2026-27 School Social Worker

SCHOOL SOCIAL WORKER

JOB DESCRIPTION

Job description pending Board approval on 4/23/2026

BASIC FUNCTION:

Under the direction of the site principal or designee, the School Social Worker acts as a direct support provider to students identified as needing intervention support. The School Social Worker works closely with the school and community agencies to access appropriate services in the community to support students. They monitor the social, emotional, and academic needs of an identified group of students to provide proactive support and outreach. The School Social Worker will conduct specialized groups for students, families, and community members. Performs other related duties as assigned that are consistent with the scope and intent of the position and support the operational needs of the school site and district.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills, and other characteristics. This list is illustrative only and is not a comprehensive listing of all functions and tasks performed by positions in this class. Management reserves the right to add, modify, change, or rescind the work assignments of different positions and to make reasonable accommodations so that qualified employees can perform the essential functions of the role.) Provide individual and group counseling services based on student needs (e.g., grief, anger management, family change, crisis). Conduct initial and ongoing mental health assessments, including evaluating the severity and urgency of concerns. Deliver crisis intervention and facilitate restorative conferences. Support students in developing social-emotional skills, conflict resolution, and positive behavior strategies. Participate in re-entry meetings and provide targeted support following disciplinary actions. Provide case management for students requiring multiple supports. Monitor student progress and adjust interventions accordingly. Develop and implement short- and long-term intervention plans in collaboration with students and families. Refer students to appropriate internal or external services when needed. Communicate and collaborate with parents/guardians in support of student success. Support families in navigating school systems and accessing community resources. Help reduce family stressors impacting student learning and well-being. Partner with counselors, administrators, and staff to address student needs, including attendance and behavior trends. Provide consultation and strategies to staff to support student success in the classroom. Assist in developing and implementing behavior intervention strategies. Conduct mental health and needs assessments to inform appropriate interventions. Serve as a liaison between school, families, and community agencies (e.g., mental health, child welfare). Coordinate and connect students and families to community resources. Advocate for equitable access to services and improved systems of support. Provide training and consultation to staff on student mental health and behavior. Share relevant contextual factors (cultural, familial, socioeconomic) impacting student success. Support the development of school-wide systems that respond effectively to student needs. Perform other related duties as assigned that are consistent with the scope and intent of the position and support the operational needs of the school site and district.

KNOWLEDGE AND ABILITIES:

Knowledge of: Principles and methods of counseling and assessment of students with emotional, social, behavioral, and/or mental health needs Overall growth and development of children Evidence-based practices, areas of secondary curriculum, and mental health interventions Applicable treatment modalities and theory District organization, policies, and procedures Use of modern technology, office procedures and methods, computer equipment, and computer software necessary to perform required duties Ability to: Provide crisis assessment and/or intervention Develop and coordinate programs Negotiate and resolve conflicts and demonstrate strong interpersonal skills Deal effectively with parents, teachers, administrators, and students Maintain high standards of professionalism Organize and manage time effectively Work both collaboratively and independently Demonstrate leadership and organizational skills

EDUCATION AND LICENSE REQUIRED:

Master’s degree from an accredited university in Social Work (MSW). Pupil Personnel Services (PPS) Credential in the area of School Social Work Valid CA Board of Behavioral Services license as an LSCW or candidate, must possess an ACSW number within 90 days of hire.

WORKING CONDITIONS:

Environment: Dynamic Settings: Primary work is performed in office and classroom environments across various school sites. Mobility: Requires frequent travel to district offices, County Offices of Education, and community partner locations. Pace: High-volume environment with frequent interruptions and a need to pivot quickly between administrative tasks and crisis intervention. Physical Demands: Communication: Sufficient clarity of speech and hearing to communicate effectively in person, on the phone, and via digital conferencing. Vision: Ability to read printed materials, digital displays, and observe student behavior/body language. Dexterity: Fine motor skills to operate computers, tablets, and standard office equipment. Movement: Frequent sitting, standing, and walking; occasional bending, reaching, and the ability to lift/move materials or equipment up to 30 pounds. Transportation: Access to reliable personal transportation for multi-site responsibilities. Interpersonal & Environmental Factors: Climate: Generally works in a climate-controlled office; however, may be exposed to outdoor weather during yard duty or school events. Emotional Labor: Frequent interaction with students, families, and staff who may be in states of high emotional distress. Must be able to maintain professional composure while interpreting and enforcing district policies in sensitive situations. Noise Levels: Moderate to high during passing periods, assemblies, or in communal school areas.

NON-DISCRIMINATION POLICY:

The South San Francisco Unified School District is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, reproductive health decision making, physical or mental disability, medical condition, sex, sexual orientation, gender, gender identity, gender expression, veteran or military status, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. (Board Policy 0410) No district employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics. (Board Policy 4030) #J-18808-Ljbffr ReNEW Schools