District Social Worker - Margaret Scott Elementary

Job Title: District Social Worker

Department: Student and Family Services

Classification: Licensed

Reports to: Executive Director or Student and Family Services

FLSA Status: Exempt

Job Summary: School Social Workers are child welfare advocates who utilize a three-tiered model (prevention, early intervention, and intensive intervention) to improve individual and system-wide student attendance, engagement, achievement, and graduation. School Social Workers work directly with students who experience difficulties in achieving their academic potential due to social/emotional, home, and community barriers. School Social Workers provide additional support services that are needed by the specific populations they serve.

• Regularly review and assess data and trends related to student enrollment, attendance, behavior support, adjustment, academic achievement, and progress toward graduation.
• Assist in the development of initiatives and efforts related to attendance improvement, creation of safe and welcoming school environments, student adjustment and discipline, violence prevention, and parent engagement.
• Facilitate collaborative partnerships to increase awareness, engagement, communication, and recognition of all stakeholders toward the goal of better outcomes for all students.
• Assist in the development of initiatives and policy and procedure bulletins in all areas related to child welfare including, but not limited to, attendance improvement, school safety, violence prevention, pupil discipline, enrollment and dropout prevention.
• Develop and implement training to school and District personnel on Oregon Revised Statutes, Oregon Administrative Regulations and District policies and procedures related to child welfare and attendance of students.
• Ensure protection of educational and due process rights for students including, but not limited to, students in foster care, students who are homeless, pregnant and parenting teens, probation youth, camp returnees, students referred for expulsion, students who have been expelled, and other students at-risk for school failure and dropout.
• Monitor student attendance and academic progress to support early identification and intervention with at-risk students. Conduct home visits and residence verifications in response to district or school referrals.
• Participate in and/or facilitate multidisciplinary intervention teams such as Multi-Tiered Systems of Support (MTSS) Team, Student Threat Assessment Team, Coordination of Services Team, School Climate Team, and Attendance and Dropout Prevention Team o provide coordinated support and intervention.
• Provide staff development and training to District and site teachers and administrators regarding MTSS, including the role of academic and behavioral interventions, social emotional supports, and restorative practice to create a positive school climate and culture.
• Coordinate with the Student and Family Services Department in training and program services in the area of Social Emotional Learning (SEL), Positive Behavior Interventions (PBIS), Restorative Practices, Peer-Mediation, Trauma-Informed Practices and other research-based approaches.
• Provide evidence-based child welfare and attendance services, including advocacy and clinical case management to identified, at-risk students to facilitate student engagement, attendance, academic achievement, improve social adjustment and school stability.
• Assess and provide guidance to students, parents/guardians, and school staff regarding school and community resources, including alternative educational and credit recovery programs, to ameliorate barriers to learning and high school graduation.
• Collaborate with district family liaisons to provide parent workshops, promote parent engagement and empowerment in the educational process.
• Participate in school-based and/or District Crisis Response Teams and provide individual and/or group counseling in response to school-wide crises.

Specific Responsibilities:

• During periods of critical personnel shortage or other emergency situation, shall temporarily perform any duties, as directed, within the authorization of any credentials held by the incumbent that are registered with the TSPC that are a part of the class description requirements in effect at the time such duties are performed.
• Performs other duties as assigned in accordance with the District-REA Bargaining Agreement.

Qualifications:

Experience Required:

• Demonstrated success in working both with teams and individually in a variety of settings.
• One year of supervised field experience, as verified by an approved institution, in social work, school counseling, school psychology – or - One year of successful full-time service in a certificated position which requires a school social worker license.

Skills, Knowledge and/or Abilities Required:

Skills to: Work in a fast-paced, flexible environment; maintain flexibility with changing priorities and staff and student needs; communicate effectively in both oral and written form using strong analytical writing when applicable; compile and analyze data, make recommendations, and design/develop/implement appropriate professional development based on findings; make formal, public presentations. Cultivate and maintain positive professional District and interagency relationships. Maintain strong interpersonal skills with demonstrated ability to work effectively with students from a variety of backgrounds.

Knowledge of: Oregon Codes (Education, Welfare and Institutions, Labor, Penal, etc.) and District policies and procedures related to the welfare and attendance of students; equitable practices and critical race theory preferred; of MTSS, Positive Behavioral Intervention & Supports (PBIS), Response to Intervention (RTI), Restorative Practices, as well as academic, behavioral, and social-emotional components within the MTSS framework; understanding of inclusive, culturally responsive practices and educational equity; knowledge of the needs of diverse learners and under-represented students; knowledge of Trauma Informed Practice; Understanding of human development and stages; leadership skills in facilitating group processes, including consensus building, mediation, and conflict resolution; online document sharing programs and how to effectively use them to share documents and reports and communicate information with others.

Ability to: Utilize effective group and individual counseling techniques; use technology for presentations and display of data; use Synergy for data extraction and analysis; perform as a positive, reflective, collaborative and pro-active member of the Student and Family Services team; to cultivate and maintain positive professional District and interagency relationships; perform a variety of specialized and responsible tasks, maintain records; establish and maintain cooperative working relationships with students, building staff, and other district personnel; meet schedules and deadlines.

Significant Physical Abilities include: mobility to set up meeting spaces for presentations, professional development, and training when needed; lifting/carrying up to 25 lbs. to move and/or deliver materials and supplies, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/field of vision with or without accommodation.

Education and Training Required: An earned Master’s or advanced degree of at least equivalent standard from an accredited college or university in the field of counseling, social work, psychology, educational psychology, education, or other related field.

Licensing/Special Requirements: An Oregon School Social Worker license authorizing

K-12 service in Child Welfare and Attendance must be in force and on file with the TSPC or Social Worker certification issued by the Oregon Board of Licensed Social Workers. TSPC licensure is preferred.