Social Worker

Position Title Social Worker Position Location Multiple Locations Available Salary AAEA Teacher Salary Schedule Reporting Relationship Building Principal Qualifications Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications. Education and Experience Advanced study in the field of Social Work and/or Guidance and Counseling with an emphasis on group guidance and adolescent development. Experience working with elementary students in an elementary school setting preferred. Certificates, Licenses, Registrations Licensed Master’s Social Worker through the State of Michigan Department of Licensing and Regulatory Affairs, and temporary or full approval as a school social worker; or currently enrolled in a program to obtain approval which includes a minimum of a 500‑hour supervised social work practicum and satisfactory completion of one year as a school social worker under direction of a fully approved school social worker. Possess a Master’s Degree in Social Work from an accredited institution, and be willing to enroll in coursework to add a school social work endorsement. Desired Qualifications Interpersonal leadership skills (communication, problem solving, conflict management, collaboration, initiative). Successful experience in understanding adult learning principles and dispositions in order to successfully facilitate adult learning. Demonstrate a thorough understanding of effective Tier 1 social and emotional learning strategies such as Responsive Classroom, Zones of Regulation, and other Positive Behavior Intervention Supports. Demonstrate a thorough understanding of a Multi‑Tiered System of Support, including social and emotional assessments, intervention tools, strategies and resources in tier 2 and tier 3. Develop a thorough understanding of the CASEL Framework for developing social‑emotional skills in students and school communities. Engage in progress monitoring of evidence‑based interventions, analyze data, and make informed decisions about tiered interventions. Knowledge of federal and state laws as they relate to student educational rights: 504s/ADA, Special Education/IDEA, Title IX, FERPA, HIPAA, MDE: Seclusion & Restraint Policy. Essential Duties and Responsibilities Serve as a member of Multidisciplinary Evaluation Teams (MET). Serve as a member of Individualized Education Plan (IEP) teams. Plan with IEP team members to develop appropriate Goals and Objectives for eligible students. Communicate effectively with all members of the IEP team, school district, and community. Provide instruction, modeling, and coaching to students and school staff in the implementation of effective behavior intervention strategies and techniques. Provide liaison, coordination, and case management services with schools, families, community agencies, and other resources to influence positive school outcomes for students. Develop functional behavior assessments and behavior intervention plans to facilitate successful learning and socialization opportunities. Conduct risk assessments, develop and implement individual student threat response plans, monitor and support individual student plans. Engage in crisis response as a Student Response Team member, trained in de‑escalation. Identify and work to prevent bias, prejudice, discrimination, and oppression that interfere with individual rights in the educational process. Ensure that prevention, assessment, evaluation, and special education services are sensitive to the diverse needs of the student’s multicultural differences. Other duties as assigned by the school administrator and/or Office of Special Education. This is a full‑time position, requiring regular reliable and predictable attendance on site to successfully perform the essential functions of this job. Language Skills Read, write and comprehend basic instructions, short correspondence, and memos. Effectively present information in one‑on‑one and small group situations to staff, parents, students and administrators. Communicate clearly and concisely both orally and in writing. Mathematical Skills Add, subtract, and multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Develop and implement data collection systems; interpret and analyze the results. Reasoning Ability Apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Deal with problems involving a few concrete variables in standardized situations. Other Skills and Abilities Work with parents and children of diverse cultural backgrounds. Develop effective working relationships with students, staff, and the school community. Perform duties with awareness of all district requirements and Board of Education policies. Physical Demands The physical demands described here are representative of those that must be met by employees to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit, walk and stand. The employee is regularly required to talk or hear. Specific vision abilities required include close vision, peripheral vision, and the ability to adjust focus. The employee must be able to employ Non‑Violent Crisis Intervention strategies, including the potential for physical management of students in crisis situations. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate to loud. The employee is frequently required to interact with the public and staff and is directly responsible for the safety, well‑being or work output of students. Equal Employment Opportunity Statement Ann Arbor Public Schools is committed to a diverse and inclusive workplace. Ann Arbor Public Schools is an equal opportunity employer and does not discriminate on the basis of race, national origin, gender, gender identity, sexual orientation, protected veteran status, disability, age, or any other legally protected status. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. #J-18808-Ljbffr