Elementary School Social Worker — MTSS & Student Wellness

Lake Fenton Schools; Fenton (MI); On-site; USD 55,000 - 65,000; Full time

Job summary

Lake Fenton Community Schools seeks an Elementary District Social Worker to support student social-emotional well-being and behavioral success. The role involves delivering direct and consultative services within MTSS, collaborating with IEP teams, and coordinating with families for home–school connections.

MSW is required; LMSW/LLMSW or equivalent licensure preferred. The position emphasizes confidentiality, professional growth, and applying trauma-informed practices across elementary settings.

Qualifications

• MSW required; LMSW/LLMSW preferred or ability to obtain licensure.
• Strong knowledge of MTSS, social-emotional learning, and trauma-informed approaches.
• Experience using data to guide interventions and measure student progress.
• Ability to maintain confidentiality and adhere to district procedures.

Responsibilities

• Provide individual, small-group, classroom, and crisis support to students.
• Collaborate with teams to implement MTSS interventions across settings.
• Conduct comprehensive MET initial evaluations and reevaluations.
• Work with IEP teams to set goals and deliver services.
• Connect families with school and community resources.
• Maintain confidential records per laws and regulations.

Skills

Student-focused approach

Interpersonal communication

MTSS knowledge

Data-driven interventions

Conflict resolution

Education

MSW from an accredited university

LMSW or LLMSW

MDE School Social Work Certificate/Full Approval – Preferred

Job description

Lake Fenton Community Schools seeks an Elementary District Social Worker to support student social-emotional well-being and behavioral success. The role involves delivering direct and consultative services within MTSS, collaborating with IEP teams, and coordinating with families for home–school connections.

MSW is required; LMSW/LLMSW or equivalent licensure preferred. The position emphasizes confidentiality, professional growth, and applying trauma-informed practices across elementary settings.