School-Based Social Worker (SY26-27)

School Based Social Worker

To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY26-27) and be screened through the Central Office screening process. The Horace Mann School (HMS) is a PreK–12 dual language school in American Sign Language (ASL) and English that provides an asset-driven education for Deaf and hard-of-hearing students. Its language-rich, innovative environment allows students to learn through immersion in an affirming community with strong language models to develop fluency in both ASL and English. Preference is given to candidates with fluency in American Sign Language.

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.

The Office of Social Work supports social workers with consultation, professional development, and crisis response. Through a regional support model, all school-based social workers receive support from a District Social Worker in addition to the Program Director of Social Work. The Office of Social Work aims to provide high-quality culturally and linguistically relevant mental health support in all BPS schools.

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.

The Social Worker, in partnership with the other BPS providers and outside mental health partners 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 the school, 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 feedback from the team of District Social Workers, Program Director of Social Work, and Director of Student Support to ensure continuous improvement of service delivery and compliance with district protocols, policies, and professional standards of practice.

Reports to: School Leader (with secondary evaluation from the Program Director of Social Work)

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 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
• 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