Long-Term Substitute School Social Worker

About the Employer

Background and Overview

The Boston Public Schools is committed to providing every child in every classroom an equitable, world-class, high-quality education with the same unfettered access to every conceivable resource to unlock the greatness within them. As part of an equitable multi-tiered system of supports that advances students' learning and outcomes, the Office of Social Work serves BPS students and families by supporting school-based social workers across the district with providing high-quality, culturally responsive direct services.

Position Summary and General Responsibilities

Boston Public Schools seeks an exceptional school-based social worker who is highly qualified and knowledgeable to support the implementation of a variety of behavioral health supports that include trauma response and recovery, healing, and resiliency-focused school social work services that support students and educators to create conditions wherein students may achieve their full potential academically, socially, and emotionally.

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.
• Support the design of tiered interventions that support the implementation of an equitable multi-tiered system of support.
• Model and promote authentic relationship-building and collaboration with students, families, school community, and partnering agencies.

Student Support Program

• 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.
• 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 worker's 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.
• Perform other related duties as assigned by the school leader or Program Director of Social Work.

Core Competencies

The following core competencies are expected from all BPS SISP:

Accountability for Student Achievement

Accountability for student achievement (II-A-1 Quality of effort and work, II-D-2 High expectations, I-B-2 Adjustments to practice).

Communicating Professional Knowledge

Communicating professional knowledge (I-A-1 Professional knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development).

Equitable & Effective Instruction

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).

Cultural Proficiency

Cultural proficiency (II-C-1 Respects differences, II-C-2 Maintains a respectful environment).

Parent/Family Engagement

Parent/family engagement (III-A-1 Parent/family engagement, III-B-2 Collaboration).

Professional Reflection & Collaboration

Professional reflection & collaboration (IV-A-1 Reflective practice, IV-C-1 Professional collaboration, IV-C-2 Consultation).

Qualifications - Required

• Education: Master's degree in Social Work, Counseling, MA 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's 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.