school social worker

Muscogee County School District

<div><div>The Muscogee County School District has up to 6,000 employees from all backgrounds. We offer opportunities for everyone including support personnel, teachers, leaders, tradespeople, and much more.</div><div><br>
</div><div>Join the Muscogee County School District in &ldquo;Creating We&rdquo; in an environment that values the unique experiences and perspectives each of us bring to our community.</div><div><br>
</div><div><b><i>WE</i></b><i> recognize that people come with a wealth of experience and talent beyond just the technical requirements of a job. If your experience is close to what you see listed here, please consider applying. Diversity of experience and skills combined with passion is a key to innovation and excellence. Therefore, we encourage people from all backgrounds to apply to our positions. Please let us know if you require accommodations during the interview process.</i></div><p></p><p><br>
</p><div><div><div><b>POSITION TITLE:</b></div><div> School Social Worker</div><div><b> FLSA:</b></div><div> Exempt</div></div><br>
<div><div><b>
SALARY:</b></div><div> Teacher Salary Schedule</div><div><b> WORK DAYS:</b></div><div> 190</div></div><br>
<div><div><b>
 LOCATION:</b></div><div> Guidance Services/MCPEC</div><div><b> REPORTS TO:</b></div><div> Director of Guidance and Counseling Services</div></div></div><p><br>
</p><p><b>This posting is to recruit for existing vacancies and/or positions that become available at our various schools.</b></p><p><br>
</p><p><b>PRIMARY FUNCTION: </b>Provides school counseling services to all students.</p><p></p><div><div><div><b><br>
REQUIREMENTS:</b></div></div><br>
<div></div><div><div>
1. Educational Level: </div><div>Master's degree in job related field</div></div><br>
<div><div>
2. Certification/License: </div><div>Service certificate S-5; Certified School Social Worker</div></div><br>
<div><div>
3. Experience: </div><div>1 year School Social Work</div></div><br>
<div><div>
4. Physical Activities: </div><div>Routine physical activities that are required to fulfill job responsibilities</div></div><br>
<div><div>
5. Knowledge, Skills, &amp; Abilities: </div><div>Written and oral communication; planning; organization</div></div></div><p><br>
</p><p></p><p><b>ESSENTIAL DUTIES:</b></p><ul><li>
Provides case management for children and serves as liasion between family, school, and other community agenices.</li><li>
Demonstrates prompt and regular attendance.</li><li>
Provides group or individual counseling that supports improved social-emotional development, as well as IEP objective mastery.</li><li>
Participates in regular treatment team and individual education plan meetings.</li><li>
Provides classroom support to assigned classrooms and crisis support for assigned building locations.</li><li>
Provides consultation and tracking results to students in other settings.</li><li>
Provides family/parent training activities.</li><li>
Maintains accurate reports and records and submits them properly.</li><li>
Performs other duties as assigned by the building administrator.</li></ul><p></p><div><br>
The Muscogee County School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex (including pregnancy, gender identity, and sexual orientation), national origin, disability, genetic information, protected veteran status, or any other characteristic protected by federal, state or local laws.</div></div><div></div>

School Social Worker

Boston Public Schools

<div><p><b>To be considered for this position, candidates must apply to the </b><b>Social Worker [Candidate Pool Posting] (SY26-27)</b><b> and be screened through the Central Office screening process.</b></p><p></p><p><b><br>
Background and Overview</b></p><p>
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.</p><p><br>
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.</p><p><b><br>
Position Summary and General Responsibilities:</b><br>
Boston Public Schools seeks an exceptional <b>School Based Social Worker</b> 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.</p><p><br>
The Social Worker, in partnership with the other BPS providers and outside mental health partners will support school communities by supporting with:</p><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><p>
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:</p><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><p><br>
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.</p><p><br>
Reports to: School Leader (with secondary evaluation from the Program Director of Social Work)</p><p><b><br>
Responsibilities</b></p><p><br>
Student Success Team:</p><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><p><br>
Professional Learning:</p><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><p>
Direct Service:</p><br>
<p></p><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><p><b>
Core Competencies:</b><br>
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.</p><p><br>
Accountability for Student Achievement<br>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</p><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><p>
Communicating Professional Knowledge<br>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</p><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><p>
Equitable &amp; Effective Instruction<br>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment,<br>
II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)</p><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><p></p><p><br>
Cultural Proficiency<br>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)</p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.\</li></ul><p>
Parent/Family Engagement<br>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</p><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><p>
Professional Reflection &amp; Collaboration<br>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</p><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><p><b>
Qualifications - Required:</b></p><ul><li><b>
Education: </b>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><p><b>
Qualifications - Preferred:</b></p><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><p></p><p><b><br>
Terms: </b>BTU Group 1</p><p><br>
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
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.</p><p></p><p><br>
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.</p></div>

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

<div><p>****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts.****</p><p></p><p><b><br>
To be considered for this position, candidates must apply to the Transformation </b><b>Social Worker [Candidate Pool Posting] (SY25-26) </b><b>and be screened through the Central Office screening process.</b></p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Social Worker/Coordinator</b> 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 professional.</p><p></p><p><br>
Reports to: Program Director</p><p><br>
</p><p><b>Responsibilities</b></p><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><p><br>
</p><p><b>Core Competencies:</b> 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.</p><br>
<p></p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><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><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><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><p><i>
(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)</i></p><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><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)</i></p><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><p><i>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><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><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><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><p></p><p><b><br>
Qualifications Required:</b></p><ul><li><b>
Education: </b>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><p></p><p><b><br>
Qualification-Preferred</b></p><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><p></p><p><b><br>
Terms:</b> BTU Group 1</p><p><br>
</p><p>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.</p><p></p><p><br>
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.</p><p></p><p><br>
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.</p></div>

Turnaround: Social Worker/Coordinator, Gr. 9-12 (SY26-27)

<div><p><b>To be considered for this position, candidates must apply to the </b><b>Social Worker [Candidate Pool Posting] (SY25-26)</b><b> and be screened through the Central Office screening process.</b></p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Social Worker/Coordinator</b> 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.</p><p></p><p><br>
Reports to: Program Director</p><p><br>
</p><p><b>Responsibilities</b></p><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><p><br>
</p><p><b>Core Competencies:</b> 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.</p><br>
<p></p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><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><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><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><p><i>
(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)</i></p><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><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)</i></p><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><p><i>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><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><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><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><p></p><p><b><br>
Qualifications Required</b></p><ul><li><b>
Education: </b>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><p></p><p><b><br>
Qualification-Preferred</b></p><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><p></p><p><b><br>
Terms: </b>BTU Group 1</p><p><br>
</p><p>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.</p><p></p><p><br>
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.</p><p></p><p><br>
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.</p></div>

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

SABIS Network

<div><div><div><div><b>Job Number</b></div>
<p>UAE00482</p>
<div><b>Job Type</b></div>
<p>Non-Teaching</p>
<div><b>School / Entity Name</b></div>
<p>The International School Of Choueifat, Dubai</p>
</div><div><div><b>Department</b></div>
<p>Administration</p>
</div></div><p>About SABIS&reg;</p>
<p>SABIS&reg; is a global education network that has an active presence in 21 countries on five continents and educates students in both the private and public sectors. SABIS&reg; schools implement the proven, proprietary SABIS&reg; Educational System, which has been developed and refined for over 135 years.
</p><p>All students in the SABIS&reg; Network benefit from a long tradition of excellence in education, a reputation that is rooted in a well-developed philosophy that seeks to provide students with a top-quality education that prepares them to meet the challenges of a changing world.</p><p>
For more information about the SABIS&reg; Network, visit: www.sabis.net.</p>
<p>Job Purpose</p>
<p></p><p>The Social Worker ensures students reach their academic and personal potential by providing or arranging social services for referred students.</p><p></p>
<p>Key Responsibilities:</p>
<p><b>Student Services:</b></p><ul><li>
Develop long-term and short-term intervention plans and performance objectives for designated referred students, in accordance with the curriculum, students&rsquo; needs, strengths, diversity, and life experiences.</li><li>
Conduct Functional Behavioral Analyses.</li><li>
Provide consultations/counseling services to students and their families when necessary.</li><li>
Participate in due process proceedings when necessary.</li></ul><p><b>
Student Lateness, Absences, and Offenses:</b></p><ul><li>
Enter all students&rsquo; lateness and absences before the end of the first period after calling parents and obtaining the reason.</li><li>
Make sure that everyone is in class and classes are running smoothly, and stop all students arriving late.</li><li>
Keep records of all infractions and inform the SMC in case any further action is needed.</li><li>
Call parents to inform them of the disciplinary measures taken by the school.</li><li>
Notice disruptive students, remove them from the class if need be, in case they are interrupting the learning process, and inform the SMC.</li><li>
Solve simple issues on the same day (talking in class, missing homework, etc.)</li><li>
Set an invigilation timetable for detentions.</li><li>
Deal seriously with detentions. Students on detentions need to be informed before the break.</li><li>
Meet on a daily basis with the SMC and AQC to discuss the daily offenses and disciplinary issues.</li><li>
Compare the data entries of the day with the discipline sheets content.</li><li>
Make sure that all students leave classrooms at the end of the day, prefects being the last to leave. Also make sure that students line up for buses, and check student safety during transportation.</li><li>
Note: Serious disciplinary issues related to student offenses are reported to the School Social worker or Student Life Coordinator for further intervention.</li></ul><p><b>
Teacher/Staff Offenses and Absences</b>:</p><ul><li>
Instantly report to the School Director teachers who:</li><li>
Are late to arrive in the morning and after breaks</li><li>
Leave their classes during class time</li><li>
Stop teaching or leave class before the bell rings</li><li>
Mark papers/copybooks during class time</li><li>
Use the phone or send SMS messages during class time</li><li>
Shout in class</li><li>
Use abusive language</li><li>
Neglect classroom cleanliness</li><li>
Cover plan for absent teachers: Make sure to take a copy from the AQC. Check whether classes are covered with the assigned teachers.</li></ul>
<p>Ideal Requirements:</p>
<ul><li>Bachelor&rsquo;s degree in Social Work, Psychology, or Sociology.</li><li>
Student management background</li><li>
Ability to ensure student discipline</li><li>
Serious demeanor</li><li>
Excellent organization and planning skills</li><li>
Professional behavior and ethical conduct</li><li>
Communication skills</li><li>
Ability to work within a team</li></ul>
<p>Employment Requirements:</p>
<p>Must meet all employment requirements including, but not limited to, country and local education and certification requirements, reference checks, and criminal background checks.</p><p>
Additional details about this position will only be provided to short-listed candidates.</p><p>
SABIS&reg; is an equal opportunity employer. We are dedicated to a policy of non &ndash; discrimination in employment on any basis including age, sex, color, race, creed, national origin, religion, marital status, disability, or any other legally protected characteristics.</p></div><p></p>

Supervisor

<div><p>Boston Public Schools seeks an exceptional <b>Clinical Coordinator</b> 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 professional.</p><p></p><p><br>
The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.</p><p></p><p><br>
Reports to: Principal/Head of School</p><p></p><p><b><br>
Responsibilities</b></p><ul><li>
Provides therapeutic, individual, small group, and family counseling.</li><li>
Assists the Special Education Director, in carrying out Chapter 766 responsibilities required for the social/ emotional well-being of students referred for services in the Emotional Impairment Strand.</li><li>
Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.</li><li>
Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.</li><li>
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.</li><li>
Ensures the maintenance of timely and accurate student records.</li><li>
Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.</li><li>
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.</li><li>
Performs other related duties as requested by the Head of School and Special Education Director.</li></ul><p><b>
Core Competencies:</b> 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.</p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><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><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><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><p><i>
(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)</i></p><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><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)</i></p><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><p><i>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><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><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><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><p></p><p><b><br>
Qualifications Required</b></p><ul><li>
Current MA Board of Registration Social Worker license (LSW, LCSW, or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)</li><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field</li><li>
Minimum of three (3) years of professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with schools, students, parents, and community-based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents</li><li>
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul><p><b>
Qualification-Preferred</b></p><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><p><b>
Terms</b>: BTU, Group I, Plus 10% for the 11th month</p><p></p><p><br>
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
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.</p><p></p><p><br>
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.</p></div>

Clinical Coordinator (SY26-27)

Clinical Coordinator (SY25-26)

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