Social Worker/Coordinator [EI Clinician] (Anticipated Vacancy) (SY25-26)
Social Worker/Coordinator [EI Clinician] (Anticipated Vacancy) (SY25-26)
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Job Description
To be considered for this position candidates must apply to theSocial Worker Candidate Pool Posting (SY25-26)and be screened through the Central Office screening process.
This position is an anticipated vacancy. It is expected to be vacant by 09/04/2025. However the current incumbent has a right to rescind their retirement leave or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.
Boston Public Schools seeks an exceptional Social Worker/Coordinatorwho is highly qualified and knowledgeable to join our community of teachers learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS the teachers and leaders are committed to the vision of high expectations for achievement equal access to high levels of instruction the achievement of academic proficiency for all students and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professionals.
Reports to: Program Director
Responsibilities
- Manage and supervise the Planning Center.
- Plan and implement school support programs in collaboration with the Program Director.
- Act as a case manager for students.
- Counsel students individually and in small groups.
- Provide crisis intervention for students which may include psychiatric evaluations safety contracts and social service interventions.
- Assist in the admission and discharge of students.
- Communicate goals and activities of the student support program to students staff and the larger community.
- Coordinate the Student Support Team.
- Serve as a liaison between the school student parent and external agencies.
- Make referrals to external agencies and appropriate programs for students in need of support services.
- Match students with appropriate services monitor their progress and coordinate follow-up services for each student.
- Performs other related duties as requested by the Program Director.
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 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.
- 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
- Licensed Social Worker (LCSW or LICSW).
- MA DESE School Social Worker/School Adjustment Counselor License (All Levels).
- Education:Masters Degree.
- Minimum of three years of professional experience working with at-risk youth.
- Ability to meet the BPS Standards of Effective Practice as outlined above.
- Strong interpersonal skills to work with schools students parents and community-based agencies.
- Professional clinical experience with children and their families.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualification-Preferred
- Commitment to working with parents and students as partners in education.
- Belief that all students can learn and become socially responsible.
- Respect for all children and their families.
- 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.
Terms:BTU Group 1
Please refer to Employee Benefits and Policies) for more 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 .
Required Experience:
IC
Employment Type
Full-Time
