School Social Worker Job at Harvard Community School District 50 in Harvard

Job Title

School Social Worker

Job Summary:

A School Social Worker supports students, families, and staff by addressing social, emotional, and behavioral needs that impact student success. They collaborate with educators, administrators, and community resources to develop and implement interventions that promote student well-being, academic achievement, and a positive school climate. Responsibilities include conducting assessments, counseling, facilitating crisis intervention, and supporting students through the Multi-Tiered System of Support (MTSS). They also work closely with families to connect them with community resources and advocate for students' needs. Additionally, School Social Workers contribute to Individualized Education Plans (IEPs) and 504 plans, ensuring appropriate accommodations and services are in place to support student learning and development.

Qualifications:

Professional Educator License (PEL) or eligible for an appropriate license

Master's degree required in Social Work

Bilingual preferred

Evaluation:

This job's performance will be evaluated per provisions of the Board's policy on the Evaluation of Staff.

Reports to:

Building Principal

Terms of Employment:

This is a 9-month position with salary and benefits determined by the Board of Education. The role is part of the Related Services Team and falls under the Related Services agreement.

Compensation and Benefits:

The details of employee compensation and benefits are comprehensively outlined in the Related Service Agreement, a document accessible at the following link: https://www.cusd50.org/page/careers. This agreement is a valuable resource for individuals seeking comprehensive information regarding our organization's remuneration and benefits structure.

FLSA Status:

Exempt

Duties and Responsibilities:

1. Provides direct social/emotional support to students, prioritizing special education as mandated by Individualized Education Plans (IEPs).
2. Maintains a high level of ethical behavior and confidentiality that is student-focused.
3. Provides research-based specialized instruction to address the instructional goals and objectives contained within each student's IEP.
4. Assists and supports students struggling with social-emotional and behavioral concerns through the MTSS framework.
5. Participates in Service Team meetings to represent the social-emotional aspects of the educational setting.
6. Assists in the development of behavioral intervention strategies as well as formalized Functional Behavior Assessments and Behavior Intervention Plans.
7. Prepares Social Developmental Studies to address the social-emotional status of students during the case study or re-evaluation.
8. Provides character education to students in various settings, including individual, small group, and classrooms.
9. Provides interventions for students in crisis.
10. Provides individual and/or group counseling to identified students in the areas of academic and social/emotional behaviors.
11. Maintains data collection and recordkeeping to monitor the social-emotional well-being of students.
12. Demonstrates skills in socio-environmental analysis and diagnosis of students with social/emotional concerns.
13. Demonstrates leadership skills in working with individuals and groups (i.e., initiating individual or group discussion, listening, clarifying, facilitating interactions, and sharing ideas).
14. Addresses parent concerns and provides community resources as necessary.
15. Advocates for students with school staff and administration.
16. Mobilizes school and community resources to support the student in the educational setting.
17. Consults with school staff to address the social-emotional concerns of students.
18. Assists teachers with classroom interventions.
19. Contacts with community resources.
20. Provides professional training and community education opportunities.
21. Participates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established classroom objectives supporting the school improvement plan.
22. Demonstrates the ability to work collaboratively with parents and the community.
23. Performs other duties and responsibilities as determined by the principal or designee or as needs arise.

Required Knowledge, Skills, and Abilities:

• Must demonstrate a record of effectiveness in their teaching
• Must have excellent planning and organization skills
• Must have the ability to work collaboratively with others
• Must have strong verbal communication skills
• Must model a desire and willingness to learn continually

Physical Demands:

The physical demands of this position include frequent sitting and standing for extended periods. Repetitive bending at the waist and kneeling, stooping, and crouching to assist students are also required. Regularly walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and occasionally lift and/or move up to 10 pounds.

ADA:

The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.

This job description is intended to describe minimum qualifications, duties, and responsibilities performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The District reserves the right to amend and change the position responsibilities to meet District needs as necessary.