School Social Worker

School Social Worker, Special Education: Autism Spectrum Disorders (ASD), Developmental Cognitive Disabilities (DCD), and Emotional / Behavioral Disorders (EBD) JobID: 1942 Position Type: Special Education/ Social Worker Date Posted: 8/7/2026 Location: Dakota County Area Learning School, Rosemount MN Date Available: 08/18/2026 INTERMEDIATE SCHOOL DISTRICT 917 POSITION OPENING Date Posted: August 7, 2026 Position Title: School Social Worker, Special Education Assignment Location: Dakota County Technical College, Rosemount MN supporting the Transitional Education Service Alternative Program (TESA) Hours per Day: 8.0 Schedule: 7:30 a.m. to 3:30 p.m., Monday through Friday, following the assigned school calendar Anticipated Start Date: August 18, 2026 Contract Length: 2026-2027 school year, continuing contract Salary: Per the teacher/licensed staff contract POSITION OVERVIEW The School Social Worker for Intermediate School District 917's Special Education programs plays a vital role in providing services to students in various settings to improve social skills. He or she will obtain and analyze data to determine sociological needs of students, assure that children are enrolled in and attend an educational program, prepare and maintain student and program records, and perform related work as apparent or assigned. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. The School Social Worker will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. This role is performed following District policy and State/Federal Laws. RESPONSIBILITIES Work cooperatively with teams to provide appropriate programming for students; Consult with staff, parents, guardians, and other service providers to align curriculum and instruction with student needs; provide teachers with educational ideas and strategies. Provide direct instruction and counseling to students in the areas of social skills, communication skills, problem solving, behavior management, mental health management skills and skills necessary for students to transition to other educational, community, or vocational settings. Facilitate gaining access to social services for students and families. Maintain communication with members of the educational team concerning academic and behavioral progress. Complete student assessments to facilitate referrals to other services. Promote, plan for, and participate in systematic measures for the creation of and continuation of positive, affirming and supportive school environments; Help to maintain safety of all students and the environment. Establish and maintain effective work related notes, records, reports, data, and files. Develop and implement individualized education plans (IEPs) in accordance with the district practice and state and federal requirements. Participate in team meetings as appropriate. Comply with School Board policies and administrative practices, including those procedures outlined in the staff and student handbooks. Use flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary. Contribute to a growing team and the continued development of the role of school social worker; Attend workshops; keeps abreast of current literature and studies. QUALIFICATIONS Minnesota Department of Education (MDE) licensure as a School Social Worker. Requires a graduate degree in social work, or related field, and moderate experience working in human services, or equivalent combination of education and experience. Willingness and ability to work with students receiving a high-level of special education services. Thorough knowledge of the policies, procedures, methods, and techniques used for assessing sociological needs of individual students. Thorough knowledge of federal and state mandates and local procedures and regulations relating to social and community support programs. Evidence of skills relating and communicating effectively with students, parents, teachers and administrators from diverse backgrounds and cultures. Working knowledge of social service and community resources and agencies. Knowledge and previous experience in individual and group instruction and counseling. Skill in completing due process paperwork and communicating with parents and other members of the educational team. Efficient organization and time management skills. Excellent oral, written, and interpersonal communication with staff, students, and parents that is maintained during high-stress, conflict, and crisis situations. Basic computer and email skills. PHYSICAL REQUIREMENTS May require willingness to complete training in Professional Crisis Management and implement restrictive procedures. Occasional exertion of up to 25 pounds of force. Regularly requires sitting, standing, walking, speaking, and hearing. Occasionally requires reaching, lifting, and repetitive motions. Work requires preparing and analyzing written or computer data and observing general surroundings and activities. Work occasionally requires exposure to outdoor weather conditions, exposure to bloodborne pathogens, and may be required to wear specialized personal protective equipment. Locations are generally moderately noisy. DISTRICT PROFILE Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro. Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located. We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff. The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity. Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students. We serve students from birth through age 21 in a variety of special education programs located in multiple sites. Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul. At ISD 917, we belong to each other, and no one is invisible. Mission ( = Our Core Purpose) In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students. Vision ( = What We Intend to Create) Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff. Core Values ( = Drivers of Our Words and Actions) Collaboration : Working together to achieve more collectively. Empathy : Considering and respecting the perspective and needs of member districts, students, families and staff. Innovation : Ongoing improvement of programs and services. Stewardship : Managing financial and human resources carefully and responsibly. Communication : Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. Integrity : Aligning our actions with our values and beliefs. Personalization : Building on the strengths and addressing the unique needs of individual students. Equity : Intentionally providing opportunities while removing barriers at all levels of the organization. Diversity : Appreciating and valuing everyone's unique selves. Strategic Directions ( = Focus of Our Improvement Efforts) Increase student achievement and engagement Support and lead staff through continuous improvement Deepen engagement of stakeholders through quality, equitable communication practices Increase social-emotional learning and skills for students and staff Increase support for ALL through inclusive practices Postings current as of 8/18/2026 9:35:40 PM CST. #J-18808-Ljbffr