PT Social Worker - After School Program (Queens)

Openings varyacross30+ sites throughout the school year. Our complete list is at nyjtl.org/aces-sites About New York Junior Tennis & Learning For over fifty years, New York Junior Tennis & Learning (NYJTL) has honored its founder Arthur Ashe’s legacy by celebrating the diversity of children, encouraging them to reach their highest potential through free tennis and academic programs. NYJTL is the largest provider of youth tennis and education programs in the nation, providing services in 100 unique sites across all five boroughs while reaching nearly 90,000 kids. In addition, NYJTL designed, funded (with NYC), built and operates the Cary Leeds Center for Tennis & Learning in the South Bronx. All NYJTL community tennis and after school programs are offered at no cost to its participants. The mission of NYJTL is to develop the character of young people through tennis and education for a lifetime of success on and off the court. It believes life skills gained through tennis, academics, healthy living, and character development are a catalyst for long‑term achievement. Position Summary NYJTL is seeking a compassionate and skilled Part‑Time Social Worker to support student emotional wellness, social‑emotional development, and inclusive participation in our afterschool programs. This is an on‑site role assigned to one afterschool site, Monday through Thursday, for a total of 12 hours per week. Candidates should be available from 2:30‑5:30PM, with some site‑based flexibility depending on program needs. This role focuses on brief student support, SEL programming, staff coaching, family engagement, crisis response, disability inclusion support, and collaboration with school‑day partners. The Part‑Time Social Worker will help nurture a positive, trauma‑informed, inclusive afterschool culture and support students through individual check‑ins, small group sessions, family communication, safety and support planning, accommodation support, and referrals to outside resources when appropriate. The Part‑Time Social Worker will collaborate closely with the Program Site Director, who will serve as the direct on‑site supervisor. The Social Work Manager will provide reflective supervision, ongoing training, and support around social work practice, documentation, inclusion‑related support, and program deliverables. The Part‑Time Social Worker will also participate in professional development focused on topics such as de‑escalation, trauma‑informed care, disability inclusion, universal design, professional boundaries, group management, restorative practices, mandated reporting, and effective staff coaching. Core Responsibilities Student Support & Direct Services Provide brief emotional and behavioral support to students during afterschool hours through individual check‑ins, small groups, and targeted interventions Support students experiencing challenges with attendance, engagement, peer relationships, behavior, emotional regulation, stress management, or participation in program activities Respond to student crises using trauma‑informed de‑escalation techniques and NYJTL safety protocols, including developing safety or support plans and coordinating follow‑up referrals as needed Support students in accessing program activities in ways that promote belonging, participation, dignity, and independence SEL Integration & Program Culture Support the implementation of approved SEL curricula through student workshops, small groups, and daily program activities Promote a safe, inclusive, and supportive program climate rooted in equity, belonging, youth development, disability inclusion, and restorative practice Develop positive behavior systems and youth leadership opportunities through restorative circles, conflict resolution sessions, relationship‑building activities, and strength‑based engagement strategies Help staff support students’ full participation in program activities, not simply their physical presence in the space Disability Inclusion & Accommodation Support Support the Program Site Director, and site team in promoting an inclusive afterschool environment for students with disabilities, neurodiverse students, and students with visible or invisible support needs Assist with individualized student support planning, including accommodations, behavior supports, or Individualized Accommodation Plans when needed Participate in or support cooperative dialogue with families, caregivers, school‑day staff, and site leadership when appropriate, ensuring conversations are strengths‑based, culturally responsive, and documented Help ensure student support decisions are individualized and not based on disability category, diagnosis, prior‑year assumptions, or blanket program decisions Family Engagement & Case Coordination Develop strong relationships with families through regular communication, outreach, workshops, and information sessions focused on student wellness, youth mental health, disability inclusion, parenting strategies, and community resources Connect students and families to community‑based referrals, including mental health, housing, food access, healthcare, legal support, disability‑related services, and other family support services Collaborate with school‑day staff, including school counselors, social workers, deans, administrators, or IEP teams, when appropriate Support trust‑building with families who may be hesitant to share disability‑related information, IEPs, diagnoses, or family needs, while recognizing that disclosure is voluntary and should not be pressured Staff Training & Coaching Train and coach after school staff on trauma‑informed care, restorative practices, positive behavior strategies, mental health awareness, disability inclusion, de‑escalation, and group management Provide modeling, observation feedback, and reflective support to help staff respond to student needs effectively Support staff in understanding mandated reporting procedures, documentation expectations, accommodation‑related responsibilities, and appropriate response protocols Help staff move away from deficit‑based interpretations of student behavior and toward understanding behavior as communication, while maintaining clear expectations and safety Data, Documentation & DYCD Compliance Maintain accurate records of services, including student interactions, group sessions, family contacts, referrals, incident follow‑up, accommodation‑related support, and case notes Complete required documentation using internal tracking systems, case note systems, Microsoft Excel, and other assigned tools Use documentation, assessment data, interaction tracking, and student support trends to identify student needs, inform program improvements, and guide targeted interventions Support documentation related to individualized accommodation planning, cooperative dialogue, attempted interventions, family communication, and follow‑up steps when applicable Collaboration & Team Participation Partner closely with Program Directors and site teams to identify student needs, strengthen programming, and support inclusive student participation Collaborate with school‑day teams, caregivers, community partners, and the site Inclusion Coordinator when appropriate to support student success Support social work interns or collaborate with interns at the site, when applicable Communicate proactively with the Program Site Director and Social Work Manager regarding student concerns, family needs, accommodation challenges, documentation follow‑up, and any issues requiring escalation Qualifications Required: Master’s degree in Social Work from an accredited institution required 2–4 years of experience in community‑based social work, family advocacy, school‑based social work, community organizing, disability inclusion, or related services Experience working with children, families, schools, community‑based organizations, and external partners Knowledge of trauma‑informed care, social‑emotional learning, restorative practices, youth development, inclusive programming, and culturally responsive family engagement Candidates must be comfortable completing all required background clearance, fingerprinting, and onboarding requirements Preferred Bilingual Spanish/English strongly preferred Experience supervising or supporting social work interns Experience in macro social work, community‑based program development, family engagement, disability inclusion, or partnership‑building Familiarity with NYC DOE, DOH, DYCD, community schools, afterschool programming, universal design, accessibility, neurodiversity, cooperative dialogue, or Individualized Accommodation Plans preferred LMSW preferred; candidates without LMSW must be willing to obtain licensure within 6 months of hire SIFI Certification preferred or willingness to obtain within 6 months of hire Job Type Part‑Time Monday through Thursday, 2:30PM. to 5:30PM. Maximum 12 hours per week Salary $41.50 per hour NYJTL values the diversity of the people we hire and inspire. Diversity at our organization means fostering a workplace in which individual differences are recognized, appreciated, respected, and responded to in ways that fully develop and utilize each person’s talents and strengths without regard to race, color, religion, gender, pregnancy, sexual orientation/affectional preference, age, national origin, marital status, citizenship, disability, veteran status, or any other characteristic protected by law. We center equity in all our work and in our hiring practices. #J-18808-Ljbffr New York Junior Tennis & Learning