School-Based Social Worker [Part-Time 0.5FTE], Gr. K-6 (SY26-27) [Repost]

School-Based Social Worker [Part-Time 0.5FTE], Grade K-6 (SY26-27) [Repost] Boston Public Schools, Haley Pilot - Boston, Massachusetts Job Details Job ID: 5756516 Application Deadline: Dec 01, 2026 11:59 PM (Eastern Standard Time) Posted: Jun 03, 2026 4:00 AM (UTC) Starting Date: To Be Determined Job Description 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. Boston Public Schools is committed to providing every child in every classroom 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 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: 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 or exacerbating issues that lead to 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 racial/cultural awareness alongside colleagues and build authentic relationships for cultural learning and understanding with students and families. 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 actively participate in the Student Success Team. Collaborate with School Leadership to establish sustainable structures, partnerships, and ensure the voice of students and families is elevated in co-constructing solutions to issues. Support design of tiered interventions that align with an equitable Multi-Tiered System of Support. Support collection of progress monitoring data within the Panorama platform to ensure interventions lead to desired outcomes. Model and promote authentic relationship-building and collaboration with students, families, school community, and partnering agencies. In partnership with the SST, establish and monitor MTSS (Tier 1, 2 & 3 classroom and student-level interventions) in a manner that does not pathologize students. Ensure students elevated to the student success team have a plan, progress monitoring, and assessment of 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 covering department policies, evidence-based mental health practices, community partner mental health, SEL, trauma-informed practices, and healing practices. Attend up to 9 of the 18 contractually required PD hours focused on mental health topics offered by the Office of Social Work. School-based hours shall be determined by the direct supervisor. Direct Service: Provide individual and/or group counseling which may include IEP and non-IEP services. Recommendation of a maximum of 10 individual sessions with students with IEPs per week. Serve as a member of the IEP/504 Team for assigned students if applicable. Provide Tier 2/3 interventions such as check‑in/check‑out, suicide and threat risk assessments. Conduct socio‑historical assessments for Special Education eligibility and upload to Edplan in a timely manner; may include home visits. Support individual and whole school crisis intervention with the BPS district-wide Crisis Team; includes supporting suicide risk assessments and threat assessments. Consult on school and classroom climate strategies that support social‑emotional development and active student engagement. Match students with appropriate services and monitor progress; act as case manager for referrals to external agencies. Track and maintain data related to mental health partners and services provided. Maintain and provide student data and written reports, 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 Accountability for Student Achievement Set ambitious learning goals for all students. Use instructional and clinical practices reflecting high expectations. Define and attain high expectations for student learning goals and behavior. Assess student learning regularly using a variety of assessments. Analyze assessment data, draw conclusions, and share appropriately. Communicating Professional Knowledge Exhibit strong knowledge of child development and design effective, rigorous support plans with measurable outcomes. Demonstrate knowledge of developmental levels by providing differentiated learning experiences and support. Equitable & Effective Instruction Build a productive learning environment where every student participates and is valued. Use practices that challenge, motivate, and engage all students. Adapt instruction, services, plans, and assessments to make curriculum accessible to all. Cultural Proficiency Create and maintain an environment respecting diverse backgrounds, identities, strengths, and challenges. Parent/Family Engagement Engage families and build respectful relationships to support student learning. Demonstrate deep knowledge and understanding of students’ and families’ racial/cultural/ethnic backgrounds. Provide clear expectations for student learning behavior and wellness, sharing strategies to promote development at school and home. Professional Reflection & Collaboration Regularly reflect on practice, seek and respond to feedback, and demonstrate commitment to continuous learning. Collaborate with colleagues through shared planning and informal conversation to analyze student performance and development; plan appropriate interventions. Provide advice and expertise to general education teachers and the school community to support effective academic, behavioral, and social/emotional learning experiences. Qualifications – Required Master's Degree in Social Work, Counseling, or related field. MA DESE 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 or Mental Health Counselor license. Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services. Ability to meet BPS Standards of Effective Practice. Strong interpersonal skills to work with school staff, students, parents, and community-based agencies. Demonstrated understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression. Demonstrate deep sense of cultural humility and self‑awareness. Current authorization to work in the United States (candidate must have authorization by first day of employment). Qualifications – Preferred Prior experience as a school-based social worker. Knowledge of Special Education policies and procedures. Fluency in another of BPS’s official languages (Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, Somali). Certification as a trainer in a Safety Cares de‑escalation and restraint program. Commitment to working with parents and students as partners in education. Belief that all students can learn and deserve opportunities to achieve greatness. Respect for all children and families through an asset‑based lens. Identify as a lifelong learner and reflective practitioner. Willingness to serve as an advocate for all children. Terms BTU Group 1 Salary information is available on the BPS website. BPS does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, protective hairstyle, military status, immigration status, English proficiency, or any other factor prohibited by law. BPS does not tolerate retaliation, bias‑based intimidation, threat, or harassment that demeans individuals’ dignity or interferes with their work or learning. If you require accommodation under the ADA for the application process, please contact View email address on click.appcast.io. Position Type Pilot Job Requirements At least 3 years of relevant experience. Master’s degree preferred. Citizenship, residency, or work visa required. Contact Information Boston Public Schools, Office of Human Resources 2300 Washington Street Roxbury, Massachusetts 02119 Email: View email address on click.appcast.io #J-18808-Ljbffr Young World Physical Education