Social Worker

Boston Public Schools
Boston, MA, US
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THIS IS A LONG TERM SUB POSITION that is expected to start on 1/4/2023 and end on 4/10/2023. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website ( ).

To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY22-23) and be screened through the Central Office screening process.

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:
  • individual and group counseling and assessments
  • crisis intervention
  • managing a reduced number of student cases, coordinating referrals to external agencies and programs in partnership with students and families
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:
  • Facilitate or collaborate, as needed, with School Leaders, colleagues, and other stakeholders in the collection and monitoring of data to identify trends with a close eye on conditions, policies and practices that may be creating exacerbating issues that lead to the need for counseling and Tier 2/3 support.
  • Support the School Leadership to root out racism, create and sustain a supportive and affirming school culture and community for all students, particularly those who have been traditionally marginalized; this means actively addressing and transforming racist/biased policies and practices.
  • Continuously work to develop their own racial/cultural awareness alongside their colleagues (CLSP Competency 1) and authentic relationships that allow for cultural learning and understanding with students and families (CLSP Competency 2) in order to do this work well.
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:
  • Coordinate and/or actively participate in the Student Support Team.
  • Collaborate with School Leadership and the Family Liaison to establish sustainable structures, and partnerships and ensure the voice of students and families are elevated in co-constructing solutions to issues.
  • Model and promote authentic relationship-building and collaboration with students, families, school community and partnering agencies
  • Contribute to the design and implementation of school wide Culturally Linguistic and Sustaining Practices and Restorative Justice practices, with training, to support culture and climate initiatives using an intersectional anti-racist lens; this includes elevating racist or oppressive policies and practices to the school leadership team, SST, ILT, Equity Roundtable, other leadership body, or Central Office support team (Director of Social Work or Equity Office) etc.
  • In partnership with the school psychologist and the school team the School-Based Social Worker will establish & monitor a Multi-tiered System of Support (MTSS): Tier 1, 2 & Tier 3 classroom and student-level interventions in a manner that does not pathologize students.
  • Through participation in school culture/climate teams, ensure students are accessing asset-based, culturally and linguistically sustaining Tier 1 interventions.
  • Communicate goals and activities of the student support program to students, staff and the larger community.
  • Use knowledge of culturally proficient practices to appropriately serve as a liaison between the school, student, families and external agencies.
  • Deliver a variety of district professional learning modules to staff on topics such as: behavioral health, social emotional development and trauma healingpractices and restorative justice practices.
Direct Service:
  • Provide individual and/or group counseling which may include IEP and non-IEP services. A recommendation of a maximum of 10 students per week (assuming individual services and a 1.0 FTE SW) has been provided to ensure that SW's are not utilized solely for direct service.
  • Provide Tier 2/3 interventions such as check-in/check-out, suicide and threat risk assessments.
  • Conduct sociological assessments when requested as part of the Special education eligibility process. This may include home visits.
  • Support individual and whole school crisis intervention in collaboration with the BPS Crisis Team as needed.
  • Consult around school and classroom climate strategies that support social emotional development and promote active student engagement in learning.
  • 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
  • Track and maintain data related to school partners and the services that they provide.
  • Complete Behavioral Health Services monthly data tracking form to collect evidence of services provided.
  • Performs other related duties as requested by supervisor or Director of Social Work.
Professional Learning:
  • Attend centrally held professional learning sessions monthly during the work day during the school year and up to 4 days in the summer at the pro rata rate.
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.
Cultural Proficiency
(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.

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.
  • Deep knowledge and understanding of, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
  • 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.
Required Qualifications:
Qualifications- Required:
  • MA DESE School Social Worker/School Adjustment Counselor License (All Levels)
  • Licensed Social Worker (LCSW or LICSW) or Licensed Mental Health Counselor (LMHC); or eligible for a Social Worker license (LCSW or LICSW) or Mental Health Counselor license (LMHC).
  • Master's Degree in Social Work, Counseling or other related field.
  • Minimum of 3 years of effective professional experience in an urban setting providing culturally responsive educational and clinical services.
  • 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.
  • Demonstrated cultural proficiency and deep sense of cultural humility and self-awareness.
  • Ability and openness to collaborate with others to facilitate conversations of race, culture, racism and oppression.
  • Professional clinical experience with urban 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:
  • 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.
  • Certification as a trainer in Safety Cares de-escalation and restraint program.

Core Values:
  • Commitment to working with parents and students as partners in education.
  • Belief that all students can learn and deserve opportunities to achieve the greatness within them.
  • Respect for all children and their families through an asset-based lens.
  • Identify as a lifelong learner and reflective practitioner.
  • Willingness to serve as an advocate for all children.
BTU Group 1
Please refer to (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: To see the bell schedule for every BPS school, go to: 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.
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