SUMMARY: The School Social Worker provides a range support services to students and families including social/emotional screening, individual and group counseling, as well as consultation with teachers, staff, administration, parents, and outside agencies. This position is housed within the REACH program, which services students who require therapeutic strategies integrated throughout their school day. All interactions and behavioral supports are trauma informed and based on the
principles of Applied Behavior Analysis.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Consistent communication and consultation to applicable members of school staff (teachers, paraprofessionals, administration, counselor, etc.) to support students on caseload.
• Contribute positively to school climate.
• Work with parents, teachers and staff to address various social, emotional and behavioral needs of students.
• In collaboration with building administration and faculty, may provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, and individual safety plans, when appropriate).
• Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
• Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
• Maintain accurate and complete student records and prepare reports on assigned caseload, as required by laws, district policies, and administrative regulations.
• Provide crisis intervention, as needed, for students and those in inclusive classrooms.
• Assist in collection of data for providing appropriate classroom interventions.
• Serve as a member of a multidisciplinary team as appropriate.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Assist in the task of operating the school as a community of cooperative and constructive members.
• Maintains an understanding of the philosophies and principles utilized in District-wide programs.
• Demonstrates an understanding of definitions, etiology, & characteristics of students’ disabilities.
• Follows state and federal special education regulations, as outlined in the IDEA
• Follows all standards and indicators to the best of his or her ability, as described in the Reading Public Schools Teacher Assessment Process (TAP).

SUPERVISORY RESPONSIBILITIES: No Supervision.

 

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

 

REQUIRED KNOWLEDGE, SKILLS & ABILITIES:

• Ability to apply knowledge of current research and theory in the educational field
• Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned
• Ability to communicate clearly and concisely both in oral and written form
• Ability to effectively present information and respond to questions from groups including staff, parents and the general public
• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations
• Ability to write reports, business correspondence, and procedure manuals
• Ability to use reasoning ability to evaluate information and determine/recommend an appropriate course of action
• Ability to define problems, collect data, establish facts and draw valid conclusions
• Ability to use professional literature, evidence-based research, and continuing education content to make practice decisions
• Ability to establish and maintain effective working relationships with students, parents, staff and the community
• Ability to work independently, prioritize tasks and manage several projects simultaneously
• Uses instructional technology appropriately and works with students to facilitate their use of instructional technology
• Ability to perform duties with awareness of all district requirements, state and federal laws, and Board of Education policies
• Knowledge of special education procedures to maintain appropriate confidential records
• Ability to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.)
• Ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite
• Experience meeting IEPs and 504 plan compliance
• Competence regarding special education law and regulations
• Experience evaluating student skills and writing reports to interpret/summarize findings
• Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting
• Strong problem-solving skills to support student success
• Strong data-collection skills to help to inform decisions for students
• Strong verbal and written communication skills
• Strong organizational skills to balance the demands of a multi-tasking position
• A proactive and solution focused approach to meeting student needs

EDUCATION/EXPERIENCE:

• Minimum of baccalaureate degree, master’s degree preferred.
• Experience and/or understanding of at-risk students; learning interventions, low achieving students, adolescent development and motivational strategies preferred.

LICENSES/CERTIFICATIONS:

• Valid MA DESE School Social Worker/School Adjustment Counselor certification.
• Crisis prevention intervention and restraint trained.

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is regularly required to move about to provide services and may be required to occasionally traverse throughout the school building. The employee must also often remain in a stationary position for considerable periods of time. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl. The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Occasionally operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer). The employee must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents, and other staff members in person and on the telephone. In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction. On rare occasions, it may be necessary to move quickly across even or uneven surfaces.

 

WORK ENVIRONMENT:

The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work out-put of students.

 

The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.