REPORTS TO: Program Director
Manage and supervise the Planning Center.
Plan and implement school support programs in collaboration with the Program Director.
Act as a case manager for students.
Counsel students individually and in small groups.
Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts and social service interventions.
Assist in the admission and discharge of students.
Communicate goals and activities of the student support program to students, staff and the larger community.
Coordinate the Student Support Team.
Serve as a liaison between the school, student, parent and external agencies.
Make referrals to external agencies and appropriate programs for students in need of support services.
Match students with appropriate services, monitor their progress and coordinate follow-up services for each student.
Performs other related duties as requested by the Program Director.
CORE COMPETENCIES: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.
Accountability for Student Achievement
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
Consistently defines high expectations for student learning goals and behavior.
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
Communicating Professional Knowledge
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
Equitable & Effective Instruction
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)
Builds a productive learning environment where every student participates and is valued as part of the class community.
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)
Engages with families and builds collaborative, respectful relationships with them in service of student learning.
Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.
QUALIFICATIONS - REQUIRED:
Licensed Social Worker (LCSW or LICSW).
MA DESE School Social Worker/School Adjustment Counselor License (All Levels).
Minimum of three years professional experience working with at-risk youth.
Ability to meet the BPS Standards of Effective Practice as outlined above.
Strong interpersonal skills to work with school, students, parents and community based agencies.
Professional clinical experience with children and their families.
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
QUALIFICATIONS - PREFERRED:
Commitment to working with parents and students as partners in education.
Belief that all students can learn and become socially responsible.
Respect for all children and their families.
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
BTU Group 1
Please refer to www.bostonpublicschools.org/ohc http://www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt.
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.