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Boston Public Schools School-Based Social Worker [0.5 FTE] / Elementary Specialist [0.4 FTE] (Long-Term Substitute) (SY23-24) in Boston, Massachusetts

THIS IS A LONG TERM SUB POSITION that is expected to start on 02/02/2024 and end on the last day of school. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095). SOCIAL WORKER 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’ 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: individual and group counseling and assessments crisis intervention and response managing a caseload, coordinating referrals to external agencies and programs in partnership with students and families 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: 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. Utilize district-wide SST guidance implementation tools and support to actively assess Student Success Team practices. 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. 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: Coordinate and/or 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 outcome(s) 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 interventions Communicate goals and activities of the student support program to students, staff, and the larger community. Professional Learning: 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. 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’s school-based hours shall be determined by their direct supervisor. Direct Service: 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. Provide Tier 2/3 interventions such as check-in/check-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 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 Track 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 Work Performs other related duties as assigned by the School Leader or Program Director of Social work. 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 a 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: Education: Master's Degree in Social Work, Counseling MA DESE School Social Worker/School Adjustment Counselor License (All Levels) Licensed 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 oppression Demonstrates 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 - Preferred: Prior work as a school-based social worker Knowledge of Special Education policies and procedures 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 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. ELEMENTARY SPECIALIST RESPONSIBILITIES: Elementary Teacher in an SEI setting Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas. Implement district learning goals and objectives using TERC Math Investigations Curriculum and Readers and Writers Workshop Model. Create developmentally appropriate, child centered environment that establishes positive student behavioral expectations conducive to all learners needs through structured routines, and positive behavioral interventions. Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum Administer district mid-year and end-of-year assessments in accordance with district guidelines. CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: 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, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards Can convey content in creative and engaging ways that align to standards Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation Builds a productive learning environment where every student participates and is valued as part of the class community 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) Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development Seeks to participate in and contribute to a collaborative adult learning community. QUALIFICATIONSREQUIRED: Education: Hold a Bachelor’s degree. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. QUALIFICATIONSPREFERRED: Hold a Massachusetts Teaching License in Elementary 1-6 and hold an SEI endorsement or a dual certification in ESL. Experience teaching in urban schools. Degree in Education BPS values linguistic diversity and believe 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. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). BTU Group 1 Please refer to www.bostonpublicschools.org/ohc http://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 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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the SY20-21 school year. 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. " />

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School-Based Social Worker [0.5 FTE] / Elementary Specialist [0.4 FTE] (Long-Term Substitute) (SY23-24)

Job Description

Primary Location Winthrop Elementary

Salary Range 1.0 FTE

Shift Type Traditional

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