School-Based Social Worker [0.6 FTE Part-Time] (SY25-26)
School-Based Social Worker [0.6 FTE Part-Time] (SY25-26)
Employer Active
Job Alert
You will be updated with latest job alerts via email
Share
Job Alert
You will be updated with latest job alerts via email
Not Disclosed
Salary Not Disclosed
1 Vacancy
Job Description
To be considered for this position candidates must apply to the Social Worker Candidate Pool Posting (SY25-26) and be screened through the Central Office screening process.
Background and Overview
The Boston Public Schools is committed to providing every child in every classroom anequitable world-class high-quality education with the same unfettered access to everyconceivable resource to unlock the greatness within them. As part of an equitableMulti-tiered System of Supports that advances students learning and outcomes The Officeof Social Work serves BPS students and families by supporting school-based SocialWorkers across the district with providing high-quality culturally responsive directservices.
The Office of Social Work supports social workers with consultation professional developmentand crisis response. Through a regional support model all school-based social workers receivesupport from a District Social Worker in addition to the Program Director of Social Work. TheOffice of Social Work aims to provide high-quality culturally and linguistically relevant mentalhealth support in all BPS schools.
Position Summary and General Responsibilities:
Boston Public Schools seeks an exceptional School Based Social Workerwho is highlyqualified and knowledgeable to support the implementation of a variety of behavioral healthsupports that include trauma response and recovery healing and resiliency-focused school socialwork services that support students and educators to create conditions wherein students mayachieve their full potential academically socially and emotionally.
The Social Worker in partnership with the other BPS providers and outside mental healthpartners will support school communities by supporting with:
- individual and group counseling and assessments
- crisis intervention and response
- managing a caseload coordinating referrals to external agencies and programs in
- partnership with students and families
Through a lead role in the Student Success Team (SST) and other leadership bodies within theschool and working in close collaboration with other school-based teams Social Workers:
- Facilitate or collaborate as needed with School Leaders colleagues and other stakeholders in the collection and monitoring of data to identify trends with a close eye on conditions policies and practices that may be creating exacerbating issues that lead to the need for counseling and Tier 2/3 support.
- Utilize district-wide SST guidance implementation tools and support to actively assess Student Success Team practices.
- Continuously work to develop their own racial/cultural awareness alongside their colleagues (CLSP Competency 1) and authentic relationships that allow for cultural learning and understanding with students and families (CLSP Competency 2) in order to do this work well.
The Social Worker will attend professional development and receive coaching and feedbackfrom the team of District Social Workers Program Director of Social Work and Director ofStudent Support to ensure continuous improvement of service delivery and compliance withdistrict protocols policies and professional standards of practice.
Reports to:School Leader (with secondary evaluation from the Program Director of SocialWork)
Responsibilities
Student Success Team:
- Coordinate and/or actively participate in the Student Success Team.
- Collaborate with School Leadership to establish sustainable structures and partnerships and ensure the voice of students and families are elevated in co-constructing solutions to issues.
- As a valued member of the Student Success team the social worker will support the design of tiered interventions that support the implementation of an equitable Multi-Tiered System of Support.
- Support the collection of progress monitoring data within the Panorama platform in collaboration with other staff to ensure that intervention supports and services are leading to the desired outcome(s) for participating students.
- Model and promote authentic relationship-building and collaboration with students families school community and partnering agencies.
- In partnership with the Student Success Team the School-Based Social Worker will establish & monitor a Multi-tiered System of Support (MTSS): Tier 1 2 & Tier 3 classroom and student-level interventions in a manner that does not pathologize students.
- Social Workers will collaborate with the SST members in ensuring students elevated to the student success team have a plan progress monitoring and assessment of the interventions
- Communicate goals and activities of the student support program to students staff and the larger community.
Professional Learning:
- Attend monthly professional development provided by the Office of Social Work. The topics will focus on department policies and practices as well as evidence-based mental health practices community partners mental health SEL Trauma-informed practices and healing practices.
- The social worker may be required to attend professional Development for up to 9 of the 18 contractually required PD hours to focus on mental health-specific topics offered by the Office of Social Work. The social workers school-based hours shall be determined by their direct supervisor.
Direct Service:
- Provide individual and/or group counseling which may include IEP and non-IEP services.A recommendation of a maximum of 10 individual sessions with students with IEPs per week. As needed/ if applicable serve as a member of the IEP/504 Team for assigned students.
- Provide Tier 2/3 interventions such as check-in/check-out suicide and threat risk assessments.
- Conduct sociological assessments when requested as part of the Special Education eligibility process upload to Edplan in a timely manner. This may include home visits.
- Support individual and whole school crisis intervention in collaboration with the BPS district-wide Crisis Team as needed. This includes supporting Suicide Risk Assessments and Threat Assessments (with the school crisis team).
- Consult around school and classroom climate strategies that support social-emotional development and promote active student engagement in learning.
- Match students with appropriate services that align with the students/families expressed need and aspirations which may include referrals to external agencies; monitor their progress and coordinate follow-up services for each student serving as a case manager
- Track and maintain data related to mental health partners and the services that they provide.
- Maintain and provide student data and written reports as needed including timely completion of monthly reports for the Office of Social Work
- Performs other related duties as assigned by the School Leader or Program Director of Social work.
Core Competencies:
Using the Rubric of Specialized Instructional Support Personnel (SISP) the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.
Accountability for Student Achievement
(II-A-1 Quality of Effort and Work II-D-2 High Expectations I B-2 Adjustments to Practice)
- Sets ambitious learning goals for all students uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
- Consistently defines high expectations for student learning goals and behavior.
- Assesses student learning regularly using a variety of assessments to measure growth and understanding.
- Effectively analyzes data from assessments draws conclusions and shares them appropriately.
Communicating Professional Knowledge
(I-A-1 Professional Knowledge I-A-2 Child Adolescent Development I-A-3 Plan Development)
- Exhibits strong knowledge of child development and how students learn and behave and designs effective and rigorous plans for support with measurable outcomes.
- Demonstrates knowledge of students developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
Equitable & Effective Instruction
(II-A-3 Meeting Diverse Needs II-A-2. Student Engagement II-B-1. Safe Learning Environment
II-B-2 Collaborative Learning Environment I-D-3 Access to Knowledge)
- Builds a productive learning environment where every student participates and is valued as part of the class community.
- Uses instructional and clinical practices that are likely to challenge motivate and engage all students and facilitate active participation.
- Consistently adapts instruction services plans and assessments to make curriculum/supports accessible to all students.
Cultural Proficiency
(II-C-1. Respects Differences II-C-2. Maintains a Respectful Environment)
- Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected.
Parent/Family Engagement
(III-A-1. Parent/Family Engagement III-B-2. Collaboration)
- Engages with families and builds collaborative respectful relationships with them in service of student learning.
- Deep knowledge and understanding of and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
- Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
Professional Reflection & Collaboration
(IV-A-1. Reflective Practice IV-C-1. Professional Collaboration IV-C-2. Consultation)
- Regularly reflects on practice seeks and responds to feedback and demonstrates self-awareness and commitment to continuous learning and development.
- Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development and to plan appropriate interventions at the classroom or school level.
- Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic behavioral and social/emotional learning experiences for students.
Qualifications - Required:
- Education:Masters Degree in Social Work Counseling
- MA DESE School Social Worker/School Adjustment Counselor License (All Levels)
- Licensed Social Worker (LCSW or LICSW) or Licensed Mental Health Counselor (LMHC); or eligible for a Social Worker license (LCSW or LICSW) or Mental Health Counselor license (LMHC).
- Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.
- Ability to meet the BPS Standards of Effective Practice as outlined above.
- Strong interpersonal skills to work with school students parents and community-based agencies.
- Demonstrates understanding of racial equity and ability to engage in dialogue about race intersectionality and systems of oppression
- Demonstrates a deep sense of cultural humility and self-awareness.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualifications - Preferred:
- Prior work as a school-based social worker
- Knowledge of Special Education policies and procedures
- BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom school and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS official languages: Spanish Creole (Cape Verdean) Creole (Haitian) Chinese Vietnamese Portuguese & Somali.
- Certification as a trainer in Safety Cares de-escalation and restraint program. Core Values:
- Commitment to working with parents and students as partners in education.
- Belief that all students can learn and deserve opportunities to achieve the greatness within them.
- Respect for all children and their families through an asset-based lens.
- Identify as a lifelong learner and reflective practitioner.
- Willingness to serve as an advocate for all children.
Terms:BTU Group 1
Please refer to (under Employee Benefits and Policies) formore information on salary and compensation. Salaries are listed by Unions and Grade/Step.
The start and end times of BPS schools vary as do the lengths of the school day. Some BPS schools have a longer school day through the Schedule A Expanded Learning Time (ELT) agreement.
The Boston Public Schools in accordance with its nondiscrimination policies does not discriminate on the basis of race color age criminal record physical or mental disability pregnancy or pregnancy-related conditions homelessness sex/gender gender identity religion national origin ancestry sexual orientation genetics natural or protective hairstyle military status immigration status English language proficiency or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process please contact the Accommodations Unit at .
Employment Type
Full-Time
