About this Posting:

This job posting is for all individuals interested in SCHOOL-BASED SOCIAL WORKER positions in the Boston Public Schools in the 2021-2022 school year. By submitting your application to this posting, you may be considered by multiple school sites across the district. BPS is seeking applicants who reflect the racial, ethnic, cultural, and linguistic diversity of BPS students. Candidates will go through an initial screening process to be placed in an interview pool accessed by district schools. Individual schools will invite candidates to participate in their interview process. Final selection will be made by school hiring teams, submitted to the Office of Human Capital for review, and approved by the Office of Human Capital.


Background & Overview:

The Behavioral Health Services (BHS) department is responsible for supporting the behavioral health needs of all Boston Public Schools students. BHS includes school psychologists and social workers and is a part of the Department of Student and Community Impact within the Division of Accountability. Together we are working to become an antiracist and culturally and linguistically sustaining district in alignment with the Opportunity and Achievement Gaps Policy and strategic plan. Through a continuum of services and in collaboration with partners, the staff of BHS provides direct services to students, supports school staff and families, and works to improve policies, practices and conditions in school communities in order to maximize opportunities for students to engage in authentic learning and “develop into self-determined, independent learners, able to pursue their aspirations” (BPS Problem of Practice, 2016). Social Workers (SW) are uniquely qualified to contribute to their school communities because they are trained within a strengths based, and social justice framework enabling them to build on students' community cultural wealth while addressing structural barriers to their success.


Position Summary and General Responsibilities: Boston Public Schools seeks an exceptional SOCIAL WORKER who is highly qualified and knowledgeable to support the implementation of a variety of behavioral health supports that include trauma, healing and resiliency focused school social work services that support students and educator to create conditions wherein students may achieve their full potential __ __academically, socially and emotionally.


The social work role is expected to be 50% direct work and 50% systems work in order to support all students and collaborate with school leaders and educators. The Social Worker, in partnership with the school psychologist, the family liaisons, and partners, will provide a continuum of behavioral health services that include:


Through a lead role in the Student Success Team (SST) and other leadership bodies within the school, and working in close collaboration with the school Instructional Leadership Team (ILT), Social Workers:

The Social Worker will attend professional development and receive coaching and feedback from the Behavioral Health Services department including the Senior Director of Behavioral Health Services and the Director of Social Work to ensure continuous improvement of service delivery and compliance with district protocols and professional standards of practice.    


REPORTS TO: School Principal (with secondary evaluation from the Director of Social Work)




Antiracist Systems Work:

Direct Service:

Professional Learning:

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)


Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)


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)

Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)


Parent/Family Engagement

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)


Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

Required Qualifications:

Qualifications- Required:

Qualifications- Preferred:

Core Values:

BTU Group 1

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.


The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded 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: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.


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.