Blind Inc.

SCHEDULE: FTE Work hours may vary based on program needs REPORTS TO: Assistant Superintendent of Specialized Instruction, Supervisor of Special Education, Building Principal SUPERVISION: School Social Worker Interns, when applicable QUALIFICATIONS: Required Licensed by the Minnesota State Board of Social Work and Minnesota Department of Education as a School Social Worker Preferred Previous work experience in a public school system POSITION SUMMARY: School Social Workers assist mainstream and special education teachers and administrators in fulfilling their duties and responsibilities with all students. School Social Workers participate in screening, evaluation, and/or intervention with preschool and school-age persons suspected of having emotional, social, behavioral, and/or learning difficulties. In addition to contact with these persons, assistance may also involve consultation with parents, siblings, teachers, school counselors, school psychologists, school nurses, school administrators, and appropriate non-school personnel to inform, as well as advise on issues of student functioning and needs. Services may also include school intervention strategies, behavioral management, in-service activities, and program evaluation. All such services are intended to help school staff recognize and provide for the individual differences and needs of all children. Duties and responsibilities are include crisis prevention and intervention, direct/indirect services specified on student IEPs, and mandated due process procedures for which special education monies are allocated, and are seen as core special education school social worker services. ESSENTIAL DUTIES: Plans for and provides crisis intervention services to individual students, groups of students, and staff Keeps current with literature on crisis prevention and intervention planning Participates in district and building level planning for crisis prevention and intervention Engages in crisis intervention Attends Evaluation Planning, Eligibility Determination and IEP meetings to participate in decision making for evaluation, eligibility, and individual education program development; functions as representative of the district, as appropriate Develops and maintains a regular building schedule Informs building level staff of variations in schedule availability Is punctual for appointments and meetings within buildings Has knowledge of the building special education meeting schedule Meets with building staff to set priorities for attendance at building meetings Has appropriate materials ready and is well prepared to present information at meetings Actively participates in building meetings Assesses functioning and needs of referred students through appropriate evaluation and diagnostic practices Selects evaluation techniques appropriate to the referral concern Follows best practice guidelines in all evaluation and diagnostic practices (e.g. standardized administration, rapport building, ethical evaluation behaviors) Adheres to the ethics involved in evaluation as outlined by State and National Association and Professional standards Communicates/interprets social-emotional-behavioral evaluation results and environmental observations to school personnel and parents via verbal and/or written formats Provides information in as clear and/or nontechnical manner as possible In written and oral communication to the team and parents, provides an accurate and technically correct interpretation of the evaluation data available Actively listens to and assists with questions regarding evaluation data and information provided by other members of the team Participates in integration of all available data pertaining to students (home, school, community-based) Participates in team decision making regarding eligibility for special education services and contributes to documentation of eligibility in written reports Effectively makes determination of need for outside resource referral and need for furt er evaluation or consultation with other staff Provides direct service to individuals or groups of special education students Provides input to IEP team when direct service activities seem appropriate Informs parents, students, and school staff of the goals and objectives of direct service activities Select appropriate methods and/or skill training curricula Schedules and is present for individual/group sessions Develops an outline of the intervention plan Maintains appropriate records regarding intervention Keeps current with respect to new developments and literature in the fields of school social work and education Develops proficiency with new/revised evaluation instruments Keeps current with professional literature and procedures Attends conferences/workshops, summarizing information for other staff, as appropriate Circulates relevant materials to staff as they are discovered Course work and other activities are accomplished at least at the minimal levels required of the Minnesota Department of Education (meets requirements of continuing licensure as a school social worker) Participates in decision making regarding the development and delivery of district school social worker services Attends all scheduled school social worker meetings unless otherwise excused Reviews and evaluates new/revised evaluation instruments and procedures, and make determinations regarding their acquisition and use in the school district Makes recommendations and proposals for the delivery of services Elicits feedback from buildings regarding their evaluation of school social worker services and what changes or activities may be needed Participates in district committees Participates in committees established by the school district, examples may include, but are not limited to, the Student Assistance Committee and Weapons Evaluation Committee Provides immediate supervision of school social worker interns, when applicable Uses effective and current teaching techniques and feedback processes in instructing interns Makes certain interns are oriented to department practices and activities Provides regular supervision and consultation Actively assesses progress of interns' skills and professional development Provides feedback to district supervisor as well as educational/training facilities as requested Facilitates development of internship experience, which fulfills specific program requirements and affords opportunities to develop skills in specific areas of interest to the intern Consults with school personnel and parents regarding strategies and resources to provide for needs of students Engages in consultation processes with educators and parents, consistent with established models Maintains a log of consultation activities Provides clear recommendations to staff and parents Consults with personnel of community, health, and social service agencies regarding students Inform parents, students and educators of community-based resources as needed Recognizes and operates within ethical standards regarding referral Maintains working and cooperative relationships with outside agencies Respects the confidentiality of communications, releases of information, etc Provides school-related evaluation information to community, health, and social service agencies to improve functioning of students through diagnosis, treatment, and post-secondary placements, as appropriate Gathers diagnostic and follow-up information as needed by physicians, therapists, etc.; these evaluations will be completed given limitations by other demands, including due process timelines; examples of these evaluations include, but are not limited to, ADHD, social-emotional functioning, behavioral... For full info follow application link. District 742 is an affirmative action, equal opportunity employer