May 11, 2020

Transformation Social Worker [0.5FTE Ellis/0.5FTE Hennigan] (SY20-21)

  • TrulyHired
  • Boston, MA, USA
Full-time School Support

Job Description

To be considered for this position, candidates must apply to the Transformation Social Worker [Candidate Pool Posting] (SY20-21) and be screened through the Central Office screening process.

This position is paired between the following schools: [05FTE Ellis/ 05FTE Hennigan] . The position is posted online at both schools. You need to apply to only one position to be considered but may apply to both. If you are selected for the job, you will be hired for both positions

The Ellis Elementary is a K-5 Transformation school seeking candidates who believe that students reach success when they give their personal best. Our school serves 420 students who have diverse learning and emotional needs. Our unique Ellis Clubs supports our school culture and supports all students' social emotional school bonding and all educators are responsible for students during this time. Our talented and committed teachers and leaders support our students with a supportive and caring learning environment through a culture of high expectations for academic excellence, ensuring that all of our students are prepared to succeed in college, careers, and beyond. We look forward to meeting with educators aligned philosophically with our school vision!

Background & Overview:

The Behavioral Health Services (BHS) department is responsible for supporting the behavioral health needs of all students. BHS is comprised of school psychologists and social workers. Through a continuum of promotion, prevention, at-risk and intensive services the staff of BHS provide direct services to students as well as support to school staff and families. Working closely with community partners and allied city agencies the BHS department assists in connecting schools, students and families with needed community supports.

Position Summary: Boston Public Schools seeks an exceptional TRANSFORMATION SOCIAL WORKER who is highly qualified and knowledgeable to support the implementation of a variety of behavioral health supports that include trauma, healing and resiliency focused school social work services that support students in achieving their full potential --academically, socially and emotionally. The Transformation Social Worker will provide a continuum of behavioral health services that include: individual and group counseling as well as crisis intervention, act as a case manager for students, coordinate referrals to external agencies and programs, and serve as a liaison between the school, students, parents, and external agencies (Tier 2 & Tier 3 interventions).

The Transformation Social Worker will attend professional development and receive coaching from the Behavioral Health Services department including the Senior Director of Behavioral Health Services and the Director of Social Work to ensure continuous improvement of service delivery and compliance with district protocols and professional standards of practice.

REPORTS TO: School Principal (with secondary evaluation from the Director of Social Work)


System Coordination:
    • Coordinate the Student Support Team.
    • In partnership with the school psychologist and the "hub services team" the Transformation Social Worker will establish & monitor a Multi-tiered System of Support (MTSS): Tier 1, 2 & Tier 3 classroom and student-level interventions.
    • Communicate goals and activities of the student support program to students, staff and the larger community.
    • Serve as a liaison between the school, student, parent and external agencies.
    • Make referrals to external agencies and appropriate programs for students in need of support services.
    • Match students with appropriate services, monitor their progress and coordinate follow-up services for each student.
    • Act as a case manager for students, coordinate referrals to external agencies and programs.
    • Track and maintain data related to school partners and the services that they provide.

Direct Service:
    • Counseling, either individually or in small groups for regular education and special education students as needed.
    • Arrange/implement support services for students who have difficulties adjusting to school or other school related concerns
    • Conducting sociological assessments when requested as part of the Special education eligibility process. This can include home visits.
    • Support individual and whole school crisis intervention in collaboration with the BPS Crisis Team.
    • Consult around school and classroom climate strategies that support social emotional development
    • Deliver a variety of district professional learning modules to staff on topics such as: behavioral health, social emotional development and trauma informed practice.
    • Performs other related duties as requested by the Senior Director of Behavioral Health Services.

Professional Learning:
    • Attend centrally held professional learning sessions during up to 4 days in August at the pro rata rate. Additional professional development will be coordinated by the Behavioral Health Services department.

Core Competencies:

Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.

Accountability for Student Achievement

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)
  • Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)
  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)
  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  • Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.
Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)
  • Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.

Parent/Family Engagement

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)
  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • Deep knowledge and understanding of, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
  • Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)
  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
  • Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
  • Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.
Qualifications- Required:
  • Licensed Social Worker (LCSW or LICSW).
  • MA DESE School Social Worker/School Adjustment Counselor License (All Levels).
  • Master's Degree.
  • Minimum of 3 years of professional experience in an urban setting providing educational and clinical services.
  • Ability to meet the BPS Standards of Effective Practice as outlined above.
  • Strong interpersonal skills to work with school, students, parents and community based agencies.
  • Demonstrated cultural proficiency and ability to lead others in conversations of race and culture
  • Professional clinical experience with children and their families.
  • Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualifications- Preferred:
  • BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
  • Certification as a trainer in Safety Cares de-escalation and restraint program.

Core Values:
  • Commitment to working with parents and students as partners in education.
  • Belief that all students can learn and become socially responsible.
  • Respect for all children and their families.

Terms: BTU, Group 1

Please refer to (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: . To see the bell schedule for every BPS school, go to : .

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

  • Position Type: Full-time
Job Category: Student Services > Social Worker
Equal Opportunity Employer
Boston Public Schools Office of Human Capital is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.
Contact Information
  • Boston Public Schools, Office of Human Capital
  • 2300 Washington Street
  • Roxbury, Massachusetts 02119

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