Background and OverviewThe Boston Public Schools is committed to providing every child in every classroom anequitable world-class high-quality education with the same unfettered access to everyconceivable resource to unlock the greatness within them. As part of an equitableMulti-tiered System of Supports that advances students’ learning and outcomes The Officeof Social Work serves BPS students and families by supporting school-based SocialWorkers across the district with providing high-quality culturally responsive directservices.The Office of Social Work supports social workers with consultation professional developmentand crisis response. Through a regional support model all school-based social workers receivesupport from a District Social Worker in addition to the Program Director of Social Work. TheOffice of Social Work aims to provide high-quality culturally and linguistically relevant mentalhealth support in all BPS schools.Position Summary and General ResponsibilitiesBoston Public Schools seeks an exceptional School Based Social Workerwho is highlyqualified and knowledgeable to support the implementation of a variety of behavioral healthsupports that include trauma response and recovery healing and resiliency-focused school socialwork services that support students and educators to create conditions wherein students mayachieve their full potential academically socially and emotionally.The Social Worker in partnership with the other BPS providers and outside mental healthpartners will support school communities by supporting withindividual and group counseling and assessmentscrisis intervention and responsemanaging a caseload coordinating referrals to external agencies and programs inpartnership with students and familiesThrough a lead role in the Student Success Team SST and other leadership bodies within theschool and working in close collaboration with other school-based teams Social WorkersFacilitate 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 23 support.Utilize district-wide SST guidance implementation tools and support to actively assess Student Success Team practices.Continuously work to develop their own racialcultural 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.The Social Worker will attend professional development and receive coaching and feedbackfrom the team of District Social Workers Program Director of Social Work and Director ofStudent Support to ensure continuous improvement of service delivery and compliance withdistrict protocols policies and professional standards of practice.Reports toSchool Leader with secondary evaluation from the Program Director of SocialWorkResponsibilitiesStudent Success TeamCoordinate andor actively participate in the Student Success Team.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.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.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 outcomes for participating students.Model and promote authentic relationship-building and collaboration with students families school community and partnering agencies.In partnership with the Student Success Team the School-Based Social Worker will establish & monitor a Multi-tiered System of Support MTSS Tier 1 2 & Tier 3 classroom and student-level interventions in a manner that does not pathologize students.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 interventionsCommunicate goals and activities of the student support program to students staff and the larger community.Professional LearningAttend 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.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&rsquos school-based hours shall be determined by their direct supervisor.Direct ServiceProvide individual andor 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 IEP504 Team for assigned students.Provide Tier 23 interventions such as check-incheck-out suicide and threat risk assessments.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.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.Consult around school and classroom climate strategies that support social-emotional development and promote active student engagement in learning.Match students with appropriate services that align with the studentsfamilies 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 managerTrack and maintain data related to mental health partners and the services that they provide.Maintain and provide student data and written reports as needed including timely completion of monthly reports for the Office of Social WorkPerforms other related duties as assigned by the School Leader or Program Director of Social work.Core CompetenciesUsing the Rubric of Specialized Instructional Support Personnel SISP the Office of HumanCapital has identified priority skills and abilities that all BPS SISP should demonstrate.Accountability for Student AchievementII-A-1 Quality of Effort and Work II-D-2 High Expectations I B-2 Adjustments to PracticeSets 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 KnowledgeI-A-1 Professional Knowledge I-A-2 Child Adolescent Development I-A-3 Plan DevelopmentExhibits 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 InstructionII-A-3 Meeting Diverse Needs II-A-2. Student Engagement II-B-1. Safe Learning EnvironmentII-B-2 Collaborative Learning Environment I-D-3 Access to KnowledgeBuilds 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 curriculumsupports accessible to all students.Cultural ProficiencyII-C-1. Respects Differences II-C-2. Maintains a Respectful EnvironmentActively creates and maintains an environment in which students’ diverse backgrounds identities strengths and challenges are respected.\ParentFamily EngagementIII-A-1. ParentFamily Engagement III-B-2. CollaborationEngages 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 racialculturalethnic background of students and families served.Consistently provides parents with clear expectations for student learning behavior andor wellness and shares strategies to promote learning and development at school and home.Professional Reflection & CollaborationIV-A-1. Reflective Practice IV-C-1. Professional Collaboration IV-C-2. ConsultationRegularly 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 andor 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 socialemotional learning experiences for students.Qualifications - RequiredEducationMasters Degree in Social Work CounselingMA DESE School Social WorkerSchool Adjustment Counselor License All LevelsLicensed Social Worker LCSW or LICSW or Licensed Mental Health Counselor LMHC or eligible for a Social Worker license LCSW or LICSW or Mental Health Counselor license LMHC.Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing 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.Demonstrates understanding of racial equity and ability to engage in dialogue about race intersectionality and systems of oppressionDemonstrates a deep sense of cultural humility and self-awareness.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredPrior work as a school-based social workerKnowledge of Special Education policies and proceduresBPS 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 ValuesCommitment to working with parents and students as partners in education.Belief that all students can learn and deserve opportunities to achieve the greatness within them.Respect for all children and their families through an asset-based lens.Identify as a lifelong learner and reflective practitioner.Willingness to serve as an advocate for all children.TermsBTU Group 1Please refer to www.bostonpublicschools.orgohc under Employee Benefits and Policies formore information on salary and compensation. Salaries are listed by Unions and GradeStep.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 Schedule A Expanded Learning Time ELT agreement.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 sexgender 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.