School Social Worker

Fargo Public Schools; Fargo (ND); On-site; USD 46,000 - 90,000; Full time

Job summary

Fargo Public Schools seeks a School Social Worker to advocate for student well-being, bridging students, families, schools, and communities. Responsibilities include direct student services, collaboration on care systems, and ethical leadership to remove barriers to academic success.

The role requires ND licensure and involves 0.8 FTE at Eagles Elementary and 0.2 FTE at Kennedy Elementary, with a 190-day schedule and potential non-renewal based on funding.

Qualifications

• Must hold a Bachelor's degree in social work.
• ND licensure in social work or ability to obtain before start date.
• Three years of experience in education, social work, or related field.

Responsibilities

• Direct Student and Family Services – deliver strengths-based, person-centered services and assess progress.
• Collaborate with school staff and families to design holistic care systems.
• Maintain confidential records per mental health standards and provide crisis intervention as needed.
• Coordinate access to community resources based on psycho-social assessment.

Skills

Assessment skills

Interpersonal comms

Collaboration

Crisis intervention

Education

Bachelor's degree in social work

ND licensure in social work

Three years experience in education/social work

Job description

Job Type

Full time

Benefits Eligibility

Benefits Eligible

Schedule

190 days annually

Salary Range

BA $45,516 - $74,767

MA $46,593 - $90,910

This position will be subject to non-renewal following the 2026-2027 school year based on District needs and the unavailability or uncertainty of funding.

This position will be .8 FTE at Eagles Elementary and .2 FTE at Kennedy Elementary. Final school assignments is subject to change based on District needs.

Position Purpose

A School Social Worker is a critical advocate for student well-being, serving as a bridge between students, families, schools, and communities. This role leverages deep expertise in systems and family-based theories to remove barriers to academic and emotional success. Through direct services, collaborative intervention, and ethical leadership, the social worker supports the development of inclusive systems of care. Their work empowers students and families while strengthening school environments that are safe, supportive, and responsive to diverse needs.

Responsibilities

Direct Student and Family Services – Priority: Essential, Percent of Time: 50%

• Utilizes formal and informal assessment tools, including observation and interviews, to evaluate student and family functioning and progress
• Delivers strengths-based, person-centered services that actively involve students in shaping their educational experience
• Supports and encourages the student and family involvement in the school process
• Applies systems and family-based theories to assess home, school, and community dynamics, implementing interventions such as:
• Crisis intervention and response
• Home visits
• Conflict resolution
• Group facilitation
• Dropout prevention
• Graduation support
• Service coordination
• Assists students and their families/caregivers in gaining access to formal and informal community resources, based on the psycho-social assessment process
• Utilizes a family Psychosocial assessment to identify needs and gaps in care, which will inform needed prevention, early intervention, and crisis responses
• Maintains accurate records and documentation in line with mental health confidentiality standards

Systems-Level Collaboration – Priority: Essential, Percent of Time: 35%

• Addresses the needs of the school, student, families, and community by collaborating to design a holistic approach to any barriers or problems with the educational process using social work systems theories and family-based theories
• Works collaboratively with school staff, families, and community members to design and sustain comprehensive care systems that support student learning, well-being, and safety
• Initiates and supports activities to overcome institutional barriers and gaps in services as leaders and members of interdisciplinary teams
• Integrates the student's home, school, and community perspective in the interdisciplinary process using systems theory and the social work code of ethics
• Provides consultation on attendance, diversity, mental health, behavior concerns, crisis response, homelessness, abuse, neglect, and confidentiality using a social work lens
• Networks to promote system responsiveness while utilizing ethical principles and standards through working with multidisciplinary teams
• Demonstrates and fosters professional, supportive relationships that contribute to an inclusive and academically engaging environment

Professional Practice and Development – Priority: Essential, Percent of Time: 15%

• Maintains licensure in accordance with North Dakota Board of Social Work Examiners (NDBSWE) requirements
• Provides professional development as assigned
• Participates in all mandatory training or training appropriate to the position as required

Knowledge of

Building and leading a school support team in collaboration with administrators, teachers, support staff, and community partners to ensure the delivery of tiered support services. This position also focuses on dropout prevention, graduation awareness, and the effective integration of support resources, promoting early identification of unmet needs, and fostering an inclusive and respectful environment that acknowledges diverse cultural backgrounds. This comprehensive approach aims to empower students and their families, encouraging their involvement in the educational process and ensuring access to necessary resources, ultimately supporting the holistic development and academic success of each student.

Skill and Ability to

Establish and maintain effective working relationships with groups; conduct effective meetings and conferences; communicate concepts and information accurately orally and in writing including the preparation of formal statistical reports, case histories, assessment, and intervention records; demonstrate effective liaison relationships with parents, schools, and agencies; coordinate activities from many sources for the benefit of an individual student; organize work and provide effective services within a limited timeframe; develop, coordinate and deliver relevant training to parents and professional development to staff; assist with program development.

Minimum Qualifications (expected To Have To Enter Job)

• Bachelor's degree in social work
• ND licensure in social work or ability to obtain prior to start date
• Three years of experience in education, social work, or related field

Preferred Qualifications (desired but not expected to have to enter job)

• Experience in mediating and resolving conflicts within educational or community settings.

This position reports to: Director and/or the Assistant Director of Student Support Services.

Internal and External Clientele and Purpose of Contact

This position involves working as a team player with students, caregivers, outside agencies, and school staff. The position handles highly confidential and private data and must be sensitive to people and their needs.

Problem Solving

Work involves differing situations, requiring searching for solutions and identifying appropriate choices among a variety of defined options or within areas of learned things. It is important to identify the problem and resolve it promptly and tactfully. Problem solving and creativity in this position requires the ability to learn, understand, and maintain a high level of emotional intelligence.

Decision(s) Position Makes and Decision(s) Referred to Higher Authority

The incumbent conducts research, investigates, and reviews materials as needed to respond to day-to-day needs, answer questions, and respond varying risk level issues. The incumbent takes the initiative to ensure completion of all tasks and will adjust priorities to accommodate competing workload demands. Maintaining confidentiality of information is a critical success factor. All employees must comply with department and Fargo Public School policies and procedures, as well as local, state and federal laws, regulations, guidelines and business and industry standards.

Physical Requirements

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. Work is performed indoors. Frequent travel between district and community-based locations and occasional out of District travel is required. Work hours will include irregular hours.

Equal Opportunity / Diversity / Inclusion

The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on a student's, parent's, guardian's, or employee's race, color, religion, sex, sexual orientation, gender identity, national origin, ancestry, disability, age, or any other status protected by law.

Any person having inquiries concerning the District’s compliance with the regulations implementing Title VI, Title IX, the Americans with Disabilities Act (ADA), or Section 504 is directed to contact Dr. Patricia Cummings, Director of Compliance, who has been designated by the District to coordinate efforts to comply with the regulations regarding nondiscrimination. The office address and telephone number of Dr. Cummings are as follows: 700 7th Street S., Fargo, North Dakota 58103, [phone].

If any person believes that the District or District staff have inadequately applied the regulations of (1) Title VI of the Civil Rights Act of 1964, (2) Title IX of the Education Amendment Act of 1972, (3) Section 504 of the Rehabilitation Act of 1973, or (4) the Americans with Disabilities Act, they may bring forward a grievance to the District's Section Director of Compliance who serves as the 504 Coordinator. The District's grievance procedures are established to provide a prompt and equitable resolution of a complaint. However, it should be understood by the individual involved that a complaint can be made to the Office for Civil Rights without going through the District's grievance procedures.

U.S. Department of Education

Office for Civil Rights

Lyndon Baines Johnson Department of Education Bldg

400 Maryland Avenue, SW

Washington, DC 20202-1100