LOCATION: District Wide

FTE: 2.0**

START DATE: January 16, 2024,or when filled

WORK HOURS: To be determined

 

**  Will consider part-time (20 hours per week with days flexible).

 

These positions are temporary positions for the remainder of the 2023-2024 school year.

   

Job Purpose Statement/s:  School Social Workers are an integral link between school, home, and community in helping students achieve success.  They work directly with students and families in order to determine barriers to attendance, engagement, achievement and graduation.  Within a Multi-Tiered System of Support (MTSS), they provide leadership regarding mental health intervention, crisis management, and support services.  School Social Workers also facilitate community involvement in the schools while advocating for student success.

 

Essential Job Functions:

• Demonstrate core values of service, social and racial justice, dignity and worth of the person, importance of human relationships, integrity, and competence.
• Adhere to the professional ethical responsibilities delineated in the NASW (National Association of Social Workers) Code of Ethics.
• Knowledgeable about evidence-informed approaches to teaching and learning that promote positive academic outcomes for all students.
• Conduct assessments of individuals, families and systems/organizations (namely, classroom, school, neighborhood, district, state) with the goal of improving student social, emotional, behavioral, and academic outcomes and to inform the design of interventions to remove barriers to learning.
• Remain current with school-based intervention research and use evidence-informed practices in service delivery.
• Design interventions to enhance positive educational experiences and involve the student, the family, other team members, school personnel, and community resources as appropriate. Interventions shall be based on assessments relevant to the concerns in the referral and applied within the multi-tier framework and address the ecologies (for example, home, school, community) most relevant to the problem being addressed.
• 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.
• Collect, analyze, synthesize, and disseminate data related to their practice. School Social Workers shall conduct ongoing evaluation to determine the level of effectiveness of all interventions.
• Demonstrate knowledge of and comply with local, state, and federal mandates related to informed consent, privacy and confidentiality, and access to records within the context of legal and ethical rights of minors and parents. Also have specialized knowledge and an understanding of historical and current perspectives of public school education at the local, state, and national levels, including educational reform and legislation.
• Maintain timely, accurate, and confidential records that document school social work services, demonstrate outcomes, and promote accountability to the local education agency and community.
• Demonstrate self awareness, knowledge, and practice skills consistent with the NASW Standards for Cultural Competence in Social Work Practice. School Social Workers shall continue to develop specialized knowledge and understanding about client groups they serve and culturally appropriate resources.
• Provide leadership in developing a positive school climate and work collaboratively with school administration, school personnel, family members, and community professionals as appropriate to increase accessibility and effectiveness of services.
• Advocate for students and their families. This advocacy includes helping them gain access to and effectively use formal and informal community resources that enable families to self-advocate.
• 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, policy and procedures in all areas related to child welfare including, but not limited to, attendance improvement, school safety, violence prevention, pupil discipline, enrollment and dropout prevention.
• Ensure protection of educational and due process rights for students including, but not limited to, students in foster care, students who are experiencing homeless, pregnant and parenting teens, probation youth, camp returnees, students referred for expulsion, students who have been expelled, students who identify as LGBTQ2IA+, students who experience disability and other students at-risk for school failure and dropout.
• Participate in and/or facilitate multidisciplinary intervention teams such as Tier II Multi-Tiered Systems of Support (MTSS) Teams, Tier III Intensive individualized support teams, etc. and provide coordinated support and intervention.
• Provide staff development and training to the District and/or building staff 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.
• Collaborate with district and/or community partner 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 crisis.

Other Job Functions:

• Assist other personnel as may be required for the purpose of supporting them in the completion of their work activities and 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.
• Perform other duties, as assigned.

Job Requirements – Qualifications:

• Experience Preferred:  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 that requires a school social worker license.  Experience working with students who identify as LGBTQ2SIA+.
• Skills, Knowledge and/or Abilities Required:

Skills to work in a fast-paced 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 building, district and interagency relationships.  Maintain strong interpersonal skills with demonstrated ability to work effectively with students from a variety of backgrounds.  Success in working with teams and individually in a variety of settings.

 

Knowledge of Oregon Codes (Education, Welfare, and Institutions, Labor, Penal, etc).  District policies and procedures related to welfare and attendance of students, equitable practices, critical race theory, MTSS, 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 and healing-centered practices.  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. Knowledge of Multnomah County mental health, family and youth services.

 

Abilities 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 proactive member of any building and/or district team; perform a variety of specialized and responsible tasks, maintain records.  Sit for prolonged periods, perform a variety of specialized and responsible tasks, and maintain records.  Significant physical abilities include lifting/carrying/stooping/crouching, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/color vision/field vision/visual accommodation.

 

Ability to speak a second language preferred. 

• Education 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.

• Licenses, Bonding and/or Testing Required: 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.  Valid driver’s license and evidence of insurability, Criminal Justice Fingerprint Clearance.

Terms of Employment:  192 days per year.  Salary to be established by collective bargaining agreement.

 

Evaluation:  Performance of this job will be evaluated in accordance with provisions of the Board's Policy on Evaluation of Licensed Staff Personnel.