JOB DESCRIPTION PERTH AMBOY BOARD OF EDUCATION. Page 1 of 5 SCHOOL SOCIAL WORKER

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1 SCHOOL SOCIAL WORKER Qualifications: Possession of New Jersey Educational Services certificate with School Social Worker endorsement. Have excellent integrity and demonstrate good moral character and initiative. Have experience in teaching and working with children and adolescents. Demonstrate knowledge and understanding of child growth and development, community social service resources, and current social work issues. Demonstrate an understanding of current rules and regulations regarding Child Study Teams and special education assessment and program requirements. Exhibit a personality that demonstrates enthusiasm and the interpersonal skills to relate well with students, staff, administration, parents, and the community. Demonstrate the ability to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary. Provide proof of U. S. citizenship or legal resident alien status by completing Federal Form I-9 in compliance with the Immigration Reform and Control Act of Provide evidence that a criminal record history check has been conducted and clearance has been given by the Department of Education. Provide evidence that health is adequate to fulfill the job functions and responsibilities with reasonable accommodation pursuant to 42 U.S.C and in accordance with N.J.A.C. 6:3-4A.4. Pass the State required Mantoux Intradermal Tuberculin Test as required by N.J.A.C6:3-4A.4. REPORTS TO: Chief Supervisor of Special Services NATURE AND SCOPE OF JOB: The School Social Worker is responsible to the Chief Supervisor of Special Services for promoting the child s social and emotional growth through increased understanding between the school and home. This service shall deal intensively with the family, make an extensive effort to know and utilize community resources and carefully compile social history materials in order to tie home, community and school together. The School Social Worker shall be a member of the basic Child Study Team and in that capacity perform such functions as indicated by federal and state regulations and as ascertained by the Board of Education. Page 1 of 5

2 Duties and Responsibilities: The School Social Worker shall, within his/her certificate and in accord with terms and conditions of employment contained in the negotiated agreements, when and if applicable: Work as a member of the school Special Services Team to help the child, school and community in the application of good mental health principles. Determine, along with the other Child Study Team members, parents and appropriate school personnel, the school program and individualized educational plan appropriate to the needs of those students classified based upon classroom observation, teacher conferences and a comprehensive review of the pupil s cumulative file. Help the child use his/her school experience adequately. Help parents modify their feelings and attitudes toward the child and the school by: 1. Interpreting the child s behavior to them and trying to assist them in understanding the child s problem. 2. Doing direct casework with parents when their problems interfere with or affect their child s school adjustment. 3. Having case conferences concerning the best ways to help their child. 4. Interpreting school policy concerning recommended transfers to special education classes. 5. Helping the family understand and accept referral to another agency. Help initiate and develop resources for children, making use of the services of community agencies by: 1. Frequent inquiries concerning available services for children and adults. 2. Making referrals, consulting with the agency concerning the referral, developing coordination of effort between the school and the agencies, submitting reports to the agency and requesting summaries of histories and actions taken. 3. Follow-up at termination of agency services. 4. Participating in meetings of social welfare groups as a means of creating an awareness of the school as a vital element in planning of activities. 5. Appearing in Juvenile court to confer with Judge and probation officers regarding children known to the Child Study Team. Page 2 of 5

3 Help school personnel gain a better understanding of the child and the home by: 1. Securing the data about the child and keeping the school informed about the progress of a case. 2. Working with other members of the school team for modification of the child s behavior. 3. Contributing to case consultation and helping to establish a more satisfactory program for a child. Help the child in school with social or emotional problems by: 1. Obtaining data from school records and other sources and conferring with others who have more information. 2. Observing the child in the school setting. 3. Conferring with other members of the team to determine the best way to help the child with his/her problem. 4. Providing individual and group casework services to the child. Keeping case records of compiled data. Collaborating with other team members in interpreting the work of the team at in-service training sessions of school personnel. Provide the training and the tools that will enable parents to understand and meet their child s social and emotional needs. Provide social work services as a member of the Child Study Team and the Intervention and Referral Team (IRT) in the assessment of, educational planning for, monitoring of, and re-evaluation of students in need of special services, in accordance with all applicable federal, State and local codes and regulations. Complete a diagnostic social history on students referred to the Child Study Team for evaluation, assessing the status of the student s social and academic adjustment in terms of school performance, family and personal history, socio-economic and cultural influences, and community factors. Prepare, with other Child Study Team members, teachers, and parents, an Individualized Education Program (IEP) for each identified student, monitor the Plan s implementation, and participate in the annual review. Ensure that the instructional program for the identified student addresses the Common Core Standards and any accommodations, and that the IEP clearly specifies the performance levels in the Standards at which the student is expected to demonstrate competency (N.J.A.C. 6A: et seq.). Maintain an on-going relationship with families for the purposes of sharing information regarding the student s educational program, assisting the family in cooperatively improving the student s home and school adjustment, using mediation techniques to resolve disputes, providing home management counseling, and assisting the family in utilizing appropriate community and school resources. Page 3 of 5

4 Assume leadership and cooperative roles in identifying and working with students with social problems and conditions that may interfere with effective learning. Work with and counsel students to enhance their personal and social growth and increase their responsibility for behavior and attitudes. Provide opportunities and resources for students to increase academic success, improve interpersonal relationships, learn problem-solving and decision-making skills, and resolve conflicts and crisis situations. Consult with and assist instructional staff with program modifications and strategies to encourage and support student personal and social growth and responsible behavior. Serve as the school liaison to all community agencies by consulting and collaborating regularly with school personnel, social agencies, and other community resources to establish and provide coordinated social services to students and families. Provide a follow-up program with the student, parents, school personnel, and community resources to support the progress of the student toward a satisfactory personal and school adjustment. Attend juvenile court, probation and/or the Division of Youth and Family Services (DYFS) hearings, when requested, as a representative of the school. Visit pupil homes when appropriate or upon request of the principal or supervisor. Attend required staff meetings and serve, as appropriate, on staff committees. Participate in faculty, school, parent, and community meetings and programs, sharing observations, issues and resources available. Conduct or provide social services related staff development sessions for staff members and educational programs for parents. Provide a follow-up program with the student, parents, school personnel, and community resources to support the progress of the student toward a satisfactory personal and school adjustment. Provide crisis counseling to students and/or staff members on an as-needed basis. Performing other duties as assigned by the Chief Supervisor of Special Services. Verification of Competency: 1. District Application and resume. 2. Required documentation outlined in the qualifications above. 3. A minimum of three letters of reference from former employers, teachers, professors or other professional sources, or copies of recent evaluations and observations of teaching performance. 4. Official College Transcripts. 5. Employment interview. Page 4 of 5

5 Physical Demands, Visual Acuity and Working Conditions: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. Unless reasonable accommodations can be made, while performing this job the staff member shall: 1. Use strength to lift items needed to perform the functions of the job. 2. Sit, stand and walk for required periods of time. 3. Speak and hear. 4. Use close vision, color vision, peripheral vision and depth perception along with the ability to focus vision. 5. Communicate effectively in English, using proper grammar and vocabulary. American Sign Language or Braille may also be considered as acceptable forms of communication. 6. Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls. Environmental Demands: The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. 1. Exposure to a variety of childhood and adult diseases and illnesses. 2. Occasional exposure to a variety of weather conditions. 3. Exposure to heated/air conditioned and ventilated facilities. 4. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment. 5. Function in a workplace that is usually moderately quiet but that can be noisy at times. Terms of Employment: The School Social Worker is a 10 month exempt, salaried position with agreement between the Perth Amboy Federation and the Perth Amboy Board of Education. Salaries, benefits, and leave time as negotiated. The School Social Worker will be evaluated by the Chief Supervisor of Special Services. References: 18A:11-1; NJAC 6:3-1.21, 6: Date Adopted: 6/1/72 Date Revised: 6/28/79, 1/7/2014 Page 5 of 5