JOB SUMMARY  

About Living Classrooms 

About Living Classrooms  

“The Facilities Manager for Events is an assigned venue point-of-contact for private events held at Living Classrooms’ private event facilities.

The Facilities Manager is onsite to handle all aspects of the event as are required from a facility perspective:

      to ensure that the facility is in working condition, to answer any venue-related questions from vendors, to routinely stock and clean the restrooms, and to ensure the integrity of the facility remains intact. For larger events where there is also an assigned Event Manager onsite, the Facilities Manager reports to the Event Manager and accomplishes any delegated tasks during those events. For all events, small and large, the Facilities Manager reports to Living Classrooms’ Director of Private & Special Events, who is accessible remotely during each event.

The Facilities Manager is the first person onsite for an event (alongside the Event Manager for larger events) and is the last person to leave. Prior to leaving following an event, the Facilities Manager is responsible for checking to ensure that the event space is clean and clear of all event debris, turning off all lights, and locking/arming the facility.

 Duties & Responsibilities

-        Proficient knowledge of all event venue rules, regulations, and policies, and the ability to uphold and enforce to ensure the integrity of the facility.

-        Must be personable and able to clearly communicate to vendors/client/planners/etc.

-        Must be a team player and able to effectively work together with Event Manager when needed.

-        Must be able to multitask and switch tasks as needed.

-        Required to be a problem-solver, level-headed, and calm, as the events industry often presents unforeseen challenges during event execution.

-        Must have reliable transportation to and from the venue.

-        Required to be on foot for the majority of the event.

-        Required to be onsite for duration of the event – unable to leave throughout and MUST be on time. Most event shifts average twelve hours.

-        Must be able to regularly lift and carry 50 pounds.

Marina Guest Service Associate/Dockhand 

The ESOL Tutor is a full-time Living Classrooms Foundation employee who works daily at The Crossroads School, a small middle school serving approximately 160 students. The tutor provides targeted English language development (ELD) support to multilingual learners in grades 6–8, with a particular focus on students who are native Spanish speakers learning English in an English-language school environment.
This role requires strong bilingual proficiency in English and Spanish to effectively support communication, instruction, and family engagement.
Working under the supervision of Living Classrooms Foundation and in close collaboration with Crossroads School staff, the ESOL Tutor provides small-group instruction, classroom support, and culturally responsive interventions that help English learners fully access the curriculum and succeed academically and socially.

Essential Functions
Instructional Support
Provide small-group and one-on-one ELD instruction specifically tailored for native Spanish-speaking students learning English.
Support development in academic vocabulary, reading comprehension, writing, and oral language.
Collaborate with teachers to modify assignments, scaffold content, and ensure English learners can fully participate in lessons.
Use bilingual supports, visuals, sentence frames, and other language scaffolds to make instruction accessible.
Provide push-in, pull-out, or co-taught support depending on student needs and school schedules.

Student Monitoring & Growth
Help identify students’ English proficiency levels using assessments and teacher input.
Track student growth and maintain clear documentation of interventions.
Provide ongoing encouragement and feedback to help students gain confidence as English learners.

School & Family Collaboration
Build supportive relationships with multilingual learners and their families.
Communicate with families in English or Spanish, depending on preference and need.
Collaborate with teachers, counselors, and other school staff to ensure students receive comprehensive academic and social-emotional support.

School Culture & Student Support
Support positive, restorative behavior expectations aligned with The Crossroads School’s culture.
Supervise students during non-instructional times (transitions, lunch, arrival/dismissal) as needed.
Participate in family nights, student events, and Living Classrooms community programming.

Teamwork & Professionalism
Attend required professional development sessions offered by Crossroads School and Living Classrooms Foundation.
Communicate regularly with supervisors about student progress and program needs.
Maintain confidentiality and adhere to all organizational and school policies.

Desired Qualifications
Required
Proficiency in both English and Spanish (reading, writing, and speaking).
Bachelor’s degree OR equivalent experience working with youth in educational or community settings.
Experience supporting multilingual learners and/or Spanish-speaking youth.
Strong communication, collaboration, and relationship-building skills.
Commitment to culturally responsive practices and educational equity.

Preferred
Coursework or experience in ESOL, linguistics, bilingual education, or second language acquisition.
Prior experience in middle school, urban schools, or community-based youth programs.
Familiarity with language scaffolding strategies (e.g., visual supports, sentence frames, guided reading).
Knowledge of the challenges faced by students transitioning from Spanish-dominant environments to English-dominant academic settings.

Additional Information
This is a full-time position employed by the Living Classrooms Foundation, with all day-to-day responsibilities carried out at The Crossroads School.
Benefits are provided through Living Classrooms Foundation.
Regular training, coaching, and support will be provided

Living Classrooms Foundation strengthens communities and inspires young people to achieve their potential through hands-on education and job training, using urban, natural, and maritime resources as "living classrooms."   

Living Classrooms Foundation leads a major community service and job-training initiative, Project SERVE (Service- Empowerment- Revitalization- Validation- Employment Training). SERVE provides on-the-job training for 150 unemployed and disadvantaged young adults per year in marketable skills while they revitalize Baltimore neighborhoods. Due to the growing number of ex-offenders returning to these neighborhoods, SERVE expanded to include a “re-entry” initiative. While still incarcerated, participants begin receiving “wrap around” services, and on the day of their release, they become full-time SERVE members. These re-entry participants now comprise the majority of individuals enrolled in the program. The major goals of SERVE are to decrease the overall crime rate in Baltimore City by decreasing recidivism rates; positively impact communities with direct services; provide workforce development; increase education and service-learning opportunities; help keep city neighborhoods clean and safe by decreasing environmental hazards and risks to public safety, and; help provide housing renovations for low-income residents. Our staff provides ongoing support to aid individuals in adjusting and returning to the community. 

JOB SUMMARY

The Transition Coordinator/Case Manager at Project SERVE is responsible for providing case management and career assistance for members who have successfully completed all of the Project SERVE program components. He or she will develop and cultivate employment and training opportunities; nurture relationships with current and potential program partners; and document and collect data that will assist in measuring our program impact and effectiveness. The Transition Coordinator will manage a caseload of program members for one full year after program completion – ensuring job retention, and helping to remove any barriers to self-sustainability and independence. 

ESSENTIAL FUNCTIONS 

Primary Responsibilities 

Case Management + Career Readiness Assistance 

·         Connect program members to training and employment opportunities.

·        Ensure program members remain employed after placement. 

·        Track and provide support to participants for one year after employment placement. 

·        Refer participants to support service partners, as needed. 

·        Conduct job site visits.

·        Report data on members’ post program status.

Employment & Training Development 

·        Job Development

·        Develop and maintain relationships with outside agencies who may provide workshops,

training, and employment opportunities to workforce training participants. 

·        Assist with resume revisions, or job application processes as needed

Impact Measurement 

·        Maintain real-time information on participant's progress in their chosen field of work and

overall employment retention. 

·        Ensure appropriate documentation is complete and maintained for each participant. 

·        Ensure data is accurately inputted into the case management system-Birdseye. 

·        Contribute to program as needed. 

JOB QUALIFICATIONS 

1.      High School diploma or GED required. 

2.      Bachelor's Degree in related field preferred. 

3.      Minimum two years' experience in community development and direct support services. 

4.      Proficient knowledge of workforce development programs. 

5.      Strong verbal and communication skills required. 

6.      Understanding and commitment to the application of equitable practices. 

7.      Ability to foster a cooperative work environment. 

8.      Ability to establish and maintain effective working relationships. 

DISCLAIMER

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed.

JOB SUMMARY

Living Classrooms Foundation strengthens communities and inspires young people to achieve their potential through hands-on education and job training, using urban, natural, and maritime resources as "living classrooms."

The Target Investment Zone, an identified zone of programming of Living Classrooms Foundation, contains the Adult Resource Center, Under Armour House at Fayette, the P.O.W.E.R. House, and Patterson Park House, which are major community service hubs. The Workforce Development Department provides job-training, personal skills workshops, industry-recognized certification training, and various workforce development initiatives at all of our centers in the TIZ for unemployed and disadvantaged adults. The major goals are to positively impact communities with direct services; provide workforce development and job training; and increase education and service-learning opportunities.

The Career Coach/Case Manager for the Target Investment Zone is responsible providing case management and career readiness assistance for residents; developing and cultivating employment and training opportunities; and documenting and collecting data that will assist in measuring our impact in the TIZ. 

ESSENTIAL FUNCTIONS

 Primary Responsibilities

Case Management + Career Readiness Assistance

• Complete comprehensive barrier assessment and goal strategy activities with Baltimore City residents at each of our community centers.
• Develop individualized career plans and mentor members through to successful goal attainment.
• Connect program members to training and employment opportunities.
• Ensure program members remain employed after placement.
• Track and provide support to participants for one year after employment placement.
• Refer participants to support service partners, as needed.

Employment & Training Development

• Develop and maintain relationships with outside agencies who may provide workshops, training, and employment opportunities to workforce training participants.

Impact Measurement  

• Maintain real-time information on participant's progress through career coaching, training, employment, and into employment retention.
• Ensure appropriate documentation is complete and maintained for each participant.
• Contribute to program as needed.

 JOB QUALIFICATIONS

1.      High School diploma or GED required.

2.      Bachelor's Degree in related field preferred.

3.      Minimum two years' experience in community development and direct support services.

4.      Proficient knowledge of workforce development programs.

5.      Strong verbal and communication skills required.

6.      Understanding and commitment to the application of equitable practices.

7.      Ability to foster a cooperative work environment.

8.      Ability to establish and maintain effective working relationships.

TECHNOLOGY EDUCATOR

JOB SUMMARY
Under the direction of the UA House Director, the Afterschool and Summer Camp Educator will work directly with 1^st through 8^th grade students. Direct service may include but is not limited to homework assistance, academic enrichment lessons in math and literacy, and support with health and fitness activities. We are seeking experienced, caring and reliable educators to join our team of dynamic out-of-school professionals.

ESSENTIAL FUNCTIONS

Primary Responsibilities

• Providing a high-quality learning environment for young people
• Facilitate daily lesson activities for 1^st through 8^th grade students and prepare materials
• Foster an environment of cooperation and respect for 15 – 20 school-aged children
• Closely always supervise children through routine head counts, attendance logs etc.
• Support student pick-up from partner schools when needed
• Ensure accurate and orderly dismissal of students
• Follow designated schedule and establish solid classroom routines for students
• Establish system for positive reinforcement, classroom management and follow program-wide student discipline protocols
• Maintain a neat and organized classroom space
• Maintain a professional, pleasant and welcoming attitude with all students, families and staff
• Work to meet program goals and objectives
• Participate in staff meetings, brainstorms and on-going training opportunities
• Contribute to program-wide special events such as quarterly showcases and holiday activities
• Comply with all LCF/CARE policies and procedures
• Perform related tasks as assigned

JOB QUALIFICATIONS

• Must be punctual and reliable
• Must be able to drive
• School Year Hours, Monday through Friday, 2:00pm to 6:00pm
• Summer Hours, Monday through Friday, 8:30am to 3:00pm
• Bachelor's Degree preferred
• 1 year of experience working with school-aged children in an educational environment
• Ability to be on feet for extended periods of time (3 hours)

WORK ENVIRONMENT

·       The UA House at Fayette is a state-of-the-art youth and community development facility comprised of classrooms, a recording studio, an indoor gym and turf.

The Living Classrooms Foundation is a non-profit organization, operated for the benefit of the community at large, providing hands-on education and job training, with a special emphasis on at-risk youth and groups from diverse backgrounds. The Foundation provides experience-based educational programs emphasizing the applied learning of math, science, language arts, history, economics, and ecology. Key objectives of all Living Classrooms Foundation programs are career development, experiential learning, community service, elevating self-esteem, and fostering multicultural exchange.

 The Academic Coordinator is responsible for providing individualized ABE/GED instruction and test preparation for program participants.  A bachelor's degree is required for this position and teaching certifications are a plus. The Academic Coordinator reports to the Program Director.

 Responsibilities include, but are not limited to, the following:

 ·       Facilitating and maintaining a classroom environment conducive to learning.

·       Modeling a strong work ethic and modeling all the appropriate behaviors.

·       Directing classroom and alternate site instruction in math, science, English, and social studies.

·       Completing all academic pre and post-tests of each student throughout the program and keeping accurate records of all scores. (TABE, practice GED test, and the actual GED Test.

·       Registering students for the Maryland State GED exam.

·       Providing small group and one-on-one instruction

·       Implementing program policies and procedures on evaluation, incentives, and progressive discipline

·       Administering, evaluating, and keeping accurate records of all tests given as a part of the GED program (e.g. practice GED tests given throughout the program, etc.)

·       Participating in all meetings and training sessions

·       Becoming familiar with and utilizing the instructional facilities and resources of Living Classrooms

·       Ordering and keeping track of all supplies needed for GED education.

·       Exploring curriculum design on an ongoing basis and updating programming as needed

·       Such other duties are necessary for the operations of the Foundation or as assigned by the Program Director.

Job Description

Job Title: DC Music Program Educator – Part Time (Music Production and Songwriting)                                               

                               
JOB SUMMARY

Living Classrooms’ Ascend through Music Program in the National Capitol Region serves youth throughout Washington, DC. AMP provides opportunities to learn skills in music technology, musical instruments, creating original music, recording and performance with the purpose of developing self-expression and positive character/life skills.

Under the direction of the Director of Music Programs and working with the DC Music Coordinator, the music educator will support in building the Ascend through Music Program. The music educator will develop and teach programming that encompasses musical development, self-expression and positive character skills. Programming involves working with children, youth and adults and integrating music technology, songwriting, performances, and creating original music/videos.

ESSENTIAL FUNCTIONS – DC MUSIC PROGRAM EDUCATOR

·    3-6 hours a week, likely 1-2 days per week in 10 week terms

·    Build music technology skills and concepts including beatmaking, songwriting, recording and mixing 

·    Run recording sessions for programs and program participants

·    Edit, Mix and finalize program projects and recordings

·    Set-up and maintain equipment for optimal programming use

·    Work independently

·    Travel to program sites, including setting up and breaking down equipment and materials as needed

·    Communicate and coordinate with DC Music Program Coordinator and site staff

ESSENTIAL FUNCTIONS FOR ALL MUSIC EDUCATORS

·    Create and facilitate sequential and engaging lessons, activities and experiences that develop skills, knowledge, creativity and confidence in music

·    Plan and guide students in preparing final projects and/or performances

·    Incorporate effective classroom management to maintain a structured, positive learning space

·    Collaborate and Assist Director and team with program-wide performances, recordings, and projects

·    Interact professionally and appropriately with students, parents, teachers, staff, community

·    Participate in site staff meetings and on-going training opportunities

·    Capture, create and upload content on program’s social media platforms

·    Comply with all LCF/AMP policies and procedures

JOB QUALIFICATIONS

·         Mastery of industry-standard DAWs (Logic Pro X preferred) and equipment to create instrumentals, projects, and recordings

·         Knowledge in songwriting skills and techniques

·         Experience with recording equipment, running a recording session, and mixing

·         2 years of experience working with a group of youth in a structured setting

·       Understanding of basic music theory as relates to foundational skills in making/creating music

·         Strong communication, time management, and multi-tasking skills

·         Reliable transportation with ability to transport program equipment

·         Ability to work in a changing environment and address the varying needs of students

·         Comfortable working with students ages 10-17

·      Preferred: Bachelor's Degree

WORK ENVIRONMENT

The dress code is business casual. Living Classrooms will provide each staff person with a staff shirt. Staff shirts should be worn with slacks/skirts or appropriate jeans (e.g. no holes, no writing, too revealing, etc.).

DISCLAIMER

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed.

Living Classrooms Foundation is An Equal Opportunity Employer

Outreach Resource Navigator will work individually and as a team to provide resource links to community residents who have been directly impacted by violence. The Outreach Resource Navigator’s mission will be to encourage communication, understanding and help foster a stronger healthier neighborhood. The Outreach Resource Navigator reports to the Outreach Resource Navigator Supervisor. 

Essential Functions:
Primary Responsibilities

• Identifies individuals in program area who have been impacted by violence or are at the highest risk for involvement in violence, from spending time in the community.

• Establishes contact with vulnerable individuals and developing relationships, imparting messages rejecting unhealthy behavior, and working to change behaviors by recruiting,

selecting, training, and supporting.

• Establishes a caseload of participants who agree to be part of the program (typically 5 to 7) within the first 6 months of work.

• For each participant, conduct an assessment and work with case management team in developing a strategic life plan for reducing the participant’s risk and shifting their behavior.

• Meets with participants several times a week, including at critical times of need, developing a relationship, and working to change behaviors through specific messaging designed to address issues faced by the participant.

• Assists participants with barrier removal – such as education, employment, criminal justice, mental health, substance use, trauma, reentry, and related life skills – through the utilization of existing internal and external partnerships.

• Formulates and regularly updates (daily, weekly, and quarterly) a plan of action that identifies a strategy for gathering information and assessing its accuracy and use.

• Attends weekly staff meetings and regular supervisor reviews.

• Ensures continuous monitoring and improvement of the quality of community outreach, engagement, and interventions.

• Participates in meetings and other internal processes.

• Reports to Program Director on the performance outcomes.

• Ensures consistent quality, customer service and professionalism.

• Commitment to continuous learning, and willing to share and cascade this learning to the team.

• Maintains credibility and access to the highest risk without undue confusion as to job role.

Data Entry

• Maintains appropriate and specific program data records to document services provided to program participants in the Birdseye Case Management System.

• Update and manage program data in the Birdseye Case Management System.

• Track all program participants for one year, including individual case notes, employment retention and other data as deemed required by program administrators.

Administrative

• Perform basic keyboarding functions.

• Facilitates intake of new program participants with the programs case management and social worker team

• Works in a professional manner under sometimes extremely stressful situations

• Pay close attention to detail and recordkeeping to maintain accurate records.

• Commitment to following approved standards, guidelines, policies, and procedures.

• Interacts in a professional manner with many personalities and attitudes and with people from many diverse backgrounds.

• Respects and protects rights and confidentiality without regard to personal beliefs and judgments.

• Accurately utilize all resource material available to remain current in the profession, including attending departmental in-service training

 • The Outreach Navigator must be willing to work as a team to meet LCF's Workforce Development mission, objectives, and yearly goals.

• A commitment to honesty and integrity in performing all duties is required.

• Proactive approach to all aspects of the job, taking responsibility for the continuous improvement and development of a first-class community centered service.

• Empathizes with clients, staff, volunteers, colleagues, and partner agencies, and a commitment to put clients first when making decisions.

• Ability to work effectively with people of diverse educational and cultural backgrounds, from justice-involved individuals to the general public.

• Attends community meetings or community events to understand community issues and build relationships with community members.

• Distributes flyers, brochures or other informational or educational documents to inform members of a specific community.

• Works calmly and efficiently in a fast-paced, stressful environment.

• Maintains calm during emergency situations.

• Accepts feedback from others

Part-time Program Leader, GEM Program

Living Classrooms Foundation leads a major community service and job-training initiative, Project SERVE (Service- Empowerment- Revitalization- Validation- Employment Training). SERVE provides on-the-job training for 150 unemployed and disadvantaged adults per year in marketable skills while they revitalize Baltimore neighborhoods. Due to the growing number of ex-offenders returning to these neighborhoods, SERVE expanded to include a “re-entry” initiative. While still incarcerated, participants begin receiving “wrap around” services, and on the day of their release, they become full-time SERVE members. These re-entry participants now comprise most individuals enrolled in the program. The major goals of SERVE are to decrease the overall crime rate in Baltimore City by decreasing recidivism rates; positively impact communities with direct services; provide workforce development; increase education and service-learning opportunities; help keep city neighborhoods clean and safe by decreasing environmental hazards and risks to public safety and help provide housing renovations for low-income residents. Our staff provides ongoing support to aid individuals in adjusting and returning to the community. 

JOB SUMMARY

The Project SERVE Crew Leader is responsible for leading the crew while out in the field carrying out all tasks that have been assigned to Project SERVE. They are responsible for teaching the proper use of all work equipment and providing instruction on all procedures as it relates to the work being completed in the field. 

The Crew Leader is responsible for assisting Project SERVE members in their professional development by always engaging with them in a professional manner. The Crew Leader serves as a trainer and a demonstration of professional behavior and communication. The Crew Leader works in partnership with the Case Management team at Project SERVE to ensure member success.  

ESSENTIAL FUNCTIONS  

• Ensures that all morning vehicle inspections are completed, and that the status of those inspections are reported to the Operations Manager

• Obtains daily assignments from the Operation Manager

• Maintains a daily schedule of members and assigned tasks.

• Collects before and after pictures of work completed when requested. 

• Ensures Project SERVE members are in their uniforms and proper safety gear throughout each workday.

• Completes biweekly evaluations on members work performance and progress.

• Reports all infractions, behavior incidents, etc. to the Operations Manager. When necessary, completes a written report that is submitted to the member’s assigned case manager. 

• Reports all unusual occurrences to Operations Manager

• Fielding questions/concerns with surrounding neighbors, civilians, and community members (all questions outside of the range of knowledge of Crew Leader, should be directed to the Operations Manager)

• Responsible for paying all parking violations incurred for the Project SERVE vehicle he or she is driving.

• Arrives to work on time and ready to perform all job duties daily.

• Responsible for completing all other duties or tasks assigned by the Operations Manager and Director of Project SERVE

JOB QUALIFICATIONS 

1. High School diploma or GED preferred.

5. Strong verbal and communication skills required. 

6. Understanding and commitment to the application of professional and equitable practices. 

7. Ability to foster a cooperative work environment. 

8. Ability to establish and maintain effective working relationships. 

DISCLAIMER

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed.

Living Classrooms Foundation is An Equal Opportunity Employer

Living Classrooms Foundation strengthens communities and inspires young people to achieve their potential through hands-on education and job training, using urban, natural, and maritime resources as "living classrooms."

Project SERVE (Service, Empowerment, Revitalization, Validation, Employment Training) is a rapid attachment to work program with a primary service focus on Returning Citizens. It provides transitional work experience, career coaching, career development, family support services, and wrap around job placement support service throughout the program.

The ultimate goal of this program is to prepare returning citizens and/or community residents with the necessary knowledge, skills, and abilities to find and sustain full-time employment.

Overall, the Workforce Development Department provides job-training, personal skills workshops, industry recognized certification trainings, and various workforce development initiatives at all our centers in the TIZ for unemployed and disadvantaged adults. The major goals are to positively impact communities with direct services; provide workforce development and job training; and increase education and service-learning opportunities.

The Case Manager for Project SERVE is responsible for providing case management and career readiness assistance for residents; developing and cultivating employment and training opportunities; and documenting and collecting data that will assist in measuring our impact in the TIZ. The Career Coach reports to the Case Management Manager.

ESSENTIAL FUNCTIONS

Primary Responsibilities

1. Case Management + Career Readiness Assistance

• Complete comprehensive barrier assessment and goal strategy activities with Baltimore City residents at each of our community centers.

• Develop individualized career plans and mentor members through to successful goal attainment.

• Connect program members to training and employment opportunities.

• Ensure program members remain employed after placement.

• Track and provide support to participants for one year after employment placement.

• Refer participants to support service partners, as needed.

2. Employment & Training Development

• Develop and maintain relationships with outside agencies who may provide workshops, trainings, and employment opportunities to workforce training participants.

3. Impact Measurement

• Interpret grant performance goals into service plan outcomes

• Administer assessments related to program eligibility and identify risk factors that could impact participants success

• Help participants identify barriers which may impede employment success – i.e., lack of job-specific expertise, transportation and childcare challenges, vocational and/or remedial challenges, soft skills, and housing

• Assist participants in making intelligent, logical career decisions based on local labor market data

• Craft and manage participant service plans that include credentialing, job interview preparation, and post-placement activities

• Conduct regularly scheduled case management sessions with participants

• Maintain real-time information on participant's progress through career coaching, training, employment, and in to employment retention.

• Ensure appropriate documentation is complete and maintained for each participant

• Assist other staff members in helping participants secure employment, including contacting employers, setting up interviews, obtaining employer feedback, and sharing this information with participants

• Contribute to program as needed.

JOB QUALIFICATIONS

1. High School diploma or GED required.

2. Bachelor’s Degree in Social Work (BSW), Psychology, Counseling, Criminal Justice, or a related social/behavioral science field

3. Bilingual – a plus

4. Ability to work effectively with people of diverse educational and cultural backgrounds, from justice-involved individuals to public officials

5. Two-three years’ experience in community development/delivering case management services

6. Expertise in identifying local labor market data and effectively translating this information to participants

7. Knowledge and experience working with the criminal justice system

8. Excellent verbal and written communication skills required

9. Computer literacy, including knowledge of basic software applications and familiarity with the Internet, email, social media, and other forms of computer – and phone-based communication.

10. Driven to attain measurable results

11. Ability to foster a cooperative work environment

12. Ability to establish and maintain effective working relationships