In Wisconsin, youth development roles are often tied to after-school, community, and enrichment programs, so demand can be steady where organizations serve school-age children. These positions are competitive because employers look for reliability, comfort leading groups, and readiness to complete required safety training such as CPR, First Aid, and mandated reporting. Review the pay-grade expectations carefully and apply with examples of youth or group leadership experience; this platform’s AI-summarized requirements and benefits help you compare the original posting faster.
Quick overview
The role involves assisting in planning, organizing, and implementing programs focused on empowering members to make healthy choices, gain accurate knowledge about adolescent development, and develop coping mechanisms for stress, bullying, and trauma. Responsibilities include ensuring program activities are inclusive and responsive to diversity, promoting youth leadership, maintaining a safe environment, tracking member progress, and collaborating with families and community organizations.
Requirements summary
Minimum requirements start with a High School diploma or equivalent, with mandatory completion of CPR, First Aid, and Mandated Report Training within six months. Experience requirements vary significantly by pay grade, ranging from a preferred six months of youth programming experience for Level 1 up to specific course credits and teaching experience for higher levels, with an Associate's Degree or higher preferred for Level 4.
Assist in planning, organizing, and implementing programs/activities that allow members to feel empowered to make healthy choices, have medically accurate knowledge regarding adolescent development, learn methods to cope with stress, bullying and trauma, and a stronger sense of pride and responsibility related to their self-image and esteem. These programs include but not limited to health & hygiene; bullying prevention; drug, tobacco & alcohol prevention; teen pregnancy prevention; conflict resolution and social, emotional learning.
Responsibilities
Culture Competency and Responsiveness
Demonstrate and communicate the Boys & Girls Clubs of Greater Milwaukee (BGCGM) philosophy, objectives, standards and programs through all methods available to members, their parents, and the general public. Provide quality program activities that are inclusive, welcoming, respectful and responsive to the diversity of members, families and community.
Youth Leadership and Engagement
Assist in providing quality program activities and experiences that promote a sense of purpose and individual empowerment for members to practice and develop leadership skills, make meaningful choices during activities, support members to develop skills in decision making, planning and goal setting skills.
Promote and support members initiated and member lead activities. Foster an environment that offers choices, incorporates team building and promotes a sense of belonging and group identity for members.
Program Activity Planning and Implementation
Assists in planning, organizing and implementing program activities in accordance with selected curricula that supports program goals and incorporates the needs and interests of members.
Responsible for regularly gathering information and feedback from members about their needs and interests.
Safe Positive Environment
Understands and follows the BGCGM Member Care Manual policies and procedures to include but not limited to conduct of member policies, supervision of members policies, employee to member policies, member safety polices, child abuse and neglect policies, member health policies, transportation and field trips policies, the club safety/contingency plan, and the procedures for reporting incidents/accidents during program hours.
Keeps accurate attendance, tracks member participation in assigned program areas, documents results and progress of members. Generate monthly, quarterly, and/or annual reports as requested.
Collaborations and Partnerships
Assist in proving opportunities to engage and support the families of members, build reciprocal relationships with communities, volunteers, and organizations to support program goals.
Professionalism/Professional Development
Demonstrate commitment to one’s own learning, skill building and professionalism on the job by following BGCGM code of conduct and employee handbook, supporting colleagues, sharing duties and working collaboratively, and active participation in meetings.
Seek and attend professional development workshops, trainings and interactions with other professionals and apply new learning to work practices.
Supportive Relationships
Provide appropriate guidance and direction through supportive relations with members.
Understand and articulate the value of BGCGM and serve as an advocate for youth and the field of youth development.
Staff Supervision
At the DCF Teacher or Director Levels (salary grades 6/7), may provide training or leadership to other staff. May serve as primary back-up to Club Managers.
Level 1 (Pay Grade 4)
Education and/or Certifications
High School diploma or equivalent
Within 6 months of hire: Complete CPR training, First Aid training, and Suspected Child Abuse-Mandated Report Training (SCAN_MART) or equivalent.
Within 6 months of hire complete at least 2 of the non-credit DCF-approved classes.
Skills & Experience
At least 6 months’ experience directly related to youth and youth programming preferred.
80 full days or 120 half days of experience as an assistant childcare teacher, if required.
Demonstrated examples of working with youth.
Highly organized/attention to detail.
Works effectively with families from a variety of cultural, linguistic, ethnic, and socioeconomic backgrounds,
Good communication skills, both oral and written
Understands confidentiality guidelines and protects children, youth, and family confidentiality.
Awareness of local and state curriculum frameworks and standards.
Appreciates new ideas and learning opportunities.
Level 2 (Pay Grade 5)
Education and/or Certifications
In addition to Level 2
Has 12 related college credits OR has achieved Registry Level 6
Has completed the non-credit DCF-Lead Teacher classes
Official record of At least 3 course credits related to childcare or CDA
Skills & Experience
At least one year of experience directly related to youth and youth programming.
Ability to keep youth ages 4-18 enthusiastically engaged.
Program development and small group facilitation experience.
Understands basic benchmarks for member growth and development.
Ability to recognize that members have individual needs, characteristics, abilities, and rates of development.
Ability to articulate program goals and understands how specific activities support those goals.
15 or 25 hours of continuing education based on the hours/week worked
Level 3 (Pay Grade 6)
Education and/or Certifications
In addition to Levels 1 & 2
320+ hours in licensed program
Official record of at least 18 course credits related to childcare.
Associates Degree or higher with coursework achieving Level 9 Registry rating.
25 hours/year of Continuing Education
At least 30 course credits related to childcare.
Skills & Experience
• 320 hours experience as an Assistant in licensed program
Level 4 (Pay Grade 7)
Education and/or Certifications
In addition to Levels 1, 2 & 3
Completed at least one of the training requirements in DCF21 Table 251.05A
At least 30 course credits related to childcare.
Associates Degree + at least 3- course credits related to childcare.
Completed at least 5 hours of management training.
Has DPI Teaching License.
Bachelor’s Degree preferred.
Skills & Experience
• 320 hours experience as a Teacher in a licensed program
Note
Credentials must be entered into and verified in The Registry in order for an employee to be considered for promotion to the next level.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to sit and use hands to touch, handle, or feel. The employee is occasionally required to stand and reach with hands and arms. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.
Work Environment
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.
M-F 230-6pm
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