Long Term Substitute - School Social Worker

Grand Haven Area Public Schools; United States; On-site; USD 24,000 - 32,000; Part time

Job summary

Grand Haven Area Public Schools seeks a Long Term Substitute School Social Worker for Griffin Elementary School. The role requires a Master’s in Social Work, a valid Michigan LARA license, and prior school social work practicum with experience in data-driven intervention planning.

You will collaborate with grade-level data teams, PBIS teams, and child study teams, and provide coaching for data-based support initiatives to support RTI and special education eligibility.

Qualifications

• Must hold a Master’s Degree in Social Work and a valid Michigan LARA license.
• School Social Worker practicum completed and school social work experience required.
• Knowledge of assessment practices for intervention planning and special education eligibility.

Responsibilities

• Work within collaborative problem-solving teams (grade-level data teams, PBIS teams, child study teams).
• Provide coaching support for data-based support initiatives and RTI systems.
• Ensure compliance with special education eligibility and intervention planning requirements.

Skills

School social work experience

Data-based intervention planning

Collaboration in teams

Coaching for RTI and data initiatives

Education

Master’s Degree in Social Work

LARA license (Michigan)

Michigan Department of Education approval preferred

Job description

Long Term Substitute - School Social Worker JobID: 4133

• Position Type:
  Special Education
• Date Posted:
  10/8/2026
• Location:
  Griffin Elementary School

Salary: Edustaff LTS Rate ($150/day)
Schedule: March 2027 – May 2027

• Must possess a Master’s Degree in Social Work along with a valid license from the State of Michigan Licensing and Regulartory Affairs (LARA). An approval from the Michigan Department of Education is preferred.
• Must have successfully completed School Social Worker practicumand have School Social Work experience.
• Possess knowledge and skills with current assessment practices for intervention planning and special education eligibility.
• Possess the ability to work within collaborative problem solving teams, such as grade level data teams, positive behavioral support teams, and child study teams.
• Willing to provide coaching support for the development of data-based support initiatives and response to intervention systems.

Jason Reinecke, Assistant Superintendent of Human Services