Social Worker - ESS - District Office (2026-27 SY)

Social Worker

The purpose of social worker is to support the social and emotional well being of students.

Identify and address various challenges that may impact a students well being. Collaborate with students, families and school staff to provide counseling, intervention, and resources.

Required:

• Bachelor's degree in Social Work from a CSWE accredited school.
• License obtained from the Arizona Board of Behavioral Health Examiners for Social Workers: Licensed Baccalaureate Social Worker (LBSW), Licensed Master Social Worker (LMSW), or Licensed Clinical Social Worker (LCSW).
• Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
• Minimum of five (5) years of Social Work experience.
• Experience in working with youth and/or families in crisis.
• Experience in intervention, assessment, and referrals.
• Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions.
• Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
• Knowledge of community agencies and resources to provide social services to students and their families.
• Knowledge of and sensitivity to ethnic, cultural, and socioeconomic influences on the student.
• Knowledge of computer applications that will assist in tracking the activities and success of the student(s).
• Appropriate communication and interpersonal skills to work with students, staff, families, and communities.
• Ability to assume responsibility, exercise sound judgment, and handle confidential material and information.

Preferred:

• Bilingual preferred in English and Spanish.
• Master's degree in Social Work.

Essential Functions:

• Actively support the administration and counseling services of the local school(s).
• Assist families to understand their children's educational needs and resources available within the school.
• Assist school staff, at-risk and/or dropout students and their parents in resolving attendance, behavioral, and/or academic problems resulting from family crises.
• Provide information to facilitate the family's use of community resources when necessary to meet human needs.
• Consult with pupil services personnel about students' living situations and neighborhood circumstances; make home visitations as necessary.
• Provide case management functions for students or families in crises.
• Provide information and referral services to appropriate community resources in the area of health and human services.
• Serving as a faculty-advisor to a small "advisory group" of students throughout their duration in school and attending professional meetings to support this work.
• Participating in regular faculty development, reflective practice, professional organizations, and peer coaching.
• Counseling students, individually and in groups, regarding discipline, social and emotional development, substance abuse, conflict mediation, and making appropriate referrals.
• Provide required services for McKinney-Vento (homeless) students and families, including identifying and qualifying students, requalification, and required documentation.
• Having an open-door policy for all members of the school community.
• Providing strategies and work with teachers to promote social and emotional competence in the classroom.
• Provides information and assistance to families to help them understand their child's educational disability and equip them with the tools necessary to support their child's educational and/or behavioral progress.
• Provides parent training and support as needed.
• Provides information to parents regarding the referral/assessment process, special education services available within the district, and their rights relative to special education.
• Participating in community outreach events that foster healthy family involvement.
• Working collaboratively with staff and families to address attendance issues and help improve students' attendance.
• Working collaboratively with staff to ensure services are most effectively organized for students.
• Help the community identify and develop resources to better serve the needs of troubled students and families.
• Maintain open communication between the school and community agencies to facilitate common objectives in situation requiring interagency collaboration.
• Mobilize school and community resources to enable the child to receive maximum benefit from the educational program.
• Maintain a log of all activities, contacts with community agencies and case files and complete a year-end final report.
• Collaborate with school psychologist and administration to assess threats on campus.
• Run Alternative to Suspension Programs to decrease barriers to graduation for the at-risk student population.
• Actively support P.B.I.S on campus in either being an active member on the team or working with behavioral interventionist and or administration.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Skills, Knowledge, and Abilities:

Skills are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records.

Knowledge is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions.

Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: knowledge of federal, state, county, local, and District codes, policies, regulations, and laws.

Ability is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships.

Responsibilities include: working as a coordinator using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization's services.

Working Environment: The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors in a controlled environment. The noise level in the work environment is moderate to loud. Travel between District campuses and to locations outside the District is required.

Reports to: Principal

Terms of Employment: Nine-month, full time

Evaluation: This position will be evaluated annually as outlined in Governing Board Policy Manual.

FLSA Status: Exempt

Salary: Initial Placement Salary Schedule for Social Workers

Board Approval: March 19, 2008 (Revised) April 26, 2011 (Revised) May 22, 2012 (Revised) May 22, 2015 (Revised) February 6, 2024 (Revised)