School-Based Social Worker, (ABCD) Gr. 9-12 (SY26-27)

Background And Overview Boston Public Schools is committed to providing every child in every classroom an 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 providing 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 BPS seeks an exceptional School Based Social Worker who is highly qualified and knowledgeable to support the implementation of a variety of behavioral health supports that include trauma response and recovery, healing, and resiliency‑focused school social work services that support students and educators to create conditions wherein students may achieve their full potential academically, socially, and emotionally. The Social Worker, in partnership with other BPS providers and outside mental health partners, will support school communities by: 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 will: facilitate or collaborate, as needed, with School Leaders, colleagues, and other stakeholders in the collection and monitoring of data to identify trends, and assess conditions, policies, and practices that may be exacerbating issues that require 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 their own racial/cultural awareness alongside their colleagues and 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/or actively participate in the Student Success Team Collaborate with School Leadership to establish sustainable structures and partnerships, and ensure the voice of students and families is elevated in co‑constructing solutions to issues Support the design of tiered interventions that support the implementation of an equitable Multi‑Tiered System of Support Support the collection of progress monitoring data within the Panorama platform in collaboration with other staff to ensure interventions lead to desired outcomes for participating students Model and promote authentic relationship‑building and collaboration with students, families, school community, and partnering agencies In partnership with the Student Success Team, establish & monitor a Multi‑tiered System of Support (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 the 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. Topics will focus on department policies and practices as well as evidence‑based mental health practices, community partners mental health, SEL, trauma‑informed practices, and healing practices. The social worker may be required to attend professional development for up to 9 of the 18 contractually required PD hours to focus on mental health‑specific topics offered by the Office of Social Work. The 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 as needed Provide Tier 2/3 interventions such as check‑in/check‑out, suicide and threat risk assessments Conduct sociological assessments when requested as part of the special education eligibility process, upload to Edplan in a timely manner; may include home visits Support individual and whole school crisis intervention in collaboration with the BPS district‑wide Crisis Team as needed, including supporting suicide risk assessments and threat assessments Consult around school and classroom climate strategies that support social‑emotional development and promote active student engagement in learning Match students with appropriate services that align with the students/families expressed needs and aspirations, which may include referrals to external agencies; monitor their progress and coordinate follow‑up services, serving as a case manager Track and maintain data related to mental health partners and the services they provide Maintain and provide student data and written reports as needed, 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 Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning Consistently defines high expectations for student learning goals and behavior Assesses student learning regularly using a variety of assessments to measure growth and understanding Effectively analyzes data from assessments, draws conclusions, and shares them appropriately Communicating Professional Knowledge Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes Equitable & Effective Instruction Builds a productive learning environment where every student participates and is valued as part of the class community Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation Consistently adapts instruction, services, plans, and assessments to make curriculum/supports accessible to all students Cultural Proficiency Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected Parent/Family Engagement Engages with families and builds collaborative, respectful relationships with them in service of student learning Deep knowledge and understanding, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home Professional Reflection & Collaboration Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning and development Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and plan appropriate interventions at the classroom or school level Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students Qualifications - Required Education: Master of Social Work (MSW) or Master of Mental Health Counseling MA DESE School Social Worker/School Adjustment Counselor License (All Levels) Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW) or Licensed Mental Health Counselor (LMHC) at the time of hire or if hired with a Master’s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services Ability to meet the BPS Standards of Effective Practice as outlined above Strong interpersonal skills to work with school, students, parents, and community‑based agencies Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression Demonstrates a deep sense of cultural humility and self‑awareness Current authorization to work in the United States – candidates must have such authorization by their first day of employment Qualifications - Preferred Prior work as a school‑based social worker Knowledge of Special Education policies and procedures BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Certification as a trainer in 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 the greatness within them Respect for all children and their 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 The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy‑related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias‑based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at View email address on click.appcast.io. #J-18808-Ljbffr