Leader of Tomorrow Facilitator

Focused Interruption•Madison, WI

42d•Onsite

About The Position

The LOTS Program Facilitator & Youth Mentor leads school-based leadership, prevention, and mentorship groups for middle and high school students. This person is a trusted, consistent adult who helps students build confidence, communication, emotional regulation, conflict-resolution skills, and school connection before problems become crises. LOT – Leaders of Tomorrow is Focused Interruption's school-based leadership development, prevention, mentorship, and early-intervention program. Its guiding belief is that prevention begins before a crisis occurs. LOT is for any student willing to grow, not only students labeled "high-risk." Groups intentionally mix students with different strengths, experiences, and areas for growth so they learn with and from one another. LOTS is presented as an opportunity, never as a punishment, detention, or suspension alternative. The program uses a relationship-first, trauma-informed approach. Staff are supportive but not permissive, firm but not harsh, and consistent rather than reactive. Our standard for students: You don't have to be perfect. You do have to be willing to grow.

Requirements

High school diploma or equivalent.
Experience working with middle or high school youth in mentoring, youth development, education, prevention, or community programs.
Experience leading or co-facilitating small groups.
Ability to stay calm, consistent, and regulated with students who test boundaries or are in emotional distress.
Clear written communication for accurate documentation and incident reports.
Ability to pass required background checks and school clearances.

Nice To Haves

Lived experience or deep connection to the communities LOTS serves.
Experience facilitating healing circles or social-emotional learning (SEL) curriculum.
Training in trauma-informed care, restorative practices, conflict resolution, or de-escalation.
Degree in social work, education, psychology, counseling, human services, or a related field.

Responsibilities

Lead small-group sessions on leadership, confidence, communication, emotional regulation, and decision-making.
Teach conflict navigation: problem-solving, de-escalation, rumors, peer conflict, disrespect, and social media situations.
Facilitate healing circles, team-building activities, and goal-setting and reflection exercises.
Cover healthy relationships, boundaries, peer pressure, trust, and respect.
Deliver future-focused content on goals, careers, financial literacy, professionalism, and life skills.
Conduct regular one-on-one check-ins and serve as a consistent, trusted adult.
Provide classroom support that helps students stay in class and engaged.
Help students set and track personal, academic, attendance, and leadership goals.
Respond calmly to refusal, emotional distress, or disrespect: validate, set clear boundaries, redirect, and follow up.
Separate the student from the behavior and hold high expectations without shame.
Hold introductory conversations with referred students and confirm parent/guardian permission when required.
Review referrals against LOTS eligibility guidelines and reasons for referral.
Build balanced groups that mix emerging leaders with students working on specific growth areas, rather than filling groups based on behavior alone.
Help school staff understand that LOTS is an opportunity, not a consequence or a place to send disruptive students.
Flag students who may need a different primary service, such as intensive clinical, crisis, or individualized violence-intervention support, while keeping LOTS in their support plan when appropriate.
Collaborate with administrators, teachers, counselors, and support staff to align on student needs.
Communicate student progress and concerns to school partners and LOTS leadership.
Participate in team meetings, training, and debriefs.
Log required student interactions and report incidents accurately and promptly.
Escalate anything outside the role to LOT leadership or school staff.
Track participation and progress toward program goals: fewer behavioral escalations, stronger student–adult relationships, and increased engagement.