Students with Limited or Interrupted Formal Education (SLIFE) Social Worker

 

Office of Social Work(OSW) & Office of Multilingual and Multicultural Education(OMME)

 

To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY23-24) and be screened through the Central Office screening process.

 

Application Process: Applicants will follow the Pool process, and be prescreened by a panel of representatives from both Office of Social Work and OMME. The candidate pool will then be shared with school leaders for hiring teams to interview.

 

Reports to: School Leader Secondary evaluator: Program Director of Social Work or Director of Student Support; With support by OMME.

 

Background and Overview:

Students with Limited or Interrupted Formal Education (SLIFE) are newcomer English learners, ages 9 or older, have ELD levels 1 or 2, who have experienced interrupted education or have limited formal education prior to enrolling in the district. Students in SLIFE programs often come from a home in which a language other than English is spoken, have gaps in their education from their home country, and are at least two grade levels behind in reading and mathematics. They may have attended school in the U.S. but can have gaps in language and literacy due to ineffective or missing instruction. 

OMME and the OSW have partnered together to address an ongoing gap within the SLIFE programs in the Boston Public Schools. Together we are working towards being a culturally and linguistically sustaining district and addressing the Achievement Gap through the Superintendent’s strategic plan. Social workers are uniquely qualified to contribute to their school communities because they are trained within a strengths-based and social justice model which enables them to build on students’ community cultural wealth. This also means social workers are able to support in addressing structural barriers to student success. The SLIFE Social Workers’ caseload ratio will be much smaller than district ratios in order to allow for the utmost targeted support.

The Boston Public Schools is committed to providing every child in every classroom an

equitable, world-class, high-quality education with the same unfettered access to every

conceivable resource to unlock the greatness within them. As part of an equitable Multi-tiered System of Supports that advances students’ learning and outcomes, The Office of Social Work serves BPS students and families by supporting school-based Social Workers across the district with providing high-quality, culturally responsive direct services.

 

Position Summary and General Responsibilities: 

Boston Public Schools seeks an exceptional SLIFE SOCIAL WORKER who is highly qualified and knowledgeable to support the implementation of a variety of supports that include mental health counseling, trauma response, healing, and resiliency-focused school social work services that support students and educators to create conditions wherein students may achieve their full potential __academically, socially and emotionally. This position requires a bilingual/ bicultural social worker who can support students/ families in their native language as identified by the program. 

In collaboration with the school and educators the social worker will work to support positive culture and climate within the SLIFE program and ensure the SLIFE students are able to fully participate and engage in school activities. 

 

Responsibilities: 

• In collaboration with a cohort of SLIFE Social workers and with support from the Program Director of Social Work design and implement a Newcomer Orientation Program which will orient students to their new school and all available school and community resources. 
• Collaborate with SLIFE program educators and administrators to proactively design and implement a comprehensive support plan for each student within the program.
• Provide or coordinate mental health services for students on assigned caseload, this may include 1:1 individual and group counseling services.
• As a valued member of the Student Success team, the social worker will support the design of tiered interventions that support the implementation of an equitable Multi-Tiered System of Support.
• Support the collection of progress monitoring data within the Panorama platform to ensure that instruction, supports and services are leading to the desired outcome(s) for participating students. 
• Support individual and whole school crisis intervention in collaboration with the BPS district wide Crisis Team as needed. This includes supporting  Suicide Risk Assessments and Threat Assessments (with the school crisis team). 
• Provide direct consultation to teachers, school administrators, and community partners to support student success. This includes the coordination of both school-based and outside-provider services. 

• As needed, serve as the liaison between student, home, school, and community resources in collaboration with the school’s family liaison. Match students with appropriate services that align with the students/families expressed need and aspirations, which may include referrals to external agencies; monitor their progress and coordinate follow-up services for each student, serving as a case manager
• As needed/ if applicable, serve as a member of the IEP/504 Team for assigned students
• Attend monthly professional development provided by the Office of Social Work
• Maintain and provide student data and written reports as needed, including timely completion of monthly reports for the Office of Social Work
• Performs other related duties as assigned by the School Leader and Director of Student Support

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.  

1. 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.

2. 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.

3. 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.

4. Cultural Proficiency

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

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

5. Parent/Family Engagement 
   (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.

6. 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:

 

• Education: Masters Degree in Social Work or Mental Health Counseling
• Bilingual/ Bicultural in the identified SLIFE Program Language 
• Minimum of 2 years professional experience in an urban setting similar to Boston Public Schools providing educational and clinical services 
• Experience working with youth of immigrant and refugee backgrounds
• Certification by the Commonwealth of Massachusetts Department of Elementary and Secondary Education as a School Adjustment Counselor/School Social Worker
• Licensed Certified Social Worker or Licensed Mental Health Counselor
• Demonstrated ability to build positive relationships with and among students, adults and multiple stakeholders from various racial/ethnic and linguistic backgrounds
• Demonstrated understanding of racial equity and ability to engage in dialogue about race, intersectionality and systems of oppression
• Strong skills in the Google Suite platform
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. 

 

Qualifications - Preferred

• Licensed Independent Clinical Social Worker (LICSW) 
• Four (3) years experience or more in Boston Public Schools or similar setting
• Certification in Safety Care De-escalation
• Certification in Psychological First Aid 
• Experience working with special education system 

Terms:  BTU, Group I

 

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. 

 

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.