63 Life Coach jobs in the United States

• Full Time, Hourly, Non-exempt
• Compensation: $29/hour
• Paid BACR Holidays
• Medical, employee assistance program, dental, vision, wellness program, life insurance, flexible spending account, transit and parking flexible spending accounts for commuting expenses, 403b.
• Cell phone stipend will be provided

• Demonstrated lived experience relevant to the needs and circumstances of the clients to be served/within the criminal legal system
• Must hold a transformative justice framework: a belief that justice involvement is a public health issue that impacts individuals, relationships, communities, and society at large
• Ability to engage, build relationships, and demonstrate empathy with clients and families
• Demonstrated experience, either paid or unpaid, working with justice system-involved youth
• Strong organizational, multi-tasking, and follow through skills with the ability to coordinate multiple tasks and responsibilities
• Self-motivated with the ability to be resourceful, efficient and flexible
• Capacity to work both independently and collaboratively with staff members across multiple programs and sites
• Ability to work under pressure and proven experience remaining composed during crisis situations
• Ability to work a flexible schedule that includes nights and weekends, and as-needed, in response to emerging events and crises

• Provide Life Coaching and system navigation services to up to 80 clients.
• Build authentic, long-term mentorship relationships with system-involved youth and young adults with the goal of supporting individuals to develop, and then stick to, their own individual plans for change.
• Engage client's family in life coaching; conduct family visits to learn more about the youth's family and help them engage in bringing about behavioral change.
• Mentor, motivate, inspire, and empower clients by establishing trusting relationships.
• Monitor and track referrals provided to mentees.
• Partner with case managers in developing reentry plans and post release plans.
• Partner with case managers and clients to identify service needs.
• Partner with case managers and clients to create a stabilization plan that addresses their needs.
• Partner with career coaches and other employment partners to place and retain youth in the workforce system.
• Life Coaches will accompany clients to service appointments to ensure enrollment.
• Assist clients with system navigation community resource systems through appointment accompaniment, transportation assistance, and coaching.
• Coordinate and supervise field trips that provide clients with new perspectives, experiences and leadership opportunities (i.e. hiking, conferences, workouts, community events, performances, college tours, and other excursions).
• Co-plan and facilitate weekly group coaching sessions.
• Take part in ongoing professional development, including initial life coaching training, seminars, conferences, etc.
• Maintain accurate and detailed records of all client interactions in database system.

• 3+ years of work experience
• Willing to learn new ideas
• Good organisation and communication skills
• The desire to succeed.
• At least 2 hours per day to devote to something new

• Flexibility to work from anywhere, anytime
• Full training and support
• Mentorship from leaders

The Life Coach delivers innovative, proactive, and personalized coaching focused on academic, personal, and professional success to students, including an assigned caseload. Life Coaches are student-centered and committed to fostering an inclusive atmosphere for faculty, staff, and students. They serve all students in a variety of hybrid and digital formats to support university values: personalized learner-centered flexibility, five-star experience, access and opportunity, data-driven initiatives, and courageousness.

Responsibilities

• Life Coaching Core:
  Serve as a retention specialist with a coaching focus on aiding in student persistence and completion. Contribute to recruitment events and onboarding programs aimed at the successful social and academic integration for students and families. Administer, analyze, and utilize learning diagnostic tools and predictive risk factors to create a personalized coaching strategy for each student. Collaboratively foster and maintain a dynamic Life Coaching community with Division and University partners.

• Coaching Expertise:
  Provide holistic coaching in the areas of academic, personal, and professional success, in alignment with University wellness and engagement initiatives. Leverage partnerships and digital resources to achieve a digital-first approach that allows for coaching at scale.

• Maryville Expertise:
  Serve as a go-to resource for all students by demonstrating deep, working knowledge of Maryville's policies, people, departments, and student support systems. Connect students to information, people, resources, insight, strategies, and meaningful next steps.

• University Seminar:
  Serve as a key partner in the University Seminar (CORE-101) experience each fall semester. Actively engage with Life Coaching communities and peer mentors in planning, engaging, and supporting students.

• Documentation:
  Maintain thorough and accurate documentation of all student interactions through enterprise systems. Provide prompt response to student inquiries to ensure a five-star experience.

• Ad Hoc:
  Perform other duties and committee work as assigned.

• Knowledge
  • Caseload management
  • Customer service experience
  • Familiarity with digital technology tools and resources
  • Knowledge of academic, career, and financial support
  • K-12 or higher education experience

• Required Skills or Abilities
  • Commitment to creating an inclusive environment for students and colleagues
  • Exemplary customer service skills
  • Ability to develop one-on-one relationships with students, parents, faculty, and staff
  • Ability to manage multiple tasks, set priorities, and meet deadlines with minimal supervision
  • Proficiency with computer applications and ability to learn and utilize new technology
  • Ability to maintain confidentiality
  • Impeccable communication skills

• Education
  • Bachelor's degree required

• Some nights and weekends required.
• On-campus based position due to the needs of the role and students (schedule subject to change).
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• All employees are expected to remain current in their field and adapt to evolving knowledge and skills.
• An offer of employment is contingent upon successful completion of a background screening.
• Applicants requiring University sponsorship to obtain employment authorization will not be considered for this position.

1. Provide advisement using best practices models to students
2. Transition collaboration between elementary, middle school, and high school
3. Provide family connection opportunities to keep parents involved in their child's education in an effort to prevent disengagement.
4. Identify students with high risk factors and utilize research-based interventions and prevention supports.
5. Develop Graduation Team(s) to generate support. Team(s) that includes administrators, teachers, advisors, counselors, social workers, and/or other relevant service providers to help identify at-risk students, assess school/student needs, and develop/coordinate appropriate interventions.
6. Implement School-wide support and interventions- Work with faculty/administrators to develop credit recovery and alternative options, adapt curriculum, and differentiate instruction to meet the needs of identified students.
7. Provide training and/or support to teachers on strategies that work with underserved youth.
8. Provide Direct Service and Case Management- Develop and implement individual, small group, and whole school intervention/prevention strategies to help students stay in school and graduate.
9. Work with students to develop individualized plans to meet academic and post-secondary goals.
10. Monitor students' graduation and career plan.
11. Track progress and follow students from grade to grade to ensure consistent support
12. Develop Transition Programs and Vertical Teams- Collaborate with feeder school(s) to prepare students for building and grade level transitions.
13. Identify incoming students needing proactive support.
14. Participate on vertical teams with other coaches, faculty, and staff from feeder/cluster schools to develop transition plans.
15. Collaborate with teachers, counselors, and advisors to implement transition processes for rising/incoming 6th and 9th graders.

• Bachelor's degree or higher from an accredited institution preferred
• Experience working within urban education
• Effective time management skills
• Van Certification

• Frequently required to sit, stand, walk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, stoop, and climb stairs
• Occasionally lift and/or move lightweight items up to 40 lbs.

• Work is performed in a general school setting
• Occasional exposure to blood, bodily fluids, and tissue
• Work may be subject to frequent interruptions
• Periodic travel for meetings, professional development activities, and work assignments

Benefits:

401(k)

Bonus based on performance

Competitive salary

Employee discounts

Flexible schedule

Opportunity for advancement

Training & development

Wellness resources

Neurodivergent Life Coach

LEAPS Services is looking for an neurodivergent life coach. The role of a neurodivergent life coach is to provide guidance and mentorship to a neurodivergent young adult. In this position, you will identify goals, provide ongoing support to achieve the goals, offer guidance through changes/transitions, and teach strategies/techniques to the families to create a sustainable lifestyle around the goal creates.

Day to Day Job Role

Build rapport and establish trust with neurodivergent individuals by being patient, respectful, and supportive.

Develop a thorough understanding of the individual's needs, strengths, and challenges by conducting assessments and engaging in ongoing communication.

Create personalized support plans that are tailored to the individual's needs and goals, taking into account their unique abilities and preferences.

Support with daily living activities, such as meal planning, grocery shopping, and household chores, as needed.

Accompany neurodivergent individuals to appointments, meetings, and social events, providing guidance and support as necessary.

Help individuals navigate complex systems and access community resources, such as healthcare services, vocational training, and housing.

Monitor and document progress towards goals, making adjustments as necessary.

Develop individualized adaptive life skills training plans for neurodivergent individuals based on their strengths, needs, and goals.

Conduct assessments of clients' abilities and needs in areas such as self-care, communication, decision-making, problem-solving, and community integration.

Provide training and support in a range of life skills, including personal hygiene, grooming, cooking, meal planning, grocery shopping, budgeting, transportation, time management, social skills, and conflict resolution.

Assist clients in setting and achieving their personal and vocational goals, including identifying and accessing appropriate education, training, and employment opportunities.

Teach clients how to use assistive technology and adaptive equipment to enhance their independence and participation in daily activities.

Planning and Program Development

Collaborate with other service providers, including healthcare professionals, educators, and community organizations, to ensure coordinated and effective services for clients.

Maintain accurate and timely documentation of clients' progress, goals, and services provided, in compliance with relevant regulations and standards.

Evaluate and modify training plans as needed to ensure that clients are making progress and achieving their goals.

Advocate for the rights and needs of clients with disabilities, and provide information and resources to help clients and their families navigate the service system.

Engage in ongoing professional development to stay current with best practices and emerging trends in life skills training and disability services.

Qualifications:

Bachelor’s Degree

2-4 year experience working with people in a behavior management program

Ability to obtain and maintain both First Aid and CPR certifications.

Demonstrated proficiency with Person Centered Programming approach to create purposeful and meaningful activities.

Ability to communicate well verbally and in writing; ability to interpret and carry out verbal and written instruction.

Must be able to work in a team environment, practicing collaboration and cooperation; ability to be solution-oriented and creative.

Ability to pass a post-offer physical examination and a TB.

Ability to obtain and maintain a criminal record/fingerprint clearance from the Department of Justice and Federal Bureau of Investigation

Required:

Personal vehicle to transport individuals locally, depending on service design and location; maintain driving record in compliance with Transportation Safety Standards; maintain auto insurance and vehicle registration; must have a minimum of 3 years' driving experience.

Job Types: Full-time, Part-time, Contract

Salary: $23.00 - $28.00 per hour

Expected hours: 30 per week

Benefits:

401(k)

Flexible schedule

Paid training

Professional development assistance

Referral program

Patient demographics:

Adolescents

Adults

Schedule:

Monday-Friday: 10-5 PM

Education:

Bachelor's (Required)

Experience:

Behavior management: 3 years (Required)

License/Certification:

Driver's License (Required)

CPR Certification (Required)

Work Location: In person

• Support new GC enrollment through outreach, recruitment, and engagement efforts.
• Lead the implementation of GC Orientation and onboarding activities.
• Collaborate in the creation of Personalized Learning Plans (PLPs) tailored to each GC's unique goals.
• Assist GCs in scheduling courses to meet attendance and graduation requirements.
• Assign courses in accordance with each GC's PLP.

• Monitor attendance and engage in proactive communication with GCs and their support networks.
• Actively participate in the Retention Cycle Protocol and advocate for site-level incentive programs.
• Identify and address barriers to consistent attendance and engagement through case management.

• Monitor academic progress and ensure timely course completions aligned with the PLP.
• Analyze and utilize student data to guide interventions, decision-making, and instructional strategies.
• Maintain accurate records for graduation tracking including course completions, GPA, and testing.
• Coordinate and schedule all required assessments (state, NWEA, ACT, SAT).
• Develop individualized post-secondary plans and facilitate workshops covering college, career, and life skills.
• Provide direct support for resume writing, job applications, and interview readiness.
• Implement and maintain career pathway opportunities such as job fairs, internships, and shadowing programs.

• Collaborate with external agencies to remove non-academic barriers (health, mental health, housing, legal, etc.).
• Participate in community engagement events and academy-wide initiatives.
• Ensure compliance with local, state, and federal regulations, including ESE and ELL programs.
• Perform other responsibilities as needed to support the academy's mission and goals.

• Strong interpersonal, organizational, and problem-solving skills.
• Comfortable working independently and as part of a collaborative team.
• Effective communicator with internal and external stakeholders.
• Adept with Microsoft Office, Google Suite, mobile technology, and Learning Management Systems (LMS).
• Bilingual (Spanish preferred).
• Experience working with ESE, ELL, and at-risk youth populations.
• Demonstrated experience in a non-traditional educational setting.
• Strong understanding of high school graduation requirements and transcript analysis.
• Background in project-based learning, instructional coaching, and/or competency-based education.

• Regularly required to sit, talk, hear, and use hands to touch, handle, or feel.
• Frequently required to: stand, walk, and reach with hands and arms.
• Occasionally required to: stoop, kneel, or crouch and lift and/or move up to 20 pounds.
• Specific vision abilities necessary include close vision.
• Noise level consistent with a collaborative classroom setting.

• Take lead in building out Life Coaching projects (field trips, events, etc.)
• Coordinate with core staff on expanding life coaching and mentorship workshops
• Point person for life coaching and/or mentorship resources in San Francisco
• Build authentic, long-term mentorship relationships with system-involved youth and young adults with the goal of supporting individuals to develop, and then stick to, their own individual plans for change.
• Engage client's family in life coaching; conduct family visits to learn more about the youth's family and help them engage in bringing about behavioral change.
• Partner with case managers in developing reentry plans and post-release plans.
• Partner with career coaches and other employment partners to place and retain youth in the workforce system
• Mentor, motivate, inspire, and empower clients by establishing trusting relationships
• Assist clients in navigating community resource systems through appointment accompaniment, transportation assistance, and coaching.
• Coordinate and supervise field trips that provide clients with new perspectives, experiences and leadership opportunities (i.e. hiking, conferences, workouts, community events, performances, college tours, and other excursions).
• Take lead on planning and facilitating weekly group coaching sessions
• Take part in ongoing professional development, including initial life coaching training, seminars, conferences, etc.
• In partnership with Alameda County Program Director of Workforce and Reentry Services, develop data tracking systems for client activities, referrals, and outcomes
• In partnership with Alameda County Program Director of Workforce and Reentry Services, with co-development protocols and procedures regarding life coach programming
• Troubleshoot common issues that arise with a caseload amongst other life coaches that support and empowers them to resolve conflicts; provide one on one training as needed
• Create curriculum for participants to receive information on life coaching best practices and effective methods
• Create tools and resources for participants that support curriculum skill development
• Represent BACR's Life Coaching team at workforce meetings
• Provide program updates and progress reports
• Participant in all meetings, workshops, and activities organized by BACR and district agencies in partnership with Alameda County Program Director of Workforce and Reentry Services, will contribute programmatic ideas towards Salesforce Database to capture client data
• Conduct annual performance evaluations
• Monitor and approve staff timesheets and invoices
• Track and meet deadlines for the submission of reports, invoices, contracts and other documentation
• Participate in all meetings, workshops, and activities organized by BACR and district agencies

• Ability to work full time (Mon-Fri, possible to work some evenings and periodic Saturdays)
• Successful completion of Live Scan/fingerprinting (upon hire)
• Bachelor's degree or attending college
• 5+ years' experience in the workforce field
• 3+ years' experience creating professional relationships with the business sector/private employers
• 3+ years supervision experience
• Must have experience partnering with academic institutions, including two- and four-year colleges.
• Relationships with vocational training partners and employers, a plus
• Familiar with work-based learning quality standards
• Collaborative and solutions oriented
• Must have experience working with multi-barrier youth and/or adults ages 14-25 years old
• Must have excellent organization and leadership skills
• Must have excellent oral and written communication skills
• Must be familiar with the framework or practice of Youth Development
• Ability to solve problems and identify priorities with a sense of urgency
• Ability to work well under pressure and seek help when needed
• Able to work in ambiguity; innovative, flexible, nimble, self-motivated, self-directed
• Professional technology skills including Microsoft Word, Excel, and PowerPoint, Adobe Acrobat, and database software
• Experience with data entry and reporting with software
• Ability to be on call

• High level of personal accountability for the quality and impact of work
• Ability to provide a consistent, professional, and positive adult relationship to the participants we serve
• Ability to assess crisis situations and initiate action independently and without direction
• Familiarity working with undocumented transitional aged youth and adults in the Bay Area
• Familiar with the criminal justice system and its impact on marginalized communities
• Familiarity with restorative justice and trauma informed care, a plus
• Exceptional oral and written communication skills
• Ability to serve in diverse communities and as part of a team
• Knowledge of Bay Area communities and career resources
• Ability to empathize with colleagues and individuals from a racial, ethnic, disability, gender identity, sexual orientation, socioeconomic, academic and cultural diversity backgrounds

• Bachelor's degree in Education, Social Work, or a related field.

• Masters in social work, psychology, counseling, special education (preferred)

• Bilingual (preferred)

• Proven experience in mentoring, coaching, or educational support roles.

• Strong communication and interpersonal skills.

• Exhibits passion and excitement about working with students.

• Empathetic and patient with the ability to build trust and rapport.

• Ability to collaborate effectively with a multidisciplinary team.

• Proficient computer skills and comfort with technology.

• Ability to travel between campuses as needed

• Leverage social work background to address unique needs of adult learners.
• Implement Life Coach Model for accessing community services and supports
• Provide on-site and virtual mental health support for adult learners.
• Conduct regular meetings to understand and address learners' needs.
• Act as a mentor, fostering a supportive environment and building strong relationships.

• Support and train adult learners for success in a blended learning environment.
• Guide learners in setting individual goals and academic plans.
• Monitor academic performance, engagement, and communicate regularly.
• Attend team meetings, contributing to educational guidance.
• Provide essential communications for state testing, career fairs, and graduation needs.

• Collaborate with instructional staff and PATH counselors to align academic and workforce goals.
• Support learners in identifying long-term goals.
• Connect learners to career pathways and higher education based on interests.
• Collaborate with district experts and industry partners for job-related opportunities.
• Provide post-graduation follow-up services at scheduled intervals.

• Performs all other duties as assigned.

• Document all interactions in a uniform, detailed, and consistent manner
• Act as a liaison between the student and community resource providers, i.e.: childcare, rental/living assistance, gas cards, and/or food resources, etc.
• Coordinate workshops and/or open-enrollment meetings with service providers for adult students.
• Escalate methods of communication and contact to include home visits for students who are deviating from their support plan and/or having attendance-related concerns.

$67,000 - $72,000/year

Position Summary: The Senior Life Coach is the central staff member to a set of programmatic enrichment, prevention and intervention strategies designed to support the holistic development of Children's Aid College Prep Charter School (CACPCS) students. CACPCS Senior Life Coaches work collaboratively with the Life Coaches and under the daily supervision of the Life Coach Director who works under the direction of the Community School Director and the Head of School.

As an employee of the Children's Aid working at the Children's Aid College Prep Charter School, the Life Coach is primarily responsible for working with their colleagues to ensure that the support necessary to meet the demands of academic excellence are in place while working aggressively to eliminate or significantly reduce any barriers that may impede a child's healthy academic, socio-emotional, or physical development.

Essential Duties:

Engage

• Foster positive and healthy relationships with each student, families, school staff, and all other school personnel.
• Reach out to other Children's Aid staff throughout the organization as needed for resources, services or other support as needed by students and their families.
• Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.
• Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.
• Advocate for children, parents, families, and staff in order to access services.

Assess

• Develop mutually agreed-on academic and non-academic goals based on the critical assessment of strengths, needs, and challenges with elementary or middle school students.
• Track student progress around these goals that are aligned to larger outcomes in the areas of Attendance, Self-Efficacy, Life Skills, Avoiding Risky Behavior, and Health.
• Work with colleagues, supervisor, and director to identify and coordinate academic and socio-emotional resources for students and their families.

Intervene

• Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.
• Provide intensive one-to-one life coaching/counseling to 15-20 students identified based on a set of specific needs through either short-term therapy or long-term therapy using a variation of the following methods:

• Trauma-Focused Cognitive Behavioral Therapy (TFCBT), Play therapy engagement methods, Dialectical Behavior Therapy, Group Therapy, Family Therapy.




• Provide in class support for struggling students and provide recommendations for teachers to ensure children are able to learn.
• Maintain regular communication with students' parents/caregivers in order to support the school's Parent Involvement and Attendance goals.
• Work with Success Mentors to maintain Attendance goals, provide home visits as necessary, and develop creative interventions to address needs.

Evaluate

• Produce weekly progress notes and monthly reports documenting interventions and progress of students and create treatment plans as needed.
• Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
• Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels

Clinical Practice

• Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
• Use supervision and consultation to guide professional judgment and behavior. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to the context.
• Recognize the importance of diversity and difference in practice at the micro, mezzo, and macro levels.
• Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
• Participate in ongoing training and professional development provided by CACPCS and Community Schools.

Program

• Plan and create lessons accordingly for the implementation of group curriculum and therapy on a weekly basis.
• Assess the needs of students, parents, and teachers, notice patterns of students.
• Design programming in coordination with the Life Coach Director to address these needs.
• Provide supervision to Junior Life Coaches.
• Ensure children and families are connected to as many community resources as possible based on needs, especially camp and mental health resources.
• Perform other duties as assigned.

Minimum Qualifications:

• 3-5 years of experience working with young people (in-school and/or out-of-school settings).
• Bachelor's degree in social work, or related field with 3+ years of direct social service experience.
• Master's degree in social work, psychology, sociology, or related field with 3+ years of direct social service experience (preferred).
• Licensure: LMSW, LCSW, LMHC, LMHP (Preferred) Provisional Licensures: LMSW, LCSW, LMHC, LMHP.

Key Competencies:

• SIFI certification.
• Bilingual in Spanish or French.
• Experience with group facilitation and classroom management.
• Excellent organizational and time management skills.
• A demonstrated commitment to goal-orientated work and focus on outcomes and results.
• Effectively work with students who have been traditionally under-served including English Language Learners, children with special needs, children who have been or are currently involved in the child welfare system, as well as children living below self-sufficiency.
• Willingness and ability to meet the professional expectations of a dynamic work environment like a school or other community-based educational setting.
• Demonstrated ability to engage and motivate young people in various settings.
• Ability to work independently and creatively as well as handle multiple tasks with exceptional attention to detail. Reliable and dependable.
• Ability and willingness to work collaboratively with colleagues to create a strong network of support for scholars and their families.
• Professionalism, sound judgment, foresight, flexibility and maturity.
• An entrepreneurial spirit that embraces creativity and hard work inherent in a start-up.