Arbor Heights Elementary - Social Worker - 0.5 FTE

A school social worker is a professional in the fields of social work and education who holds a valid school social worker certification as defined by the professional educator standards board. The purpose and role of the school social worker is to provide an integral link between school, home, and community in helping students achieve academic and social success. This is accomplished by removing barriers and providing services that include: Mental health and academic counseling, support for students and parents, crisis prevention and intervention, professional case management, collaboration with other professionals, organizations, and community agencies, and advocacy for students and parents. School social workers work directly with school administrators as well as students and families, at various levels and as part of an interdisciplinary team in the educational system, including at the building, district, and state level. School social workers provide leadership and professional expertise regarding the formation of school discipline policies and procedures, and through school-based mental health services, crisis management, the implementation of social-emotional learning, and other support services that impact student academic and social-emotional success. School social workers also facilitate community involvement in the schools while advocating for student success. (RCW 28A.410.044) 25% Developing an integral link between school, home, and community to remove academic, social, and/or mental health barriers for students Serves as the liaison between school, home, and community. Identifies strengths and needs of student, family, school, and community, and provides appropriate referrals and/or resources. Builds on strengths and increases skills and capacity for resilience. Removes systemic and social justice barriers for students and families. May provide home and community visits to better meet needs of students and families. 25% Providing mental health and academic support Provide direct mental health and social emotional services in the form of short-term individual or group counseling to ensure skill development and long-term academic and emotional success. Identify, link and leverage other community resources and systems that can provide families with additional services and support. Collaborates with other professionals and community organizations to bring relevant mental health supports to the academic setting. 10% Professional case management for students and families Advocate and develop systems that better meet the needs of students and families. Partner to evaluate and discuss options to meet needs and goals, and implement action plans. Provide ongoing support and coordination, including wraparound services and collaboration with community agencies. 10% Collaboration with other educational professionals and development of school-based interdisciplinary teams Develop and coordinate effective building systems, in partnership with administrators, that remove barriers caused by oppressive and negative societal factors. Provide innovative leadership and expertise on school-based mental health needs and systems that impact student academic and social-emotional success. Provide systems coordination in collaboration with school-based personnel to provide a continuum of services and supports strongly based in the social justice perspective. 10% Collaboration with organizations and community agencies to provide wrap around support Leverage expertise of interdisciplinary school team members, community stakeholders, and guardians/families, in order to maximize and mobilize resources. Challenge barriers of systematic inequities and work within the system to eliminate discriminatory or oppressive practices. Utilize evidence-based, data-driven interventions for tiered responses to promote strength-based cultural wellness of the thriving whole child. 10% Implementation of social emotional learning Provides leadership and professional expertise on planning and implementing school-wide comprehensive social emotional learning, including training and supporting staff, and facilitating small group and individual skill-building in a Multi-Tiered System of Support (MTSS). 5% Crisis prevention and intervention Identify, assess, and respond to student and school community needs with immediate supports for physical and psychological safety. This may include suicidal and homicidal assessment and intervention and postvention. Carry out the building’s Crisis Response Plan as well and implementation of preventative systems utilizing a race and equity lens. 5% Leadership and guidance in the formation of discipline and behavioral procedures Provide consultation, development, and equitable implementation of school-wide Positive Behavior Intervention and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and Restorative Justice practices. Utilize data to identify disciplinary practices that perpetuate discriminatory practices and recommend alternative, proactive supports to increase student life-long emotional and academic success.

REPORTING RELATIONSHIPS

Reports to the assigned Building Administrator or designee.

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of: Implicit bias, culturally responsive teaching, anti-racist practices and racial equity literacy Trauma-informed practices Social Work Code of Ethics: Service, Social Justice, Dignity and Worth of the Person, Importance of Human Relationships, Integrity and Competence Social Work theory and practice. Whole child social, emotional and behavioral support at Tier 1, Tier 2 & Tier 3 Child development and learning styles Child, youth and adult mental health Crisis intervention and prevention Group facilitation for children and adults Community resources and resource mapping Racial equity work and culturally responsive instruction, including evidence of impact State content standards and district curricular materials District policies & state and federal laws related to confidentiality,schoolrecords, mandated reporting, family law, truancy, homeless, foster youth, anddisabilities and regulations governing Special Education Evaluation Framework and Rubric for Social Workers (based on Danielson’s Framework) Systems: child protective services, juvenile justice, foster care, community mental health, hospital, special education, and WA Dept. of social and health services (DSHS) Ability to: Identify advocacy needs within the school community and take initiative in action with an equity and social justice lens. Model and facilitate adult learning, including leading professional development. Maintain accurate records and produce reports. Analyze and interpret data to assess needs, implement change, and inform plan of intervention, supports and resources. Reflective of one’s practice and learning needs. Communicate effectively orally and in writing: listen non-judgmentally and clearly convey information for advocacy and resource mapping. Prioritize in a fast-paced environment with multiple demands. Establish and maintain effective, positive relationships with students, parents/guardians, district administrators and staff, community agency representatives, and the public in a multicultural and diverse environment. Adapt to change and remain flexible. Apply and use effectively a variety of evidence-based practices. Work cooperatively in a team and with staff, administrators and support personnel with a whole-child approach. Maintain high ethical standards. Provide direct mental health counseling and facilitate social emotional learning through individual, group and whole classroom settings. Skill in: Skills in developing collaborative working relationships. Clear and effective oral and written communication skills. Organization and time management skills. Conflict resolution and crisis intervention skills. Strong assessment, analytical and diagnostic skills. Safety planning for harm to self and others. Proficient with Microsoft and other basic technology programs. Application of anti-racist and racial equity practices. Deliver services using an equity and inclusion lens.

WORKING CONDITIONS

Required to communicate with and establish relationships with students with a wide range of educational, emotional and socio-economic issues; required to work collaboratively with teachers, staff, administrators, parents and community agencies to support student success; required to remain flexible to meet students immediate needs; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally deal with distraught or difficult students or adults; potentially exposed to ordinary infectious diseases carried by students.

MINIMUM QUALIFICATIONS

Education Masters Degree in Social Work and Education Staff Associate (ESA) Certificate in School Social Work. Preferred Education and Experience Licensed Independent Clinical Social Worker (LICSW). Two (2) years applicable experience preferred. If recent graduates are considered, 2nd year Masters degree field placement in a school preferred. Certifications & Licenses Valid Washington State Education Staff Associate (ESA) Certificate in School Social Work. Preferred Certifications & Licenses National Board equivalent for Social Workers: LICSW or National Association of Social Workers (NASW) Certified School Social Work Specialist (C-SSWS) Clearances Criminal Justice fingerprint and background check. #J-18808-Ljbffr Seattle Public Schools