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Boston Public Schools: Transformation Social Worker

For more information or to apply, visit https://bostonpublicschools.tedk12.com/hire/viewjob.aspx?jobid=17453.

About this Posting:

This job posting is for all individuals interested in SCHOOL-BASED TRANSFORMATION SOCIAL WORKER positions in the Boston Public Schools in the 2020-2021 school year. By submitting your application to this posting, you may be considered by multiple school sites across the district. BPS is seeking applicants who reflect the racial, ethnic, cultural, and linguistic diversity of BPS students. Candidates will go through an initial screening process to be placed in an interview pool accessed by district schools. Individual schools will invite candidates to participate in their interview process. Final selection will be made by school hiring teams, submitted to the Office of Human Capital for review, and approved by the Office of Human Capital.

Background & Overview:

The Behavioral Health Services (BHS) department is responsible for supporting the behavioral health needs of all students.  BHS is comprised of school psychologists and social workers. Through a continuum of promotion, prevention, at-risk and intensive services the staff of BHS provide direct services to students as well as support to school staff and families.  Working closely with community partners and allied city agencies the BHS department assists in connecting schools, students and families with needed community supports.

Position Summary:  

Boston Public Schools seeks an exceptional TRANSFORMATION SOCIAL WORKER who is highly qualified and knowledgeable to support the implementation of a variety of behavioral health supports that include trauma, healing and resiliency focused school social work services that support students in achieving their full potential --academically, socially and emotionally. The Transformation Social Worker will provide a continuum of behavioral health services that include: individual and group counseling as well as crisis intervention, act as a case manager for students, coordinate referrals to external agencies and programs,  and serve as a liaison between the school, students, parents, and external agencies (Tier 2 & Tier 3 interventions).  

The Transformation Social Worker will attend professional development and receive coaching from the Behavioral Health Services department including the Senior Director of Behavioral Health Services and the Director of Social Work to ensure continuous improvement of service delivery and compliance with district protocols and professional standards of practice.

REPORTS TO: School Principal (with secondary evaluation from the Director of Social Work)

Responsibilities:

System Coordination:

    • Coordinate the Student Support Team.
    • In partnership with the school psychologist and the "hub services team" the Transformation Social Worker will establish & monitor a Multi-tiered System of Support (MTSS): Tier 1, 2 & Tier 3 classroom and student-level interventions. 
    • Communicate goals and activities of the student support program to students, staff and the larger community.
    • Serve as a liaison between the school, student, parent and external agencies.
    • Make referrals to external agencies and appropriate programs for students in need of support services.
    • Match students with appropriate services, monitor their progress and coordinate follow-up services for each student.
    • Act as a case manager for students, coordinate referrals to external agencies and programs.
    • Track and maintain data related to school partners and the services that they provide.

Direct Service:

    • Counseling, either individually or in small groups for regular education and special education students as needed. 
    • Arrange/implement support services for students who have difficulties adjusting to school or other school related concerns
    • Conducting sociological assessments when requested as part of the Special education eligibility process. This can include home visits.
    • Support individual and whole school crisis intervention in collaboration with the BPS Crisis Team.
    • Consult around school and classroom climate strategies that support social emotional development 
    • Deliver a variety of district professional learning modules to staff on topics such as: behavioral health, social emotional development and trauma informed practice.    
    • Performs other related duties as requested by the Senior Director of Behavioral Health Services.

Professional Learning:

    • Attend centrally held professional learning sessions during up to 4 days in August at the pro rata rate. Additional professional development will be coordinated by the Behavioral Health Services department.  

Core Competencies:

Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital 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)

  • Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

Equitable & Effective Instruction

(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)

  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  • Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.

Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

  • Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.

Parent/Family Engagement  

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • Deep knowledge and understanding of, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
  • Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
  • Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
  • Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Qualifications- Required:

  • Licensed Social Worker (LCSW or LICSW).
  • MA DESE School Social Worker/School Adjustment Counselor License (All Levels).
  • Master's Degree.
  • Minimum of 3 years of professional experience in an urban setting providing educational and clinical services.
  • Ability to meet the BPS Standards of Effective Practice as outlined above.
  • Strong interpersonal skills to work with school, students, parents and community based agencies.
  • Demonstrated cultural proficiency and ability to lead others in conversations of race and culture
  • Professional clinical experience with children and their families.
  • Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications- Preferred:

  • BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
  • Certification as a trainer in Safety Cares de-escalation and restraint program.

Core Values:

  • Commitment to working with parents and students as partners in education.
  • Belief that all students can learn and become socially responsible.
  • Respect for all children and their families.

Terms: BTU, Group 1 

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.