Job Title: Teacher, School Social Worker - Setting IV Education and Requisition ID number: 97649
Site: Harrison Education Center or River Bend Education Center
Close Date: No established closing date; open until filled
Full/Part Time: Varies
Union: Teachers(04)
Functional Area: Teaching
This position is a candidate pool and not a specific position at a school or department. This position may require an initial screening interview before being placed into the Candidate Pool. There may not be an available position(s) at the time of application but positions can become available at any time. The candidate pool is used to refer qualified applicants to the site/department with the open position. Human Resources will process your application, and once approved, your name will be sent to the Site(s) and or Department(s) with available positions.
Resume and Cover Letter are mandatory to apply for any position.
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This position supports students in our federal setting IV Special Education sites - there are positions available at Riverbend and Harrison. Riverbend and Harrison are self-contained schools. Self-contained Schools serve students who have significant emotional, behavior and mental health needs that adversely affect their academic and social progress. Students receive intensive individual academic and behavior management support.
BIPOC and Multilingual Candidates are encouraged to apply!!
SUMMARY
Under general supervision, promote and support students' academic and social success by providing a vital link among the school, home and community. School Social Workers (SSWs) are involved in providing services to all students. SSWs provide direct services to students and their families including individual service, group work and classroom presentations as well as providing crisis intervention and consultation and making referrals to community agencies. SSWs are part of the evaluation process for special education students as well as often providing direct and indirect services to those students. SSWs consult with teachers and administrators and frequently participate on teams within the schools.
ESSENTIAL FUNCTIONS -- Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:
- Performs special education due process related duties and responsibilities; serves as administrative designee on Individual Education Plan (IEP) team – facilitating meetings, taking notes, IEP planning, complete due process paperwork, etc.
- Provides direct social/emotional skill service to special education students; evaluates and assess students with suspected disabilities.
- Contacts parents of special education students with information regarding meetings and due process rights; conduct parent interviews; responds to parent questions and concerns.
- Assists special education team members with due process timelines.
- Provides direct social/emotional evidence based and culturally responsive intervention for students; consults with staff regarding support and interventions for students, interpreting behaviors for staff.
- Facilitates social skills groups.
- Collaborates with community mental health providers and case managers.
- Connects students and families with basic needs resources; communicates, problem solves, and shares information with community partners.
- Provides individual and group support for students and families around issues of grief and loss, trauma, suicide ideation, etc.; provides classroom lessons on grief and loss; psychoeducation; collaborates with crisis assessors – talks with families about crisis assessment resources, arranges for crisis assessment.
- Prepares Child Protective Services referrals reporting abuse and neglect concerns.
- Collaborates with Homeless and Highly Mobile Students program to advocate and implement the McKinney Vento requirements; provides support to homeless and highly mobile students; trains staff on the McKinney Vento law.
- Implements attendance interventions and support.
- Participates in the building leadership School Support Teams/Response To Intervention/data teams; reviews referral data; assist teachers in interventions in Classroom For Success (CFS); provides CFS training.
- Coordinator for 504 law accommodations plans.
- Intervenes in student alcohol/drug issues.
- Gay Straight Alliance support and group facilitation.
- Must be able to transport students and/or parents
- Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
- Maintains absolute confidentiality of work-related issues, records and MPS information.
MINIMUM QUALIFICATIONS
Education, Training and Experience Guidelines
Bachelor’s degree in Social Work and currently licensed in Minnesota to practice as a social worker under the Board of Social Work ; AND two (2) years of professional social work experience with children, youth, and families plus supervised practicum experiences with children and youth; OR an equivalent combination of education, training and experience as determined by Human Resources.
PREFERRED QUALIFICATIONS
Master’s degree in Social Work
Knowledge of:
- Principles; practices, and ethical standards of social work.
- Laws, codes and regulations related to assignments.
- Disabilities and accommodations.
- Crisis intervention and counseling techniques.
- Community resources and programs available to clients with identified needs.
- Multi-tiered evidence based interventions for supporting and improving children and youth social/emotional/mental health functioning, including culturally responsive practice.
- Typical development milestones and mental health issues of children.
- Child welfare systems and community resources.
- MPS discipline policy and procedures.
Skill in:
- Providing direct social work service to special education students, as outlined in the Individual Education Plan.
- Contributing effectively to the accomplishment of team or work unit goals, objectives and activities.
- Providing direct social/emotional/mental health services, individual and group, to students.
- Family engagement skills; knowledge of family systems theory.
- Conflict mediation, crisis management.
- Analyzing, interpreting and applying complex laws, codes, regulations and procedures.
- Assessing cases appropriately and utilizing the most appropriate community and welfare resources to provide effective client services.
- Using initiative and independent judgment within established procedural guidelines.
- Organizing own work, setting priorities and meeting critical deadlines.
LICENSE AND CERTIFICATION REQUIREMENTS
- Valid license as a school social worker by MDE.
- Licensed by the Board of Social Work at the graduate level or higher (LGSW, LISW, or LICSW).
- A valid Minnesota State Driver’s License may be required
PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.
ORGANIZATIONAL INFORMATION
- Bargaining Unit: MFT
- FLSA Status: Exempt
- Date: July 29, 2014
If you have any questions regarding the MPS School Social Work applicant pool, please contact Cathy Dalnes at catherine.dalnes@mpls.k12.mn.us or 612-668-5436
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Final appointment to this position will be contingent upon passing a criminal background check.
COMMITMENT TO DIVERSITY:
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.
Minneapolis Public Schools strongly encourages diverse candidates to apply.
Posting Notes: | [No Established Closing Date] | [Varies] | [Varies] | Teaching