability to keep professional and personal conversations confidential. Mentor applications shall include: 1) an application, 2) a current resume, 3) a principal / evaluator reference, and 4) one letter of recommendation/support from a teacher/colleague who can speak to the candidate's experience with new or pre-service teachers. *In some high-needs areas and in buildings/positions/programs where there are no veteran teachers who meet the standard of experience, exceptions to the five years of experience are made. MENTOR SELECTION: Applications are reviewed and mentors selected based on specific needs of the building or program, expected new hires for the year, the completed application, and principal/evaluator recommendation. We currently have a large pool of qualified mentors, but are looking to fill gaps in specific content/grade needs based on incoming new hires per building. If selected, all new mentors must attend a mentor training with Induction for the 21st Century district trainers. All training sessions are done locally. Once selected, mentors remain in the pool for upcoming years. MENTOR PROGRAM REQUIREMENTS: To perform this job successfully, an individual must be able to meet the minimum requirements of the mentoring program in years assigned to a protege/new teacher. A minimum of 30 - 40 hours of contact support to a paired first or second year teacher. If mentoring a beginning teacher, complete a full observation cycle , by the end of the first quarter. There will be a half-day release provided to complete this requirement. This includes scheduling a planning conference, an observation with data, and a reflecting conference. Complete two professional release days to use as requested by the new teacher, one per semester. The purpose and length of each request will be based on the pair's needs, to either a) observe the mentor's classroom, b) complete another observation cycle, c) complete a peer observation, or d) use as a planning day. Attendance at the New Teacher Orientation Mentor-Protege Day if paired with a new teacher also in attendance. Yearly attendance at two mentor professional development workshop (one a semester). Attendance at the majority of the after school professional development workshops with the paired new teacher, held approximately once per month. ADDITIONAL MENTOR DUTIES: To perform this job successfully, an individual must be able to perform each essential function satisfactorily. Create professional growth environments for new teachers grounded in the norms of continuous inquiry, ongoing assessment, and problem-solving. Support new teacher's understanding and implementation of district initiatives. Identify new teacher's needs and modify support in response to those needs. Use questioning and discussion strategies to direct reflective conversations and support for new teachers. Informally meet with the new teacher to provide tailored support at least once per week. Maintain a high level of confidentiality in all communications with new teachers. Use the formative assessment model to collect data on the paired new teacher's progress and growth over time. OTHER SKILLS AND ABILITIES: Committed to mentoring and supporting novice teachers Knowledge of the district and building initiatives Values his/her organization Respected by others Accepting of differences in others Demonstrates flexibility Demonstrates trustworthiness Displays strong interpersonal skills Exhibits professionalism Skilled teacher Works well with adults Demonstrates patience Exhibits innovation Competent in social and public relations skills Dedicated to continuous learning and professional growth Well organized START DATE: ASAP TERMS OF EMPLOYMENT: This is a stipend position, paid only in years when mentors are formally paired with a new teacher. This is a position within the collective bargaining unit and is not an administrative position. Salary and Benefit information can be found on the Human Resources webpage. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of support personnel. AN EQUAL OPPORTUNITY EMPLOYER REVISED: June 2025

Job Title: Behavioral Health Technician Employment Type: Full-time/ Part-time/PRN Department: Recovery Services Are you a passionate and dedicated mental health professional looking to make a positive impact in the lives of children and adolescents? Do you want to work in a supportive and dynamic environment where you can grow your skills and advance your career? Join our team at Burrell Behavioral Health as a Behavioral Health Technician in the Kansas City, Missouri area! As a Behavioral Health Technician, you will play a pivotal role in supporting clinical staff and delivering compassionate care to patients experiencing various mental health conditions, ranging from mood disorders to severe psychiatric illnesses. You may operate in diverse settings, such as inpatient psychiatric hospitals, partial hospitalization programs, residential treatment facilities, and outpatient clinics. Kansas City offers a high quality of life, affordable housing, excellent schools, and endless opportunities for entertainment, culture, and outdoor activities. Join us in making a difference in the lives of children and advancing your career! Position Perks & Benefits: Employee benefits package - health, dental, vision, retirement, life, & more** Paid time off - 29 days per year including vacation & holiday pay Mileage reimbursement - company paid for work functions requiring travel Top-notch training - initial, ongoing, comprehensive, and supportive Career mobility - advancement opportunities/promoting from within Welcoming, warm, supportive - a work culture & environment that promotes your well-being, values you as human being, and encourages your health and happiness Key Responsibilities: Patient Care and Safety: Actively monitor assigned patients, attend to immediate needs, assist with daily living tasks, de-escalate volatile situations, enforce safety protocols, prevent self-harm attempts, and promptly notify nursing personnel or physicians of any observed changes in condition. Therapeutic Activities and Group Facilitation: Plan, lead, and evaluate recreation-oriented, leisure, and occupational therapy sessions designed to foster skill acquisition, symptom reduction, cognitive restructuring, problem-solving capabilities, stress tolerance, and relaxation techniques. Milieu Management: Maintain orderly, clean, and organized living spaces, common areas, and patient rooms while promoting prosocial behaviors, encouraging peer interaction, and reinforcing positive reinforcements consistent with individualized treatment goals. Documentation and Report Writing: Accurately chart observations, interventions, encounters, and incident reports utilizing electronic health records or paper documentation methods according to facility policies and procedures, ensuring timely submission for review by supervisors and multidisciplinary teams. Team Collaboration: Work alongside psychiatrists, registered nurses, social workers, psychotherapists, and other mental health professionals to optimize holistic care delivery models, share insights gleaned from frontline engagements, and participate in regular meetings discussing patient status updates, goal modifications, and discharge planning considerations. Treatment Plan Implementation: Carry out assigned aspects of individualized treatment plans developed by licensed practitioners, incorporating pharmacological regimens, psychosocial rehabilitation modalities, milieu-based interventions, and adjunctive therapies into everyday routines and schedules. Client Education and Empowerment: Teach basic psychiatric concepts, symptoms recognition, early warning signs, triggers identification, relapse prevention strategies, coping mechanisms, and self-management techniques to instill hope, autonomy, and self-efficacy. Discharge Planning and Aftercare Coordination: Help prepare patients transitioning back into independent living arrangements or alternative placements by arranging follow-up appointments, linkage to community-based resources, and ongoing support services, thus minimizing avoidable readmissions and ensuring continuity of care. Self-Care and Resilience: Prioritize personal wellbeing through mindfulness practices, exercise routines, stress-reduction techniques, debriefings after challenging shifts, and nurturing a stable work-life balance to sustain empathic engagement, vigilant observation, and solid decision-making capacities in often demanding contexts. Education and/or Experience Qualifications: High School Education or GED with two years of relatable employment history. Experience in Human Services or related fields preferred. Additional Qualifications: A valid driver's license and a reliable vehicle. Be able to obtain a Class E driver's license if required. Strong communication and interpersonal skills. Ability to work independently and as part of a team. Flexibility and adaptability in a fast-paced environment. Compassion, empathy, and a genuine desire to help others. Position Perks & Benefits: Paid time off: full-time employees receive an attractive time off package to balance your work and personal life Employee benefits package: full-time employees receive health, dental, vision, retirement, life, & more Top-notch training: initial, ongoing, comprehensive, and supportive Career mobility: advancement opportunities/promoting from within Welcoming, warm, supportive: a work culture & environment that promotes your well-being, values you as human being, and encourages your health and happiness Brightli is on a Mission: A mission to improve client care, reduce the financial burden of community mental health centers by sharing resources, a mission to have a larger voice in advocacy to increase access to mental health and substance user care in our communities, and a mission to evolve the behavioral health industry to better meet the needs of our clients. As a behavioral and community mental health provider, we prioritize fostering a culture of belonging and connection within our workforce. We encourage applications from individuals with varied backgrounds and experiences, as we believe that a rich tapestry of perspectives strengthens our mission. If you are passionate about empowering local communities and creating an environment where everyone feels valued and supported, we invite you to join our mission-driven organization dedicated to cultivating an authentic workplace. We are an Equal Employment Opportunity Employer. Preferred Family Health Care is a Smoke and Tobacco Free Workplace.

Under the assigned supervisor, Therapeutic Foster Care (TFC) Mentor will provide individualized, one-on-one mentoring sessions to a youth who is in the custody of the Department of Children and Family Services, residing in a therapeutic foster caregiver placement. The TFC Mentor will provide a trauma-informed approach via a structured, strength-based service for the purpose of addressing social, communication, and daily living needs. General Duties and Responsibilities Reports to the Child Abuse Hotline as directed by the Mandated Reporter Act. Will provide exceptional customer service to parents, caregivers, community partners, and other team members. Will be responsible for working with the TFC case management team. Attends and participates in meetings and training sessions as required by the specific job or department. Provides approved transportation when deemed appropriate to facilitate involvement in services for the youth and teens. Submits expense vouchers, renewed driver's license, and automobile insurance coverage on the due date requested by the direct supervisor or hiring agency. Responsible for being dependable and flexible to the program in terms of hours worked and submitting accurate time sheets; contact Supervisor for any change in schedule or to approve overtime hours worked. This position will require client transport. This position will require travel to local coverage areas for client engagement opportunities, training, and advocacy in community meetings or staffing. This position will require working evenings and weekends to meet the individual needs of the client while maintaining a 40-hour work week. This position may include on-call responsibilities to assist the team with crisis management. Essential Duties and Responsibilities Provide one on one positive adult contact, developing positive self-esteem by reinforcing the youth's strengths, helping see alternatives points of view, setting limits and structure, and seeking opportunities for the youth to behave independently and responsibly. Will hold a case load of up to 10 mentoring cases. Provide weekly, at minimum, in-person coaching and training with youth in the home, school, and/or community. Advocates for assigned youth with collaterals such as DCFS, schools, court, therapist, etc. Works cooperatively with the TFC team including the case manager, foster parent and therapist. Act as an educational advocate for the youth regarding the youth's individual educational needs and special services, such as IEP, educational support, etc. Assist in development and adherence to the Placement Transition Plan for each assigned youth. Work with the youth, when age appropriate, to develop a transition plan for independence and self-sufficiency. Helping youth understand and practice important processes for obtaining a job-developing a resume, finding job listings, completing applications, and interviewing. Providing support to youth in building a positive sense of self and a deeper understanding of their identity. Will develop with the Intensive Placement Stabilization Residential Specialist (IPS-RS) and implement alternative strategies for youth and teens to learn new skills and make functional progress. Will support and or provide enhanced conflict resolution and communication skills for assigned youth as developed by the TFC case management team. Communicate pertinent events/aspects of a youth's case with all team members on an ongoing basis. Participate in Child and Family Team Meetings. Document all services, case-related interactions, and events as prescribed by DCFS/OHU policy. Will complete all DCFS and OHU trainings including the evidenced based model of Attachment Regulation and Competency (ARC). Other Duties as Assigned. This list of essential functions is not intended to be exhaustive. One Hope United reserves the right to revise this job description as needed to comply with actual job requirements. Qualifications Education: High School Diploma or GED Equivalent required Experience: Experience in residential, social services, or mentoring preferred Other: Reliable transportation, valid driver's license, and acceptable driving record with OHU required levels of coverage for auto insurance. Parent trainings are appreciated but not required. We Invest In You! Competitive pay and benefits Tuition assistance up to $2,500 per year Generous vacation and PTO plans Health, dental, vision, retirement plan, health savings plan, agency paid life and LTD, supplemental life insurance Career ladders, professional development, and promotion opportunities Leadership opportunities on site-based Center Management Teams A Different Kind Of Employer - One Hope United is strong and ready to grow. Are you ready to grow with us? 800 talented professionals strong, serving 10,000 children and families in Illinois, Missouri, and Florida Fiscally stable, $50 Million agency-- strong since 1895 Energetic leadership and a rich community of support Required Skills Flexibility in scheduling and the ability to work in the office at a minimum of twice a week. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, agency and programmatic procedure manuals, and policies. Ability to write monthly reports, and weekly notes and verbally communicate in a clear manner. Ability to collaborate with referring partners, community state holders, and DCFS. Ability to speak effectively before external and internal groups or individuals who are interoffice, community stakeholders, and within DCFS. Ability to exercise discretion and ensure confidentiality in verbal and written communications. Cheerful outlook concerning all aspects of working in a challenging environment (including significant patience and respect for children and families who can become quite angry and demanding), sensitivity to cultural needs, and ability to serve as a positive member of a working team. Resourcefulness in researching issues, analyzing information skillfully, solving problems, and developing solutions with minimal supervision in a timely manner. Proficient computer skills in a Microsoft Windows environment and adaptive skills to expand software application skills as necessary. Physical Demands & Work Environment 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. The position requires visual and auditory acuity within professionally determined normal ranges, with correction if needed; and manual dexterity sufficient to operate a computer and office equipment, including, but not limited to, the telephone, computer, and copier. The employee is occasionally required to move items up to 50 pounds. The employee works in varied residential environments based on an assigned caseload and may encounter unpredictable clients. While performing the duties of this position, the employee travels by automobile and is exposed to changing weather conditions. The employee must be able to enter and exit a vehicle or a building without assistance. While performing the duties of this job, the employee may frequently drive an automobile, taking clients to appointments, in the local and regional areas. Occasionally, travel is outside the local area and overnight. One Hope United does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status or any other characteristic protected by law. One Hope United is an Equal Opportunity Employer and a Drug Free Workplace. One Hope United participates in e Verify. #INDCBFS

Benefits and Perks:LSSI is growing! Come be a part of this rewarding environment, and enjoy the knowledge that you're helping make a positive difference in the lives of others, as well as these career advantages: On Demand Flexible Paydays for earned wages through an app called Dayforce Wallet. Competitive salary based upon relevant education, experience, and licensure. Salary $16-$18.20/Hourly. Opportunity for advancement. Comprehensive benefits package for Full-Time employees includes healthcare insurance, up to 26 days of paid time off per calendar year, 11 paid holidays, sick time, 403(b) plan, Employee Assistance Program, and flexible hours. The paid training you need to learn, grow, and succeed! Essential Functions: Collaborate with youth, family, and the assigned therapist to develop creative ways to identify and participate in activities that support the youth' ITP. Assist youth with setting goals to achieve academic and personal success. Serve as a positive role model for the youth and build self-esteem and motivation in the youth. Communicate with therapist regarding children's and/or families' status. Demonstrate professional, positive behavior and carry out responsibilities with integrity, treating clients, families, other LSSI workforce members, and collaborative organizations and/or individual in a dignified, respectful, honest, and fair manner. Position Qualifications: High school diploma or equivalent required. Associate's degree preferred. Background check clearance required. Demonstrated knowledge of basic child and adolescent development or equivalent life experience required. Experience communication with youth openly, without judgement preferred. Demonstrated ability to empathize with the cultural, psychological, and practical needs of the clients served. Demonstrated ability to communicate in a clear, comprehensible manner, both verbally and in writing. Good organization, presentation, and pc/computer skills, including experience using Microsoft Office (Outlook, Teams, Word, Excel, PowerPoint) along with other related software. Valid driver's license, in good standing for the state of residency required. Access to reliable transportation required. Valid IL statutory minimum liability insurance coverage, bodily injury and property damage required.