Volunteer Position Description

Attorney Mentor

Purpose

To train high school students to serve as attorneys for youth led hearing sessions in which a juvenile offender, who has admitted his/her guilt, agrees to receive a sentence for a crime he/she has committed. The goal of the Attorney Mentor is to assist student attorneys in seeking justice and determining the most appropriate sentence for the juvenile offenders.

Location

Depending on the volunteer’s assignment, sites may include the San Francisco Superior Court, San Francisco City Hall, the Juvenile Justice Center, and various school sites throughout San Francisco.

Responsibilities

Attorney mentors assist students in writing opening and closing statements, questioning witnesses, and serving as effective advocates for the respondent, the victim and the community. Specific duties include:

§ Review the police report provided by the Teen Court staff

§ Assist student attorneys in the development of opening statements, witness questions, and closing arguments

§ Assist the student attorneys in identifying mitigating and aggravating circumstances

§ Assist the student attorneys in applying Restorative Justice to their cases

§ Review the student attorneys’ completed work and approve for court

§ Attend the corresponding hearing session and support the teen attorneys during the case presentation

§ Communicate with Program Supervisor regarding students’ progress

§ Participate in periodic evaluations of volunteer and program performance

Minimum Time Required per Case: 4.5 - 6 hours per two week cycle

§ Be available to students for case preparation (approximately 3 hours 1-2 weeks prior to hearing)

o Case preparation may be done via in person meetings, phone calls, and/or e-mails

§ Court Hearing (1.5 - 3 hours)

Qualifications

§ Law degree or 2^nd or 3^rd year law student

§ Commitment to San Francisco Peer Court’s mission and program

§ Interest in mentoring youth

§ Have transportation to sites located throughout the County

Benefits

§ Opportunity to guide youth through the court process.

§ Opportunity to use the experience as a reference for future jobs/education.

§ Opportunity to work intimately with judges, defense attorneys, district attorneys, civil attorneys, and other juvenile justice professionals

§ Invitation to special Teen Court events

As Attorney Mentors it is your goal to assist student attorneys in seeking justice and determining the most appropriate sentence for the Teen Court juvenile offenders. Let them know that it is not their job to seek the most severe or easiest punishment possible (depending on what side they are representing); they should “seek justice” and therefore request a reasonable and appropriate sentence in light of facts of the case and any consequences the respondents may have already received.

Please keep in mind and reiterate to the students the elements of Restorative Justice:

Repairing the harm to victims, communities, and relationships

Offender accountability and skill building

Community safety

(Students are taught the mnemonic – R.O.C.)

Prosecuting Attorney Trainers

In assisting the students with determining the most appropriate sentence for a juvenile offender, encourage students to focus on the harm caused, not simply the crime committed (i.e. if the crime is possession of tobacco, encourage students to focus on the harmful effects of tobacco, in addition to the fact that it is a crime to possess tobacco under the age of 18).

In addition, students should be trained to point out the aggravating factors that make the crime particularly egregious, such as a respondent’s lack of remorse or premeditation. You may also want to encourage students to acknowledge the mitigating factors and to explain why those factors do not absolve the respondent of responsibility. Finally, in asking for a sentence, students should be encouraged to suggest how their sentence helps to repair the harm caused, and does not simply punish the respondent for the crime.

Defense Attorney Trainers

In assisting students in determine the most appropriate sentence encourage students to acknowledge the harm caused and the respondent’s willingness to be accountable for the crime by admitting guilt and coming before them to receive a fair sentence.

In addition, students should be trained to point out the mitigating factors such as consequences already received or the respondent’s remorse. You may also want to encourage students to acknowledge the aggravating factors and to explain those factors and why they should not impact the sentence. Finally, in asking for a sentence, students should be encouraged to suggest how their sentence helps to repair the harm caused, and does not simply punish the respondent for the crime.

For more information contact:

Nicole Brown, Esq., MSW

Office: 415-865-2524

Cell: 858-212-7220

nicole@peercourt.org