licensed certified social worker (lcsw)

Boston Public Schools

<div>To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY25-26) and be screened through the Central Office screening process. 
Boston Public Schools seeks an exceptional Social Worker/Coordinator who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as an education professionals. 
Reports to: Program Director 
Responsibilities<ul><li>
Manage and supervise the Planning Center.
</li><li>Plan and implement school support programs in collaboration with the Program Director.
</li><li>Act as a case manager for students.
</li><li>Counsel students individually and in small groups.
</li><li>Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
</li><li>Assist in the admission and discharge of students.
</li><li>Communicate goals and activities of the student support program to students, staff, and the larger community.
</li><li>Coordinate the Student Support Team.
</li><li>Serve as a liaison between the school, student, parent, and external agencies.
</li><li>Make referrals to external agencies and appropriate programs for students in need of support services.
</li><li>Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
</li><li>Performs other related duties as requested by the Program Director.</li></ul> 
Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human resources has identified priority skills and abilities that all BPS SISP should demonstrate. 
<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<ul><li>
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.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)<ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
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.</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
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.</li></ul> 
Qualifications Required:<ul><li>
Education: Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
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&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</li><li>
Ability to meet the BPS Standards of Effective Practice as outlined above.</li><li>
Strong interpersonal skills to work with school, students, parents, and community-based agencies.</li><li>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul> 
Qualification-Preferred<ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
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, &amp; Somali.</li></ul> 
Terms: BTU Group 1 
Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 
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 &quot;Schedule A&quot; 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&rsquo; 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 accommodations@bostonpublicschools.org.</div>

Social Worker/Coordinator, Gr. K-6 (SY26-27)

<div>To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY25-26) and be screened through the Central Office screening process. 
Boston Public Schools seeks an exceptional Social Worker/Coordinator who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as an education professionals. 
Reports to: Program Director 
Responsibilities<ul><li>
Manage and supervise the Planning Center.
</li><li>Plan and implement school support programs in collaboration with the Program Director.
</li><li>Act as a case manager for students.
</li><li>Counsel students individually and in small groups.
</li><li>Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
</li><li>Assist in the admission and discharge of students.
</li><li>Communicate goals and activities of the student support program to students, staff, and the larger community.
</li><li>Coordinate the Student Support Team.
</li><li>Serve as a liaison between the school, student, parent, and external agencies.
</li><li>Make referrals to external agencies and appropriate programs for students in need of support services.
</li><li>Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
</li><li>Performs other related duties as requested by the Program Director.</li></ul> 
Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human resources has identified priority skills and abilities that all BPS SISP should demonstrate. 
<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<ul><li>
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.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)<ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
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.</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
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.</li></ul> 
Qualifications Required<ul><li>
Education: Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
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&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</li><li>
Ability to meet the BPS Standards of Effective Practice as outlined above.</li><li>
Strong interpersonal skills to work with school, students, parents, and community-based agencies.</li><li>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul> 
Qualification-Preferred<ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
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, &amp; Somali.</li></ul> 
Terms: BTU Group 1 
Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 
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 &quot;Schedule A&quot; 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&rsquo; 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 accommodations@bostonpublicschools.org.</div>

Social Worker/Coordinator, Gr. 7-12 (SY26-27)

Social Worker/Coordinator, Gr. K-12 (SY26-27)

Social Worker/Coordinator, Gr.7-12 (SY26-27)

<div>To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY26-27) and be screened through the Central Office screening process. 
Background and Overview
The 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&rsquo; 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: 
Boston Public Schools 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 the other BPS providers and outside mental health partners will support school communities by supporting with:<ul><li>
individual and group counseling and assessments</li><li>
crisis intervention and response</li><li>
managing a caseload, coordinating referrals to external agencies and programs in</li><li>
partnership with students and families</li></ul>
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:<ul><li>
Facilitate or collaborate, as needed, with School Leaders, colleagues, and other stakeholders in the collection and monitoring of data to identify trends with a close eye on conditions, policies, and practices that may be creating exacerbating issues that lead to the need for counseling and Tier 2/3 support.</li><li>
Utilize district-wide SST guidance implementation tools and support to actively assess Student Success Team practices.</li><li>
Continuously work to develop their own racial/cultural awareness alongside their colleagues (CLSP Competency 1) and authentic relationships that allow for cultural learning and understanding with students and families (CLSP Competency 2) in order to do this work well.</li></ul> 
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:<ul><li>
Coordinate and/or actively participate in the Student Success Team.</li><li>
Collaborate with School Leadership to establish sustainable structures, and partnerships and ensure the voice of students and families are elevated in co-constructing solutions to issues.</li><li>
As a valued member of the Student Success team, the social worker will support the design of tiered interventions that support the implementation of an equitable Multi-Tiered System of Support.</li><li>
Support the collection of progress monitoring data within the Panorama platform in collaboration with other staff to ensure that intervention, supports and services are leading to the desired outcome(s) for participating students.</li><li>
Model and promote authentic relationship-building and collaboration with students, families, school community, and partnering agencies.</li><li>
In partnership with the Student Success Team, the School-Based Social Worker will establish &amp; monitor a Multi-tiered System of Support (MTSS): Tier 1, 2 &amp; Tier 3 classroom and student-level interventions in a manner that does not pathologize students.</li><li>
Social Workers will collaborate with the SST members in ensuring students elevated to the student success team have a plan, progress monitoring, and assessment of the interventions</li><li>
Communicate goals and activities of the student support program to students, staff, and the larger community.</li></ul> 
Professional Learning:<ul><li>
Attend monthly professional development provided by the Office of Social Work. The 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.</li><li>
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 social worker&rsquo;s school-based hours shall be determined by their direct supervisor.</li></ul>
Direct Service: 
<ul><li>
Provide individual and/or group counseling which may include IEP and non-IEP services.A recommendation of a maximum of 10 individual sessions with students with IEPs per week. As needed/ if applicable, serve as a member of the IEP/504 Team for assigned students.</li><li>
Provide Tier 2/3 interventions such as check-in/check-out, suicide and threat risk assessments.</li><li>
Conduct sociological assessments when requested as part of the Special Education eligibility process, upload to Edplan in a timely manner. This may include home visits.</li><li>
Support individual and whole school crisis intervention in collaboration with the BPS district-wide Crisis Team as needed. This includes supporting Suicide Risk Assessments and Threat Assessments (with the school crisis team).</li><li>
Consult around school and classroom climate strategies that support social-emotional development and promote active student engagement in learning.</li><li>
Match students with appropriate services that align with the students/families expressed need and aspirations, which may include referrals to external agencies; monitor their progress and coordinate follow-up services for each student, serving as a case manager</li><li>
Track and maintain data related to mental health partners and the services that they provide.</li><li>
Maintain and provide student data and written reports as needed, including timely completion of monthly reports for the Office of Social Work</li><li>
Performs other related duties as assigned by the School Leader or Program Director of Social work.</li></ul>
Core Competencies: 
Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate. 
Accountability for Student Achievement 
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<ul><li>
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.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li></ul>
Communicating Professional Knowledge 
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li></ul>
Equitable &amp; Effective Instruction 
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, 
II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)<ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans, and assessments to make curriculum/supports accessible to all students.</li></ul> 
Cultural Proficiency 
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.\</li></ul>
Parent/Family Engagement 
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
Deep knowledge and understanding of, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.</li><li>
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.</li></ul>
Professional Reflection &amp; Collaboration 
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
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.</li></ul>
Qualifications - Required:<ul><li>
Education: Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
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&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</li><li>
Ability to meet the BPS Standards of Effective Practice as outlined above.</li><li>
Strong interpersonal skills to work with school, students, parents, and community-based agencies.</li><li>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul>
Qualifications - Preferred:<ul><li>
Prior work as a school-based social worker</li><li>
Knowledge of Special Education policies and procedures</li><li>
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, &amp; Somali.</li><li>
Certification as a trainer in Safety Cares de-escalation and restraint program. Core Values:</li><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and deserve opportunities to achieve the greatness within them.</li><li>
Respect for all children and their families through an asset-based lens.</li><li>
Identify as a lifelong learner and reflective practitioner.</li><li>
Willingness to serve as an advocate for all children.</li></ul> 
Terms: BTU Group 1 
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 
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 &quot;Schedule A&quot; 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&rsquo; 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 accommodations@bostonpublicschools.org.</div>

School-Based Social Worker, Gr. 7-12 (SY26-27)

Lutheran Family Services of Nebraska

<div><div>Therapist, I-IV</div>
<div></div><div>Job Type</div>
<div>Full-Time</div>
<div></div><div><div>Position Summary:</div>
<ul><li>A Therapist provides integrated therapeutic and educational services and support to individuals, groups, and families. The position will assess, screen, and connect participants with appropriate levels of care in an outpatient setting.</li>
<li>This Therapist will also provide Behavioral Health Consultation services with the Healing Gift Clinic on Thursdays from 3:00-7:00pm.</li>
</ul><div>Job Duties:</div>
<ul><li>Provide mental health and/or substance use assessments, treatment interventions, and counseling to individuals, couples, and families to impact changes leading to growth and healing.</li>
<li>Assist clients in identifying natural support and community resources to ensure stabilization.</li>
<li>Maintain programmatic direct service unit expectations.</li>
<li>Build and maintain a caseload and/or referral base.</li>
<li>Create and continuously review and update program participant symptoms and behaviors and adjust treatment/program and safety plan and required documentation accordingly.</li>
<li>Design and deliver educational/therapeutic workshops/groups, classes, or programs to meet the identified needs of groups including but not limited to Substance use groups, social/coping skills groups, DBT groups, parenting skills groups, etc.</li>
<li>Provide behavioral health consultation (collaborate and coordinate multi-disciplinary team-based care with other LFS programs, outside agencies, and medical health homes).</li>
<li>Provide on-call services on a rotational basis as required by the program.</li>
<li>Maintain accurate, written clinical records of services provided per established agency, COA, HIPAA, and CCBHC standards. Complete documentation within established timeframes, including collecting appropriate signatures, registration forms, etc. Sign off, discharge per program plan.</li>
<li>Timely completion of any provider enrollment forms and reports needed for third-party payers or other outside entities.</li>
<li>Provide clinical support to practicum/internship students or less experienced therapists as needed; seek guidance in handling difficult client situations and establishing priorities.</li>
<li>Provide consultation for churches, schools, organizations, and communities in areas related to behavioral health and family life.</li>
<li>Develop positive working relationships with area agencies such as County Boards of Mental Health, Probation, Diversion, State Criminal Justice System, DHHS, and Housing Authority.</li>
<li>Assist in the promotion of agency mission, services, workshops, and classes.</li>
<li>Other job-related duties as assigned.</li>
</ul><div>Required Skills/Abilities:</div>
<ul><li>Excellent verbal and written communication skills.</li>
<li>Excellent interpersonal, negotiation, and conflict resolution skills.</li>
<li>Excellent organizational skills, attention to detail, and ability to prioritize.</li>
<li>Excellent time management skills with a proven ability to meet deadlines.</li>
<li>Strong analytical and problem-solving skills.</li>
<li>Ability to act with integrity, professionalism, and confidentiality.</li>
<li>Able to guard confidentiality, including client information and agency business.</li>
<li>Ability to ensure services provided are billable and coded properly.</li>
<li>Awareness and sensitivity of the organization&rsquo;s constituents and populations served by employees. Ability to integrate cultural considerations into service delivery.</li>
<li>Ability to document concurrently using electronic software or willingness to learn.</li>
<li>Ability to deliver services to clients using an interpreter or via telehealth platforms.</li>
<li>Proficient with Microsoft Office Suite or related software.</li>
<li>Participate in the peer review process, routine clinical supervision, and Continuous Quality Improvement (CQI) activities.
</li><li>Regular and predictable attendance, and promptness for work.</li>
<li>Commitment to uphold the mission, vision, and values of Lutheran Family Services.</li>
<li>Support Lutheran Family Services in the organization&rsquo;s objective to be an inclusive and accessible workplace.</li>
</ul><div>Education and Experience:</div>
<ul><li>Master&rsquo;s degree from an accredited university in a human service program which provided preparation for professional counseling.</li>
<li>Bilingual language skills preferred.</li>
<li>Valid Nebraska Driver&rsquo;s license, proof of liability insurance, and ability to drive for work.</li>
<li>Demonstrated skills and competencies to work with individuals with a variety of behavioral health, including but not limited to persons of diverse cultural backgrounds.</li>
<li>Obtain and maintain appropriate licensure within a reasonable timeframe (see licensing requirements below) 
</li></ul><div><div><div><div><div>Position</div>
</div><div><div>License Required</div> 
</div></div> 
<div><div><div>Therapist I</div>
</div><div><div>One provisional license - Mental Health Professional (PLMHP) or Provisional Certified Master Social Worker (PCMSW) required; will consider PLADC.</div> 
</div></div> 
<div><div><div>Therapist II</div>
</div><div><div>Two provisional licenses - Mental Health Professional (PLMHP), Provisional Certified Master Social Worker (PCMSW), Provisional Alcohol and Drug Counselor (PLADC) required.</div>
<div>OR fully licensed with one of the following: LMHP, LADC, or LCSW</div> 
</div></div> 
<div><div><div>Therapist III</div>
</div><div><div>Fully licensed with a Licensed Mental Health Professional (LMHP), Certified Master in Social Work (CMSW) / Licensed Clinical Social Worker (LCSW), and/or Licensed Alcohol &amp; Drug Counselor (LADC) required, plus one additional license of the following: Provisional Certified Master Social Worker (PCMSW), Provisional Alcohol and Drug Counselor (PLADC), Provisional Certified Master Social Worker (PCMSW), etc.</div> 
</div></div> 
<div><div><div>Therapist IV</div>
</div><div><div>Fully licensed with one independent license preferred (Licensed Independent Mental Health Professional (LIMHP) and/or Licensed Independent Clinical Social Worker (LICSW).</div>
<div>Fully licensed with 5 years of experience and two full licenses required (Licensed Mental Health Professional (LMHP), Licensed Clinical Social Worker (LCSW), and/or Licensed Alcohol &amp; Drug Counselor (LADC))</div> 
</div></div> 
</div></div><div></div><div>Position Competencies:
</div><ul><li>Verbal Communication</li>
<li>Empathy</li>
<li>Responsibility for Self-Development</li>
<li>Taking Initiative</li>
<li>Humility</li>
</ul><div>Physical Requirements:</div>
<ul><li>Prolonged periods of sitting at a desk and working on a computer.</li>
<li>A hybrid work environment with a laptop (office and field setting, including zoom/telehealth, office locations, and/or in-home).</li>
<li>Reliable transportation for work-related travel between sites as needed.</li>
<li>Ability to work a flexible work schedule, including evenings, weekends, or on-call or as needed for client care, program demand, and supervisor request.</li>
<li>Occasional lifting of office items no more than twenty-five pounds.</li>
</ul><div>Lutheran Family Services is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of age, race, religion, color, ethnicity, disability, gender, sexual orientation, gender identity, or national origin.</div></div></div>

Therapist, I-IV

Good Samaritan

Careers With Purpose 
 
Join our not-for-profit organization that has provided over 100 years of housing and services to seniors with a commitment to quality care and service in a Christian environment. 
 
Facility: GSS MN Robbinsdale
 
Location: Robbinsdale, MN
 
Address: 3815 W Broadway, Robbinsdale, MN 55422, USA
 
Shift: 8 Hours - Day Shifts
 
Job Schedule: Full time
 
Weekly Hours: 40.00
 
Salary Range: $40.00 - $66.00 
 
Department Details 
 
Join us at the Good Samaritan Society - Specialty Care Community, a 96-bed facility, provides rehabilitation therapy in both our young adult and geriatric communities following a hospitalization or serious illness. Our 3 floors are separated into 2 self-contained wings each that house 16 residents all with private rooms that include wheelchair/lift accessible shower and toilet, dining area, and nurses station. 
 
What You&rsquo;ll Experience: 
 
Professional Growth: Access to continuing education, leadership development, and advancement opportunities within one of the nation's leading rural health systems. 
 
Supportive Culture: You&rsquo;ll be supported by engaged leadership and a team that truly feels like family. 
 
Mission-Driven Work: Make a real difference in the lives of residents, patients and families&mdash;every single day. 
 
We are centrally located on a main bus route in downtown Robbinsdale. 
 
Student loan repayment and scholarship options available. 
 
Access to Daily earnings available. 
 
AHCA Silver - Achievement in Quality Award winner 
 
Please take a moment to view this video about our facility: 
 
https://www.youtube.com/watch?v=9VPbQdcPhx8 
 
Job Summary 
 
Manages, coordinates and performs social service functions within our healthcare facilities. Possesses expert knowledge and clinical skill in order to manage the day-to-day social services operations of the department, ensuring quality and compliance of all policies, procedures, and regulatory agencies. Communicates with and facilitates conflict resolution with employees, physicians, patients/residents/families and other healthcare team members. 
 
Integrates social services with entire patient/resident experience staff and other health care team members. Provides leadership for the delivery of social services, expertise and/or consultation within Sanford and acts as a liaison by representing at the local, regional and state levels. Promotes equal access to all throughout the health system. Provides Sanford staff with a scope of social work practice, ensuring full understanding of how to proceed with social services. 
 
Oversees the escalation of discharge planning and social needs of patients/residents. Provides management, feedback and support to social workers and care management department. Manages the training of new staff members and the development of existing staff members, i.e., mentoring, providing education and providing support. Understands the critical components associated with and required to achieve intended results. Possesses the ability to administer scheduling, payroll, budgeting, interviewing, hiring, orienting, counseling, educating, disciplining and terminating, when necessary. Displays flexibility to assist units during short staffing or ill calls. Provides oversight for social work students. Participates in projects and project management. Serves and/or chairs department/organization committees and task forces as needed. Practices positive collaboration and converts difficult interactions into productive ones. 
 
Qualifications 
 
Bachelor&rsquo;s degree in Social Work from an accredited program required. Master&rsquo;s degree in Social Work or related field preferred. 
 
In Minnesota, must follow Minnesota State statute regarding social worker education. 
 
Minimum of three-five years hospital social work and supervisory experience required. 
 
Depending on position, may be required to possess multi-state licensure privilege. Current valid driver&rsquo;s license, and must meet all medical guidelines for Sanford Health Category III drivers. 
 
Must possess a license in good standing in state(s) of practice: 
 
In Iowa, must have one of the following: 
 
Licensed Bachelor Social Worker (LBSW) 
 
Licensed Master Social Worker (LMSW) 
 
Licensed Independent Social Worker (LISW) 
 
In Minnesota, must have one of the following: 
 
Licensed Social Worker (LSW) 
 
Licensed Graduated Social Worker (LGSW) 
 
Licensed Independent Social Worker (LISW) 
 
Licensed Independent Clinical Social Worker (LICSW) 
 
OR other allowed credential based on Minnesota statute 
 
In North Dakota, must have one of the following: 
 
Licensed Baccalaureate Social Worker (LBSW) 
 
Licensed Master Social Worker (LMSW) 
 
Licensed Clinical Social Worker (LCSW) 
 
In South Dakota, must have one of the following: 
 
Social Worker license (SW) 
 
Certified Social Worker (CSW) 
 
Certified Social Worker - Private Independent Practice (CSW-PIP) 
 
Benefits 
 
The Good Samaritan offers an attractive benefits package for qualifying full-time and part-time employees. Depending on eligibility, a variety of benefits include health insurance, dental insurance, vision insurance, life insurance, a 401(k) retirement plan, work/life balance benefits, and a generous time off package to maintain a healthy home-work balance. For more information about Total Rewards, visit https://sanfordcareers.com/benefits . 
 
The Good Samaritan is an EEO/AA Employer M/F/Disability/Vet. If you are an individual with a disability and would like to request an accommodation for help with your online application, please call 1-877-673-0854 or send an email to talent@sanfordhealth.org . 
 
The Good Samaritan has a Drug Free Workplace Policy. An accepted offer will require a drug screen and pre-employment background screening as a condition of employment. 
 
Req Number: R-0251154
 
Job Function: Care Coordination
 
Featured: No

Manager, LSW - Social Services - Robbinsdale - FT

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