School Social Worker
SCHOOL SOCIAL WORKER
Hamtramck Public Schools
Qualifications for the above position can be found on the attached pages.
All applicants must complete an online application. The online application can be accessed from the Hamtramck Public Schools website at www.hamtramck.k12.mi.us or Wayne RESA website at www.resa.net/services/humanresources/onlinejobapplication
Application Deadline: Until Filled
- AN EQUAL OPPORTUNITY EMPLOYER -
It is the policy of Hamtramck Public Schools that no person shall on the basis of sex, race, color, religion, age, national origin or disability be excluded from participation in, be denied the benefits of, or be subjected to discrimination, in employment in any of its programs or activities. Inquiries related to nondiscrimination should be related to the Title IX Coordinators; Director of Human Resources, Hamtramck Public Schools 3201 Roosevelt, Hamtramck MI 48212 Phone 313-892-5170 or Director of Student Services, (same address) 313-892-2037. Nondiscrimination inquiries related to disability should be directed to Section 504 Coordinator, Director of Student Services, (same address and phone number).
Jaleelah Hassan Ahmed
Hamtramck Public Schools
/cln
Hamtramck Public Schools
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REPORTS TO: Building Principal/Director of Special Services
SUMMARY:
The School Social Worker will work to help students resolve personal, emotional, and social problems that interfere with their adjustments to school and their capacity to enjoy the fullest benefits of the education offered to them. The School Social Worker provides social, emotional and behavioral support services in a collaborative manner as an essential part of the school team. These services can be provided through direct service to students or consultation to enable staff ability to resolve student problems. The School Social Worker views problem development and intervention from a systems perspective. They foster communication among school, home, and community support systems.
QUALIFICATIONS:
Education: Possession of a master's degree School Social Work and completion of a 500 clock hour, supervised internship with school-aged persons in an approved School Social Work training program.
Certificates, Licenses, Registrations: Able to meet the Office of Licensing and Regulatory Affairs (LARA) licensing requirements as a Limited License or Full License School Social Worker in the State of Michigan and holds current approval by the Michigan Department of Education as a Temporary, Continuing, or Fully approved School Social Worker.
Must have a knowledge of federal and state special education laws and other legal aspects of the role of the School Social Worker.
Demonstrate positive interpersonal relationships - Cooperative, courteous, flexible, good natured, and concerned with being helpful and representing the organization well.
Create a welcoming and positive classroom climate and culture.
Exhibit a commitment to the District’s Shared Vision and Collective Commitments.
Help foster the culture, willingness, and development of capacity with classroom teachers and administrators to meet the behavioral needs of students within the general education setting.
Organize and manage the workload in the assigned school(s) in order to meet legal mandates and timelines.
Conduct all necessary components of the Michigan Special Education process as needed.
Communicate and work at a high level of quality and proficiency with students, staff, and parents, verbally and in writing.
A passionate commitment to improving learning for all students.
Evidence of ability to establish positive working relationships with all stakeholders.
Maintain regular, in-person attendance during the school year.
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Social Worker (Page 3)
DUTIES AND RESPONSIBILITIES:
Demonstrate knowledge and understanding of IDEA, ADA Section 504, and Michigan Special Education Law.
Demonstrate comprehensive understanding of personality development and the assessment of human behavior.
Accurately identify, through comprehensive evaluations students' specific strengths and weaknesses, helpful evidence-based intervention options, and eligibility for an accommodation plan (504) or special education under rules for Emotional Impairments, Other Health Impairment, or Autism Spectrum Disorders.
Collect necessary, relevant data through the demonstrated ability to administer/interpret/ analyze standardized assessments.
Provide comprehensive written reports of assessments and evaluations of students that specifically address the reasons for referral.
Provide and interpret assessments and evaluations to determine eligibility for special education, and identify needs for programs and services.
Utilize multiple methods of collecting data, and provide appropriate measurable goals for intervention and anticipated outcomes from service.
Effectively integrates data obtained from tests and from other sources of information and ability to communicate these diagnostic findings to other professionals, parents, and pupils in a meaningful way to inform evidence based decision-making.
Provide School Social Work services to any student in order to actively identify and address systemic barriers to learning.
Provide IEPC directed individual or group counseling services to students.
Assist with the identification of at risk students and target intervention supports to address their learning challenges.
Assist with the district’s response to Crisis and Risk Assessments.
Provide crisis prevention, planning, and intervention services, including assessments of the impact of trauma on development, learning, and school performance.
Directly intervene during crises (e.g. suicidal assessments) to ensure safety or in the case of tragedy (e.g. traffic fatality) to lower distress.
Respond to threatening behaviors, by investigating the reasons behind the threat and recommend interventions designed to lower the likelihood of violent behavior to ensure the safety of all students and to eliminate sources of provocative behaviors (e.g. harassment, bullying) that impacted the student reacting due to victimization.
Provide consultation, coaching, and modeling at the building and classroom levels using current best practice i.e. a Multi-Tiered System of Supports model.
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Contribute to initial "problem identification" or the likely nature of a student, classroom, or school problem in order to help develop intervention efforts as part of a problem solving team.
Contribute to problem solving procedures required to determine the need for, nature of, and specific accommodations for students to have access to a free and appropriate public education (i.e. 504 plans).
Contribute to team problem solving procedures required to determine the need for ongoing intervention or further assessment for students for whom there is suspicion of a disability.
For students who are exhibiting areas of need related to behavior, (with or without special education eligibility), to provide school administration, staff and families with strategies, modeling, and information to reduce the educational impact of behavior and other emotional difficulties in accordance with a Multi-Tiered System of Support.
Meet with colleagues to develop classroom-based approaches to help with one or more students experiencing academic, emotional, behavioral, social, and/or physical difficulties.
Systematically gather information (e.g. Functional Behavior Assessment) needed to determine the need for and, if needed, the specific features of a Behavior Intervention Plan (BIP) or variation (e.g. Antecedent Intervention Plan, Anti-harassment interventions).
Assist school staff with collecting, analyzing, and utilizing behavioral data to develop interventions and behavior plans for struggling students.
Train, support and maintain a School-Wide Positive Behavior Intervention and Supports system within local school buildings and individual classrooms.
Team with colleagues for extended interventions to help with initial implementation, monitoring, modification, and ultimately, evaluation of plans designed to address student needs.
Model and teach students and staff behavioral interventions that meet the needs of students at various tiers of support that can be implemented successfully within the school/classroom environment.
Provide professional development related to specific disabilities (e.g. Autism Spectrum Disorders, Anxiety Disorders to help staff work effectively with students (e.g. Classroom behavior plans, Student Behavior Intervention Plans, Evidence-based strategies helpful for specific problems), and/or service delivery systems (e.g. Child Protective Services, Positive Behavior Support, Bullying Prevention).
Present annual review of abuse/neglect and suicidal policy procedures and serve as a resource on these subjects.
Actively assist parents when their children are in crisis when in the school setting and connecting them to community resources when difficulties extend beyond the school setting.
Provide feedback, consultation, recommendations using a collaborative approach with parents regarding their children's strength and weaknesses and how best to help them with a wide range of obstacles / challenges.
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Share information with parents, families, and the community regarding helpful information regarding child development, academic skill development, motivation and learning, common areas of difficulty, resources to parents and their children where there is evidence supporting their effectiveness.
Work in a partnership with parents as part of intervention assistance for their children (e.g. home-school intervention plans, parent responses to anxiety).
Facilitate and coordinate the delivery of educational and mental health services with and by community agencies and service providers.
Identify and coordinate accommodations and modifications of school environment for a student to obtain access to general education curriculum and instruction.
Provide support to facilitate successful transitions in areas that affect students' learning opportunities.
Have knowledgeable use of tools and systems for student and program data collection and review, measurement of program effectiveness, and other measures of quality and efficacy.
Adheres to NASW Standards for professional services.
Maintains a high level of confidentiality in working with student information.
Complies with established documentation standards.
Perform other duties and assume other responsibilities as assigned by the supervisor.
Occasionally, Fully Licensed and Fully Approved School Social Workers may be asked to supervise and/or mentor Limited
Licensed and or Temporary Approved School Social Workers.
While performing the duties of this position, the employee is regularly required to sit for longer periods of time, be mobile within various environments, stoop, bend, and drive. The employee must occasionally lift and/or move up to 50 pounds.
Normal office environment. It is also anticipated that some stress will be associated with this position primarily due to deadlines and irregular workflow.
Some flexibility in hours is allowed, but employee is generally expected to work 5 days per week, 7 hours per day and be available during the core work hours based on building and level of assignment. Occasional evening and weekend work may be required as job duties demand.
Minimal travel is required.
The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all job duties that may be performed by such a person.
SALARY: Per the HFT Teacher Contract