Long Term Substitute: Social Worker

The Glenbard Elementary Consortium; United States; On-site; USD 26,000 - 37,000; Part time

Job summary

The Glenbard Elementary Consortium is seeking a Long Term Substitute Social Worker for Butterfield School to cover February 2027 through May 2027. The role involves classroom coverage for an absent certified staff member and delivering social and emotional learning activities to support students' growth.

The ideal candidate is a Certified Social Worker with experience in IDEA/RTI, crisis planning, IEP involvement, and collaborative work with families and school staff to ensure continuity of care

Qualifications

• Knowledge of IDEA, ISBE Rules, RTI processes.
• Experience in school social work or related field.
• Ability to develop crisis plans within RTI framework.
• Strong collaboration with parents and staff.
• Experience in counseling students and families.
• Familiarity with SEL activities.

Responsibilities

• Cover for absent certified staff and supervise students.
• Deliver SEL activities in classroom or group settings.
• Develop and implement behavioral interventions within RTI framework.
• Support development of individualized education plans for students with social work needs.
• Collect behavioral data and report student progress within RTI timelines.
• Communicate with families about decisions and meetings affecting their children.
• Coordinate with district staff and external agencies as needed.

Skills

Social Work

Communication

Education

Certified Social Worker

Tools

Google Suite

Student Information System

Job description

• Position Type:
  Student Support Services (Certified)/ Social Worker
• Date Posted:
  11/10/2026
• Location:
  Butterfield School
• Date Available:
  February - May
• District:
  Lombard Elementary District 44

Long Term Substitute: Social Worker

February 2027 - May 2027
$140/Day, Day 1-30
$200/Day, Day 31+

JOB GOAL:

Responsible for providing classroom coverage for a certified staff member who is absent for an extended period of time. Provide students with appropriate supervision, learning activities and experiences, in the academic area assigned to help them fulfill their potential intellectual, emotional, physical, and social growth.

RESPONSIBILITIES:

• Assumes all responsibilities or, and duties assigned to, the absent certified staff member.
• Demonstrates a knowledge and understanding of Individuals with Disabilities Education Act (IDEA), the Illinois State Board of Education Rules and Regulations, and the Response to Instruction (RTI) process.
• Participates in district-sponsored preschool screenings to identify children who should be referred for a complete case study or social work follow-up.
• Develops and implements behavioral interventions for students within an RTI framework and within a team setting.
• Prepares a social developmental study and interprets that study in case study evaluation.
• Responsible for designing and implementing crisis plans for students, as needed.
• Assists in the development of individualized education plans in cases for which social work services are appropriate.
• Participates in the Response to Instruction process by collecting behavioral data and reporting on student progress within the timelines outlined in the RTI framework.
• Helps parents understand decisions, procedures, and meetings affecting their children, particularly when cultural, social and emotional differences make communication difficult between school staff and parents.
• Supports students' learning and development in the classroom by delivering social and emotional learning (SEL) activities and lessons within a classroom, group and/or individual setting.
• Provides direct or consultative social work services on behalf of children as defined in their individualized educational plans.
• Prepares a social developmental case study and interprets the information for the team in a case study evaluation meeting.
• Participates in entry and exit planning to help ensure continuity of care appropriate to the unique needs of students entering and leaving special education programs.
• Assists in the development of individualized education plans in cases for which social work services are appropriate and performs other responsibilities associated with this function as directed by the building principal.
• Helps parents understand decisions and participates in the identification process, including preschool and early childhood screening, whereby children who may be in need of social work services can be targeted.
• Counsels students and their families, individually or in groups regarding social, emotional, and educational adjustment and development.
• Identifies internal and external services appropriate to the special needs of students and families, and actively executes referrals.
• Assists parents by facilitating the process of registering concerns and wishes regarding their children with appropriate school personnel and external agencies.
• Participates in staff development and inservice training programs.
• Participates on educational committees when appropriate.
• Consults with district personnel to help them better understand and work with particular children or manage particular classes of children.
• Consults with district personnel on broad areas of mental health which impact on students' adjustment and developments (i.e., chemical abuse, child abuse, school refusal).
• Serves as a liaison between the school and external agencies to coordinate school social work services, interprets school procedures and policies to external caregivers, and explains policies of agencies to school personnel.
• Disseminates to the school and families information regarding available community resources.
• Provides feedback to external care-givers to enhance the benefits derived by students and their families from these services.
• Participates in staff development opportunities in order to continue to develop and maintain professional skills in addition to staying current with trends and research based practices in the School Social Worker field.
• Keeps current with best practices and requirements as they relate to the job assignment.

CORE COMPETENCIES:

• Strong knowledge of curriculum, instruction, and classroom management.
• Ability to develop a quick rapport with students, building staff, and administration.
• Strong organizational and interpersonal skills.
• Ability to communicate clearly and effectively -- written and verbal.
• Proficient use of Google Suite and student information systems.
• Maintain professional appearance.
• Ability to perform non-medical duties, such as hygiene, diapering, feeding with or without accommodations if needed (primarily at the Early Child 1hood Center).
• Follow all Board of Education policies.
• Physical Demands:
• Prolonged standing; frequent kneeling/squatting, bending, pushing/pulling, and twisting.
• Frequent walking.
• Occasional lifting to 25 pounds or more (if moving classroom equipment, assisting with diapering/toileting services, etc.)

QUALIFICATIONS: (Education and Experience)

PREFERRED QUALIFICATIONS: (Education and Experience)

• Prior experience teaching in the subject area of the assigned classroom.

EVALUATION:

Performance is evaluated regularly by the building principal.