School Social Worker - District Wide

Waterbury Public Schools; Waterbury (CT); On-site; USD 45,000 - 60,000; Full time

Job summary

Waterbury Public Schools is seeking a dedicated School Social Worker to provide essential support to students as part of an interdisciplinary team. The successful candidate will facilitate mental health services and ensure proper implementation of Individualized Education Plans (IEP). The role requires strong knowledge in child development, crisis assessment, and effective communication skills. This full-time position offers a chance to make a significant impact in the educational landscape of Waterbury.

Qualifications

• Master’s degree in social work or closely related field.
• School Social Worker-071 Endorsement required.
• Knowledge of state laws and regulations related to education.

Responsibilities

• Provide direct and indirect social work services to students.
• Conduct mental health assessments and referrals.
• Collaborate with parents and school personnel on student needs.

Skills

Knowledge of child development

Crisis assessment

Conflict resolution

Assessment for mental health

Communication skills

Analytic and problem-solving abilities

Education

Master's degree in social work

Job description

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Reports To

Receives administrative direction from the Principal or other administrative official of a higher grade

FLSA DESIGNATION

Part i - Summary Of Classification

This class is accountable for providing direct and indirect social work services to students, as indicated on students' Individualized Education Plan (IEP). This class also works as a member of an interdisciplinary team to provide mental health assessments, services, resources and referrals.

• EDUCATION AND EXPERIENCE
  
  

Waterbury Public Schools

Job Classification Description

JOB CLASSIFICATION TITLE

School Social Worker

DEPARTMENT

Teaching and Learning

INCUMBENT NAME

BARGAINING UNIT CLASSIFICATION

Waterbury Teachers’ Association CEA-NEA

Reports To

Receives administrative direction from the Principal or other administrative official of a higher grade

FLSA DESIGNATION

Exempt

Part i - Summary Of Classification

This class is accountable for providing direct and indirect social work services to students, as indicated on students' Individualized Education Plan (IEP). This class also works as a member of an interdisciplinary team to provide mental health assessments, services, resources and referrals.

Part Ii - Minimum Knowledge, Skills And Abilities

• EDUCATION AND EXPERIENCE
  
  

General Experience

• Master’s degree in social work or a closely related field from an accredited college or university OR a Bachelor's degree in social work or a closely related field from an accredited college or university and two (2) years of experience in the self-directed use of case management techniques and counseling to sustain or restore client functioning OR a Bachelor's degree from an accredited college or university and three (3) years of experience in the self-directed use of case management techniques and counseling to sustain or restore client functioning.
  
  

Note

• Closely related fields are: applied sociology, child development, child welfare, clinical psychology, counseling, human development and family studies, human service, marriage and family therapy, nursing social and/or human services.
• Qualifying experience at this level includes the use of professional interviewing techniques, provision of skilled counseling to an assigned client caseload and assessment of basic client needs (nutritional, environmental, financial, medical, protective service) through continuing personal observation during home visits.
• CREDENTIALS:
• LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
• School Social Worker-071 Endorsement
• CONTINUING EDUCATION REQUIREMENTS:
• KNOWLEDGE, SKILLS AND ABILITIES
• Knowledge of child development, mental health issues and family dynamics;
• Knowledge of community resources, and the availability of resources and referral procedures;
• Knowledge of crisis assessment, intervention and de-escalation and suicide assessment;
• Knowledge of current state law/regulations regarding proficiency standards;
• Knowledge of federal and state laws, State Board of Education rules, and School board policies applicable to assigned responsibilities;
• Knowledge of Individual Education Plan (IEP) and due process requirements;
• Knowledge of mental health assessment including the most common disorders and co-morbidity, as related to the diagnosis, and the impact on education;
• Knowledge of social work modalities and procedures; models of school social work practices;
• Knowledge of theories of human behavior and development;
• Leadership skills in working with individuals and groups (i.e. initiating individual or group discussion, listening, clarifying and facilitating interactions and sharing of ideas);
• Skill in communicating concepts and information accurately orally or in writing, including formal statistical reports;
• Skill in conflict resolution;
• Skill in completing Individual Education Plan (IEP) goal development for social work goals;
• Skill in performing assessments for mental health, chemical dependency, and crisis;
• Skill in social work individual and group processes;
• Skill in socio-environmental analysis and diagnosis on problem students;
• Skill in conducting effective meetings and conferences (including the resolution of disagreements);
• Social work case reporting and writing skills;
• Time management skills;
• Ability to communicate effectively orally and in writing;
• Ability to counsel students, parents, staff and lay persons individually and in groups;
• Ability to demonstrate effective liaison relationships with parents, schools, and agencies;
• Ability to prepare social and family histories and cooperate on the formulation of committee reports;
• Ability to understanding the Individual Education Plan (IEP) process;
• Ability to use student database;
• Ability to use technology to support assigned duties;
• Ability to work cooperatively with others;
• Ability to interview, assess and evaluate;
• Analytic and problem-solving ability;
• Ability to work with individuals from diverse backgrounds.
  
  

PART III - POSITION SUPERVISES

• May supervise paraprofessionals and graduate social work interns or college students meeting field placement requirements.
  
  

Part Iv - Essential Functions

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Assesses students’ needs for community resources which may address mental health, chemical abuse/dependency, resources needed to improve transition success, social service and other community needs;
• Assists in interpreting statutes, and policies and procedures of the District as they relate to assigned responsibilities;
• Attends training sessions, conferences and workshops as assigned or appropriate to keep abreast of current practices, programs and legal issues;
• Collaborate with parents, teachers, principals and other school personnel regarding student needs;
• Completes and submits Medicaid forms for eligible students;
• Demonstrates initiative in identifying potential problems or opportunities for improvement and takes appropriate action;
• Demonstrates support for the school District and its goals and priorities;
• Develops guides and other support materials needed by assigned programs or service area;
• Develops or assists in the development of grants or proposals related to assignment;
• Documents student contact, including Medical Assistance (MA) billings;
• Ensures adherence to good safety standards;
• Facilitates referral, including wrap-around referrals;
• Maintain confidentiality regarding school/workplace matters;
• Maintains expertise in assigned areas to fulfill position goals and objectives;
• Makes home visits and maintains accurate written documentation of ongoing interactions;
• Meets with community agencies and organizations to solicit resources for children and their families;
• Participates in cross-training activities as required;
• Participates in the planning, implementation, and evaluation of assigned program;
• Prepares or assists in the preparation of all required reports and maintain all appropriate records;
• Promotes, plans for and participates in systematic measures for the creation of and continuation of a positive, affirming and support school environment;
• Provides crisis management and referrals in situations involving a behavioral, mental health, or chemical health crisis which may include suicide assessments;
• Provides direct services to students, including one-to-one education, processing, group work, consultation with staff, parent and social services liaison, probation, and referral to community agencies after assessment;
• Provides indirect services for students, as specified on the student's IEP which includes working with teachers in helping them to understand family, mental health and chemical issues, so that the curriculum and instruction might be modified, in order to improve educational performance and success;
• Provides support for students dealing with mental health or behavioral issues, which are not at a crisis level, but negatively impact the student's ability to continue the school day;
• Provides teachers with behavior management ideas and strategies;
• Recommend improvements for policies or procedures related to assignment;
• Represents the District in a positive and professional manner;
• Respond to inquiries and concerns in a timely manner.
• Responsible for arriving at multiple work sites which usually means driving between various work sites;
• Serves as liaison to outside agencies related to assigned programs or services;
• Serves on District committees as assigned or appropriate;
• Uses appropriate styles and methods to motivate, gain commitment and facilitate task accomplishment;
• Uses effective, positive interpersonal communication skills;
• Utilizes appropriate strategies and problem-solving tools to make decisions regarding planning, utilization of funds, delivery of services and evaluation of services provided;
• Works closely with District and school staffs to support school improvement initiatives and processes;
• Performs related duties as required.
  
  

PART V - Working Conditions, Physical And Mental Requirements

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

Frequency: Place an “X” in each box that is appropriate to your job.

NEVER (N)

OCCASIONALLY (O)

FREQUENTLY (F)

CONSTANTLY (C)

0 % of Shift

1-33% of Shift

34-66% of Shift

67-100% of Shift

Working Conditions

N

O

F

C

Working Conditions

N

O

F

C

Physical Demands

Depth Perception

X

Standing

X

Color Distinction

X

Walking

X

Peripheral Vision

X

Sitting

X

Driving

X

Lifting

X

Physical Strength

Carrying

X

Little Physical Effort (-10 lbs.)

X

Pushing

X

Light Work (-20 lbs.)

X

Pulling

X

Medium Work (20-50 lbs.)

X

Climbing

X

Heavy Work (50-100 lbs.)

X

Balancing

X

Very Heavy Work (100+ lbs.)

X

Stooping

X

Environmental Conditions

Kneeling

X

Cold (50 degrees F or less)

X

Crouching

X

Heat (90 degrees F or more)

X

Crawling

X

Temperature Changes

X

Reaching

X

Wetness

X

Handling

X

Humidity

X

Grasping

X

Extreme Noise or Vibration

X

Twisting

X

Exposure to Chemicals

X

Feeling

X

Exposure to Gases and Fumes

X

Talking

X

Exposure to Unpleasant Odors

X

Hearing

X

Exposure to bodily fluids

X

Repetitive Motion

X

Exposure to dampness

X

Hand/Eye/Foot Coordination

X

Confinement to a Small or Restricting Area

X

Visual Acuity/Near

X

Mechanical Hazards

X

Visual Acuity/Far

X

Physical danger or abuse

X

The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.

The Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the City when necessary.

Prepared on: July 18, 2019

Seniority level

• Seniority level

  Entry level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Other

• Industries

  Education Administration Programs

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