Elementary - Social Worker

General Information

• TITLE:
  
  Elementary School - Social Worker
• DEPARTMENT:
  School Social Workers
• LICENSURE:
  Professional Educator License (PEL)
• ENDORSEMENT:
  School Social Worker K-12 or Equivalent
• CLASSIFICATION:
  Certified
• FLSA STATUS:
  Non-exempt
• REPORTS TO:
  
  Building administration
• SUPERVISORY RESPONSIBILITIES:
  
  N/A
• PRIOR
  
  EXPERIENCE:
  
  Completion of a supervised field experience of 400 contact hours
• EVALUATION:
  Evaluated by the Principal, Assistant Principal, and/or other certified evaluators using the agreed upon evaluation tool. This includes formal observation of job performance, inclusion of informal observation data, an artifact file, student growth measures. The evaluation cycle for teachers not in continued contractual service (tenure) shall be one school year. The evaluation cycle for teachers who have attained tenure in District 109 shall be three school years unless job performance is deemed as "needs improvement" or "unsatisfactory".
• PRIOR
  
  EXPERIENCE:
  
  Successful completion of student teaching and/or internship
• DATES:
• AVAILABILITY:
  One (1.0 FTE) Position(s)/Full-Time
• PLACEMENT:
  South Park Elementary School
• WORK CALENDAR:
  Teacher

Under General Supervision, The Employee Will

• Help facilitate solutions for students to succeed academically, socially, and emotionally. School Social Workers collaborate with educators, administrators, and families to create safe, healthy, and supportive learning environment for all students and strengthen connections between home and school.

The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.

• Supports students to enhance their personal and social growth while offering opportunities to participate in the planning and direction of their own learning experiences, and increase their responsibility for behavior and attitudes.
• Provides opportunities and resources for students to increase academic success, increase their responsibility for behavior and attitudes, improve interpersonal relationships, learn problem-solving and decision-making skills, and resolve conflicts and crisis situations.
• Provides individual, group counseling or in-class support for students who are experiencing personal, social, emotional or behavioral problems in school that have an educational impact, with an emphasis upon early intervention.
• Delivers large group instruction to address identified social, emotional, and/or behavioral needs.

• Consults and collaborates with school personnel regarding student problems and coordinates plans and actions to meet them. Early identification of problems is emphasized.
• Consults with and assists instructional staff with program modifications and strategies to encourage and support student personal and social growth and responsible behavior.
• Provides appropriate staff development to schools.

• Establishes and maintains open, positive lines of communication to assist the family in cooperatively improving the student's transition between home and school and assisting the family in utilizing appropriate community and school resources.
• Maintains an on-going and communicative relationship with families for the purpose of sharing information regarding the student's educational program.
• Serves as the school liaison to all community agencies by consulting and collaborating regularly with school personnel, social agencies, and other community resources to establish and provide coordinated social services to students and families.
• Promotes family support of students' learning experience within the context of multicultural understanding and competencies.

• Participates in team meetings and IEP conferences including pre-referral interventions, placements, IEP's and annual reviews.
• Participates in the case study evaluation process by obtaining and/or reviewing information relative to social history, adaptive behavior and cultural background.
• Prepares, with other team members, teachers, and parents, an Individualized Education Program (IEP) for each identified student, monitor the plan's implementation, and participate in the annual review.
• Completes a diagnostic social history on students referred to the team for evaluation, assessing the status of the student's social and academic adjustment in terms of school performance, family and personal history, socio-economic and cultural influences, and community factors.
• Creates student centered goals and uses a variety of tools to collect data on the progress of the goals to be reported to the educational team.
• Uses a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the educational functioning of the student.
• Develops…