Social Worker, Child Development​/Support

Position Title

Social Worker

Multiple Locations Available

AAEA Teacher Salary Schedule

Building Principal

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.

• Advanced study in the field of Social Work and/or Guidance and Counseling with an emphasis on group guidance and adolescent development.
• Experience working with elementary students in an elementary school setting preferred.

• Licensed Master’s Social Worker through the State of Michigan Department of Licensing and Regulatory Affairs, and temporary or full approval as a school social worker; or currently enrolled in a program to obtain approval which includes a minimum of a 500‑hour supervised social work practicum and satisfactory completion of one year as a school social worker under direction of a fully approved school social worker.
• Possess a Master’s Degree in Social Work from an accredited institution, and be willing to enroll in coursework to add a school social work endorsement.

• Interpersonal leadership skills (communication, problem solving, conflict management, collaboration, initiative).
• Successful experience in understanding adult learning principles and dispositions in order to successfully facilitate adult learning.
• Demonstrate a thorough understanding of effective Tier 1 social and emotional learning strategies such as Responsive Classroom, Zones of Regulation, and other Positive Behavior Intervention Supports.
• Demonstrate a thorough understanding of a Multi‑Tiered System of Support, including social and emotional assessments, intervention tools, strategies and resources in tier 2 and tier 3.
• Develop a thorough understanding of the CASEL Framework for developing social‑emotional skills in students and school communities.
• Engage in progress monitoring of evidence‑based interventions, analyze data, and make informed decisions about tiered interventions.
• Knowledge of federal and state laws as they relate to student educational rights: 504s/ADA, Special Education/IDEA, Title IX, FERPA, HIPAA, MDE:
  Seclusion & Restraint Policy.

• Serve as a member of Multidisciplinary Evaluation Teams (MET).
• Serve as a member of Individualized Education Plan (IEP) teams.
• Plan with IEP team members to develop appropriate Goals and Objectives for eligible students.
• Communicate effectively with all members of the IEP team, school district, and community.
• Provide instruction, modeling, and coaching to students and school staff in the implementation of effective behavior intervention strategies and techniques.
• Provide liaison, coordination, and case management services with schools, families, community agencies, and other resources to influence positive school outcomes for students.
• Develop functional behavior assessments and behavior intervention plans to facilitate successful learning and socialization opportunities.
• Conduct risk assessments, develop and implement individual student threat response plans, monitor and support individual student plans.
• Engage in crisis response as a Student Response Team member, trained in de‑escalation.
• Identify and work to prevent bias, prejudice, discrimination, and oppression that interfere with individual rights in the educational process.
• Ensure that prevention, assessment, evaluation, and special education services are sensitive to the diverse needs of the student’s multicultural differences.
• Other duties as assigned by the school administrator and/or Office of Special Education.

This is a full‑time position, requiring regular reliable and predictable attendance on site to successfully perform the essential functions of this…