Wednesday, December 21, 2016

CALL TO ACTION! Include LCPCs as Illinois Medicaid Providers

The Illinois Department of Healthcare and Family Services (HFS) is proposing a change in federal rules to allow the billing of mental health services by LCSWs and Psychologists.

This would be a fee-for-service system. 
LCPCs are not currently included.

Any interested party may submit comments concerning these proposed changes in reimbursement methods and standards.  All comments must be submitted in writing by January 1, 2017.

Address your concerns to:
Bureau of Program and Policy Coordination
Division of Medical Programs
Healthcare and Family Services
201 South Grand Avenue East
Springfield, IL 62763-0001
E-mail address:

This rules states: "this is an ongoing effort to provide access to care and quality services."
We need ALL counselors to take action!!

Please send a letter via U.S. Mail or email in your own words. Short or long, just make your voice heard.

If you have had to turn away Medicaid clients or restrict services to those on Medicaid please mention it in your letter.      
IMHCA wants the Bureau to receive THOUSANDS of responses!    
If you are a LCPC, LPC or graduate student- NOW is the time to step up and act!
Don't let LCPCs be left out.
We need LCPCs to be included as service providers!

Comments about the academic training of counselors, the accessibility of LCPCS (there are 7,110 LCPC residing in Illinois, 4,443 psychologists),
that LCPCs training focuses on "counseling," restraint of trade, or any other comments in your words would be great.
View the Public Notice Here

Tuesday, December 13, 2016

LGBTQIA Linguistic Research


I am currently researching slang terminology used within the lesbian community (that includes bisexual, pansexual, and polysexual women and genderqueer/non-binary individuals), for my master’s degree and I need your help! When you have a little time, please click on the link below to complete a short anonymous survey. I appreciate your time and participation, and I hope you will share with many friends, regardless of their sexual orientation!

Thank you, 

Taralee Morgan

Thursday, December 8, 2016

Research study on Male Counseling Students

We would like to invite all Counseling Students who identify as Male to participate in research exploring multicultural counseling competence and gender attitudes. This study has been approved by the institutional review board at Northwestern State University of Louisiana (IRB #: 09.16.006).

The purpose of this study is to explore the relationship between male counseling students’ multicultural competence, gender attitudes, and demographic factors. Survey responses will be confidential and will remain anonymous.

Cisgender male master-level students in counseling are invited to participate. If you agree to participate you will complete the survey (link below), including an informed consent document and demographic questionnaire. If you agree to participate in this study you have permission to withdraw at anytime. The survey should take about 10-15 min to complete.

Please consider forwarding this link to any cisgender male graduate students in counseling that may be interested in this research:

Please respond to  if you have any questions.

Thank you,

Dr. Erik Braun- Northwestern State University of Louisiana (

Dr. Madeline Clark- The University of Toledo (

George Armitage, MA- The University of Toledo (

Friday, December 2, 2016

Supporting Access to Higher Education for Immigrant & Undocumented Students

2nd Annual: Supporting Access to Higher Education for Immigrant & Undocumented Students

For School Counselors and College Access Partners
The three-day conference will kick-off on Sunday, April 23 at 5 p.m. with an awards ceremony and conclude Tuesday, April 25 with workshops and a school counselor college fair at the Parma Payne Goodall Alumni Center in San Diego State University.
Who Should Come? School Counselors, Administrators and College Access Partners
Register Now: Don't miss out! Register and inquire about the conference at  Early registration ends Dec. 15!
Submitting a Program Proposal: We are also accepting applications for presenters and poster sessions. Please complete the form electronically at

Should you have questions and/or inquiries, please email Diana Camilo, Conference Chair at

Tuesday, November 29, 2016

Job Postings: Pillars

Job Title: Community Support - Individual
FLSA Status: Non-Exempt
Reports to: Director of Individual Community Supports
Position Location: Cicero, Berwyn, Oak Park and surrounding communities
Posted Date: 08/24/16
This is a part-time & casual non-union position (hours vary from week to week and are
based on client’s needs/availability). If you are interested and qualified, please contact Joy
Bruniga in Human Resources at 708-995-3510 or
The Community Support - Individual is responsible for providing service to children/youth with
severe emotional disturbances and their families. The Community Support- Individual maintains
close contact with a supervision member of the child and family team (therapist, caseworker,
facilitator, etc.), as well as, the program Director and Case Manager.
 Provides transportation to and from activities as a part of the therapeutic plan for the child.
 Develops/uses existing community resources to further the goals of the treatment plan.
 Works with supervisors to identify activities that will further the child’s link to his/her
community and support a transition to more naturalized community resources.
 Interacts with parents/guardians and other family members as indicated by the treatment
 Completes all paperwork in a timely manner.
 Meets with supervisor at least once per month for an hour to discuss overall progress and
development of cases.
 Participates in all mandatory training sessions.
 Participates in Child & Family Team meetings whenever possible.
 Follows emergency procedures.
 Complies with all confidentiality procedures.
 Completes all other duties as assigned
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed are representative of the knowledge, skill and or ability
required. Reasonable accommodations may be made to enable individuals with disabilities to
perform the essential duties.
High School Diploma or General Equivalency Diploma (GED). Bachelors and/or Masters Degree
preferred. Must have at least two (2) years experience working with children. Must be at least 21
years of age (per DHS Title 59, part 132).
Must maintain a safe driving record and have current valid Illinois Driver’s License. Personal
vehicle needed for transportation to/from home and community based interventions. Mileage for
authorized work-related purposes is reimbursable.

Job Title: Community Support-Adult Counselor
FLSA Status: Exempt
Reports to: Director of Community Support Individuals
Position Location: Western Springs
Posted Date: 09/28/16
This is a full-time non-union position (40 hours). If you are interested and qualified, please contact Joy
Bruniga in Human Resources at 708-995-3510 or
The Community Support- Adult Counselor is responsible for providing Community Support Services and Group
services to a caseload of adults with serious mental illness to help support and build a healthier, more productive and
independent lifestyle.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
1) Provide Community Support Services to adults in their homes and/or in their communities.
2) Provide transportation to and from activities as a part of the therapeutic plan.
3) Work with client’s therapists if applicable to identify needs, goals, and activities that will benefit the client.
4) Conducts initial home visits/ phone calls with clients to explain the Community Support Adult program and
gain information about the clients and their needs.
5) Maintain client records as needed to maintain compliance with agency policies and complete required
outcome protocols while establishing productivity standards.
6) Complete Mental Health Assessments to formulate accurate diagnosis and comprehensive treatment
7) Develop and complete Treatment plans, as needed, relevant to client’s needs.
8) Determine frequency and intensity of services for individual clients.
9) Respond to clients needs outside of regular session times.
10) Interacts with clients family members as needed.
11) Provide consultation to agency staff regarding Community Support Adult Services as needed.
12) Coordinate and run Community Support Groups as needed.
13) Attend weekly supervision sessions and consultation groups
14) Attends agency meetings, in-service trainings, workshops, conferences, etc. when necessary.
15) Other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The
requirements listed are representative of the knowledge, skill and or ability required. Reasonable accommodations
may be made to enable an individual with a disability to perform the essential duties and responsibilities.
Master’s degree in Counseling, Psychology, Social Work, Marriage and Family Therapy or a related field is
required. Training in or experience working with serious mentally ill adults. Attention to detail and capacity to
work independently is essential.
Must maintain a safe driving record and have current valid Illinois Driver’s License. Personal vehicle needed. Staff
will transport clients and their belongings in his/her personal vehicle. Mileage for authorized work-related purposes
is reimbursable.

Job Title: Addictions Counselor III - ISP
Union Schedule: Schedule 10
Reports To: Director of Addictions
Position Location: Hickory Hills
Posted Date: 10/18/16
This is a full-time (35 hours) union position. If you are interested and qualified, please contact Joy Bruniga in
Human Resources at 708-995-3510 or
Provide all aspects of outpatient addiction treatment services to substance abusers in order to help them overcome
their addiction(s) and rebuild their lives. Service modalities may include OP, IOP and aftercare level treatment in
both group and individual settings.
1) Engage clients through active listening skills and respect for client's strengths as well as weaknesses.
2) Perform telephone and/or in-person screenings gathering data about presenting problems and the role of
alcohol/drugs in the presenting problem.
3) Through in-person interview with client and significant others as appropriate, perform thorough drug/alcohol
evaluations and assessments and diagnose clients using DSM and ASAM criteria.
4) With the client and utilizing a strengths-based perspective, formulate treatment plans based on assessed need,
review treatment plans according to policy and review plans with the supervisor as needed and required.
5) Deliver services as determined by assessment, as reflected in treatment plan and as needed by individuals
served, including individual and group treatment, case management, early intervention, community
intervention, crisis intervention, etc.
6) Provide services for clients utilizing state-of-the-art treatment tools, developing, modifying and updating
group curricula as needed, etc.
7) Manage caseload of assigned clients, including completing all necessary and required documentation,
including but not limited to intake paperwork, progress notes, discharge summary, status reports, insurance
forms, required insurance authorizations, etc.
8) Maintain weekly schedule of appointments and activities and inform supervisor in advance when schedule
9) Apprise clients of available services within the agency and community, develop contacts with and make
referrals to other agencies, professional groups and community entities as needed and only with client consent.
10) Responsible for keeping informed of and adhering to all policies, procedures and regulations which may apply
to the position.
11) Adheres to and delivers services in compliance with all agency and funder requirements, polices and
12) Represents program at community meetings or functions when assigned. May present services to community
entities and may deliver treatment services at community locations, such as local schools.
13) May provide direct clinical supervision to student intern(s) as available and assigned and as required by
learning institution, including oversight of required hours, completion of required reports, etc.
14) Attends and participates in required department and agency meetings.
15) Participates in required training if applicable.
16) Performs other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The
requirements listed are representative of the knowledge, skill and or ability required. Reasonable accommodations
may be made to enable an individual with a disability to perform the essential duties and responsibilities.
Education: Bachelor’s degree in psychology, social work, counseling or a related field. Master’s degree in
psychology, social work, counseling or a related field preferred.
Licensure/Certification: CADC required.
Work Experience/Skills: Two years experience in the addictions field. Experience working with victims of domestic
violence preferred. Experience with different types of treatment preferred (i.e. OP, IOP, Aftercare). Organizational
skills and ability to function and communicate as part of a treatment team is essential. 40 hour Domestic Violence
Training Certificate required or willingness to complete training within first 6 months of start date.
Language Skills: Bilingual (English/Spanish) skills would be helpful

Monday, November 28, 2016

Pre-Health Program Internship

Pre-Health Program Internship
DePaul University – College of Education – College Student Development

Supervisor: Lindsey Burdick - Associate Director of Pre-Health Advising
-          Bachelors of Science in Education – Health and Physical Education (UW-River Falls)
-          Masters of Science in Education – Higher Education Administration (University of Kansa)

Start: Fall 2017

The College of Science and Health is looking for a graduate intern from the College Student Development to help with the growing Pre-Health population. Graduate students interested in the program will be interested in working as a college career counselor, academic advisor, and program planner. Student must be highly motivated, think on their feet, and have an ability to have hard conversations with undergraduate students. We would like the graduate student to be available on Fridays. For more information about the pre-health program:

Duties Include:
-          Advise students in both career outcomes and academic outcomes (40%)
-          Help plan, promote, and present at events and workshops (20%)
-          Advise the Pathways Honors student board (15%)
-          Participate in the Pre-Health Advising Committee Mock Interviews (5%)
-          Help manage data collection for Pre-Health Students and PAC (10%)
-          Participate in prospective student and business outreach (5%)
-          Help with orientation – transfer and 1st year (5%)

Email – with Resume and Cover Letter 

Thursday, November 17, 2016

Reminder: Register for Winter Quarter

This is a reminder to all counseling students to register for the winter 2017 quarter. If courses have low enrollment, there is a possibility of cancellation.

Please ensure you are registered for the courses that you need and have a great Thanksgiving!

Tuesday, November 15, 2016

CSL Town Hall Meeting Notes

Supporting Access to Higher Education for Immigrant and Undocumented Students

Supporting Access to Higher Education for Immigrant and Undocumented Students
For School Counselors and College Access Partners  

The Center for Excellence in School Counseling and Leadership (CESCaL) presents the second annual conference focused on equity and access to higher education for immigrant and undocumented students.

In April 2016, CESCaL hosted the first annual conference to ensure access and equity to higher education for immigrant and undocumented youth by ensuring those who work with them received expert training on how to mentor, counsel, and advise future college candidates. CESCaL chose to address this specific student population due to CESCaL's commitment to advocate for marginalized student groups, improve effective practices among educators, provide a forum for collaboration and networking, problem solve critical training issues, and provide ongoing professional development.

Pre-conference survey results indicate there is much work to be done! A pre-survey of conference attendees revealed that only 27.33% of the participants reported being knowledgeable of the laws and rights and undocumented and/or immigrant students; only 22.67% have knowledge of the college application process for undocumented and/or immigrant students; and only 33.73% felt confident advising undocumented and/or immigrant students regarding the college application process.

The conference goal is to teach and empower school counselors and college access partners with the:
    Knowledge of laws and rights of immigrant and undocumented students and resources for students and families.
    Attitudes necessary to take personal responsibility as advocates for immigrant and undocumented students.
    Skills to navigate the college application process, locate funding options, access post-secondary opportunities, and utilize culturally competent techniques to mentor, counsel, and advice future college candidates.

Currently, millions of undocumented immigrant students and families:
    Are eager to pursue postsecondary education
    Face significant barriers to educational attainment
    Are unaware of the financial opportunities available to them
    Are subject to institutional gatekeeping that impacts access to post-secondary opportunities
    Graduate at drastically lower rates than U.S. born citizens
    Only 5 -10 percent of undocumented high school graduates go on to enroll in college (College Board, 2009).

The three-day conference will kick-off on Sunday, April 23 at 5 p.m. with an awards ceremony and conclude Tuesday, April 25 with workshops and a school counselor college fair at the Parma Payne Goodall Alumni Center in San Diego State University. 

Submitting a Program Proposal:
We are also accepting applications for presenters and poster sessions. Please complete the form electronically here or at

Register Now:

Don't miss out! Click here to register and inquire about the conference. Early registration ends Dec. 15! Inquire about the conference at Should you have questions and/or inquiries, please email Diana Camilo, Conference Chair at

Monday, November 14, 2016

Post-Election Messaging & Resources for Marginalized Youth

Counselors View of Ireland

Counseling Students and Alumni, 

We wanted to share an exciting opportunity for counseling students, alumni, and practitioners to travel abroad to Dublin, Ireland this summer. During the “Counselor’s View of Ireland” International Counseling Institute, participants learn about the counseling profession through seminars by Irish and American counselors and gain first-hand experience visiting mental health and substance abuse treatment centers throughout Ireland. This year, we have added Cuan Mhuire, the largest drug and rehabilitation provider in Ireland and a global partner of DePaul's Counseling Program.

Act NOW as this is a very popular program with limited capacity!

Program Website and Application:    (click on General Information and/or Application).

Questions? Contact Dr. Becky Michel at or Dr. Ted Remley at

Thursday, November 10, 2016

Job Posting: Resource Teacher

The Frances Xavier Warde School is a Catholic elementary school in downtown Chicago that provides an excellent academic, values-oriented education to students of all ethnic, religious, cultural and socio-economic backgrounds in a child-centered urban environment. As a keystone of its diverse community, The Frances Xavier Warde School provides need-based scholarships to thirty percent of its students. The Frances Xavier Warde School partners with its families, nurtures faith development for its Catholic students, and engages all its students to learn about and respect other faith traditions. The Frances Xavier Warde School uses a rigorous curriculum that enables students to grow, clarify their values, and develop decision-making skills and a sense of responsibility for themselves and the world they will inherit.  

Program Description
The Frances Xavier Warde School, provides students with a rigorous curriculum. We especially work to build a strong literacy foundation. The Resource Teacher is integral to providing support to not only students but to classroom teachers.

Primary Function
The Resource Teacher is responsible for educating children who have received educational testing indicating the need for individual or small group instruction.  Students may need support in specific subject areas, or in executive functioning skills.  The teacher must respond to the needs of each individual child by implementing lessons according to the skills the children need. The Resource Teacher fosters and maintains relationships with the classroom teachers.  This individual may also plan lessons for small group instruction in reading, math or guided study, depending on his or her teaching schedule.

Key Relationships
The Resource Teacher reports to the principal and is supervised by the principal. Other key relationships he/she is responsible in cultivating are with the Head of School, other administrators, the grade level teacher teams.

 Qualifications and Requirements
A candidate should hold:

• A Bachelors or Masters Degree in Elementary Education or Special Education
• A valid, issued State of Illinois teaching certificate Type 03, 04, or 09
• A Masters Degree in Reading or Literacy (with a Type 10 certificate) or Multi-sensory Certification (i.e.   SLANT, Wilson, Orton-Gillingham) is preferred.

A candidate will need upon hiring:

• A TB test
• Comply with Archdiocese of Chicago required Protecting God’s Children Requirements (Background Screening, Fingerprinting, VIRTUS Training, CANTS, Code of Conduct, Mandated Reporter Training)

A candidate must demonstrate:

• The ability to establish collaborative relationships with teaching staff
• Familiarity with ISACS criteria and standards of excellence

What Makes a FXW Teacher Competent and Effective
Educators are hired with the expectation that they possess the necessary knowledge, teaching skills, character, and commitment to be productive members of the FXW community. The following is a list of descriptors:
·         Adheres to the unique Catholic mission and interfaith values of FXW School
o   Articulates a working knowledge of FXW’s value-centered mission and academically rigorous curriculum
o   Participates in spiritual development activities of the school community, including support for student community service projects and initiatives
o   Models the importance of daily prayer and worship through active participation for students
o   Demonstrates a willingness to plan, encourage and participate in community building activities (religious, social and educational)

• Utilizes effective instructional strategies with students
o   Demonstrates comprehensive knowledge of subject matter
o   Understands interrelationships of content areas
o   Regularly utilizes formative and summative assessment to guide instruction
o   Employs technology effectively to enhance teaching
o   Presents lessons and instructions in multi-modalities to address students’ various learning styles and  abilities
o   Encourages students to become aware of social issues and current events appropriate to their level of understanding

• Manages the classroom in a positive manner, respecting the dignity of all
o Respects the right of students as individuals
o   Utilizes positive reinforcement strategies
o   Mentors students effectively and professionally

• Completes annual goals and seeks professional development opportunities
o   Demonstrates a sense of professional responsibility by keeping current with recent practice and research in education
o   Collaborates and works with administration to further yearly goals

• Maintains a positive rapport with all members of the FXW community
o   Accepts feedback and works to show improvement
o   Respects the integrity of fellow staff, students and parents by being discreet and tactful when discussing student and school related issues
o   Demonstrates flexibility and models collegiality

• Fulfills routine duties and expectations in a dependable manner

o   Demonstrates evidence of prior planning and preparation
o   Creates lesson plans with clear student-centered objectives, incorporating the principles of backwards design, as well as the use of formative and summative assessment
o   Uses instructional time efficiently
o   Evaluates student progress effectively
o   Utilizes correct and appropriate written and oral communication in conversations, reports and   meetings
o   Is punctual and effective in supervisory duties such as morning drop off, lunch supervision, etc.
o   Is punctual in role as teacher (8:00 AM arrival/4:00 PM dismissal)
o   Willingly uses and integrates technology into the classroom
o   Attends parent/teacher conferences as requested by classroom teachers or on a need basis as well as communicates with parents of third grade students and those seen individually and in small groups regularly
o   Completes TEAM forms and brings student concerns to TEAM meetings as needed
o   Works under stressful conditions
o   Contributes updates about student learning for classroom webpage(s)
o   Supports curricular initiatives
o   Implements Discipline Plan
o   Is punctual for, creates agenda, and leads weekly literacy teacher meetings
o   Meets weekly with respective classroom teachers about student concerns, successes, and progress
o   Assesses students using benchmark tools each assessment period (i.e. Fountas and Pinnell Benchmark Assessment System, DIBELS)
o   Orders materials yearly to help support the reading program
o   Contributes to literacy portion of grade level narrative (specifically completing applicable reading skills )

Friday, November 4, 2016

VCU Counselor Education and Supervision PhD Program Virtual Open House

Job Posting

Free Room and Board in exchange for 15-20 flexible hours of childcare/ household help a week

Accommodations: Convenient Lincoln Square Location, 5 min walk to the Rockwell Brown Line, 4 bed/2 bath condo.  Private spacious room and bathroom, separate entrance, laundry, internet, heat, utilities, netflicks and food included.

Depaul Grad/Single working mother needs help M-Th for 1 hour in the morning getting 2 year old and 4 year old kiddos up and out the door to school/daycare. 2 flexible evenings a week help with dinner and bedtime, the rest of the hours will be spent completing light housekeeping, laundry, cooking, grocery shopping

Contact Megan:

Monday, October 31, 2016

CSL 482 Special Topics in Counseling: Juvenile Justice

Dr. Mason has two open spots in this new Winter intercession course (Nov. 28-Dec. 16) that will provide direct service to the Cook Co. Juvenile Temporary Detention Center. This course is open to any student in any of the three specialties, any year, and can be used as an elective for CMH or CSD. If you are interested, please contact her ASAP for more information at

Tuesday, October 25, 2016

Job Posting - Kenneth Young Center

PresenceLearning’s Third Fall Webinar Highlights

PresenceLearning’s Third Fall Webinar Highlights How to Prepare Students with Special Needs for Life Beyond High School

Transition expert Dr. Mary Morningstar will present and answer questions in a live session for special education leaders on Tuesday, December 6, 2016

SAN FRANCISCO, October 25, 2016 – For students with special needs and their families, planning for the future can be an uncertain endeavor. Families rely on schools to help prepare their children with the skills and resources needed to succeed in a career or at college. To help special education leaders best prepare those students for the future, PresenceLearning, the leading provider of teletherapy/telehealth services in education, is hosting the third and final webinar in PresenceLearning’s Fall 2016 “Results Matter” series. This 90-minute webinar, “How to Improve Transition Results for High School Students with Disabilities,” will be led by transition expert Dr. Mary Morningstar on Tuesday, December 6, 2016 at 1 PM Eastern/10 AM Pacific.

For the general education population, college and career readiness is a common measure of success for students, teachers, schools and districts as a whole. As special educators and special education leaders are experiencing heightened accountability for student outcomes, college and career readiness for students with special needs has become a barometer of success as well. However, given these students’ needs for extra support and services, the transition after graduation may require a different approach than that for the general education population. During this webinar, Dr. Morningstar will:
Summarize the challenges students with special needs and their families may face during the transition from high school to college or career
Outline six academic and non-academic domains special educators can use to address transition challenges
Identify several implications special education leaders can use to determine if their transition program is successful

About the “Results Matter – Closing the Achievement Gap” Webinar Series
After decades of legislation, litigation, research, professional development, and an alphabet soup full of acronyms, the achievement gap remains stubbornly wide. What are the practical realities and what work still needs to be done to make the dream of full achievement for all students come true? PresenceLearning’s latest SPED Ahead webinar series explores this topic and provides a comprehensive look at where our education system is in reaching full achievement for all students and where we are headed. Led by subject matter experts, the series unpacks topics such as RDA and ESSA, factors that contribute to programs like MTSS and RTI not living up to their promises, socio-economic factors that impair achievement, how a growth mindset is the key to success, and much more. All webinars are 90 minutes and are offered free of charge. Every attendee receives a certificate of attendance. Qualified attendees who meet eligibility requirements may earn ASHA CEUs or NASP CPDs.

About Dr. Mary Morningstar
Mary E. Morningstar, Ph.D. is associate professor in the Department of Special Education at the University of Kansas and Director of the Transition Coalition. Dr. Morningstar has been involved in training, professional development and research regarding transition from school to adult life for over 25 years. She is an expert on evaluating secondary teacher quality and professional development, culturally diverse family involvement in transition planning, and interagency collaboration. Dr. Morningstar coordinates an online master’s program, focusing on preparing secondary educators across the country to provide transition education and services to youth with disabilities.

About PresenceLearning
PresenceLearning ( is the leader in the delivery of clinical services via telehealth. PresenceLearning has provided over one million sessions of live, online speech-language therapy, occupational therapy, behavioral interventions and mental health services, diagnostic services and assessments, and early childhood services for children with special needs. Over 30,000 leaders in special education have participated in PresenceLearning’s SPED Ahead webinars over the past 4 years. PresenceLearning is approved by the American Speech-Language Hearing Association (ASHA) as a provider of continuing education units and by the National Association of School Psychologists (NASP) as a provider of professional development credits.

Katie Povejsil, Chief Marketing Officer, PresenceLearning

Christine Lynch, Public Relations for PresenceLearning

Thursday, October 20, 2016

Job Posting: Babysitting

We are looking for someone to babysit our six month old daughter, Vivien. Responsibilities would include feeding, changing, reading and playing! Student should be comfortable with dogs, as we have an 8lb yorkie-poo. 

Hours: 6 hours per week (with possibility to increase if available)

Compensation: $15 per hour

Job Requirements: Please email with past child-care experience as well as 2-3 references. 

Location: West Loop

Contact: Kate Logan (