Job Description


Job Number:2017-2740
School Social Worker

ERAC-Health & Wellness

FTE: 1.000
Hours Per Day: 7.00
Position Type: Continuing

Start Time:
End Time:

Salary: $46,564.00 - $90,766.00

Closing Date: 10/25/2017 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information: We currently have three positions available

JOB TITLE: SCHOOL SOCIAL WORKER

GROUP: HEA BASE CONTRACT DAYS PER FISCAL YEAR: 180

FLSA STATUS
: Exempt
Plus additional days as provided by the HEA bargaining agreement

SUMMARY: The School Social Worker promotes and enhances the overall academic mission by providing
services that strengthen home, school, community partnerships and alleviate barriers to learning

CONTEXT AND MISSION: Highline Public Schools serves approximately 20,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline
Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.
The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-

tune their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

* Assist families in utilizing and networking with social services agencies.
* Maintain student records and convey information when necessary to support staff.
* Work systemically within district, as well as school setting.
* Advise, consult and cooperate with the director, administrators, specialists and school staff on all

significant matters pertaining to the students’ social skills.
* Consult with teachers, school staff, administrators, and families in order to best meet the needs of the

individual student. (i.e. IEP meetings, doctor appointments, consultation with psychiatrists, social
workers and psychologists, regular meetings pertaining to each student).

* Assist in development of IEPs, particularly in areas of mental health, behavioral/ emotional/social
concerns and transition planning.

* Provide training and support in the implementation of social skills instruction within school programs.
Plan training on specific issues district wide. (This may consist of team building, staff training, and family
education).

* Assist and guide each school team in developing and creating positive crisis interventions for classroom
management.

* Participate in crisis intervention.

JOB DESCRIPTION: SCHOOL SOCIAL WORKER

MINIMUM QUALIFICATION
EDUCATION AND EXPERIENCE:
Master’s degree in Social Work or Counseling
Valid Washington State ESA Certificate either in counseling or social work (prefer MA or MSW).
Mandatory training in Crisis Prevention Intervention strategies and techniques
One year experience in teaming or consulting with schools including administrators, teachers and support staff

PREFERRED QUALIFICATIONS::
Second language (Spanish or Somali preferred)
Elementary focus

CONDITION OF EMPLOYMENT:
Criminal background clearance

KNOWLEDGE OF:
Working through/with family dynamics
Computers and related software for record keeping and data management
Therapeutic intervention
Teaming or consulting with other teachers and support staff
McKinney-Vento law and eligibility for students and families
School board policies and procedures

ABILITY TO:
Communicate effectively verbally and in writing
Work independently and collaboratively
Maintain effective working relationships with other people
Operate microcomputers and related software
Use multiple communication systems such as electronic mail, computers, document readers, smart boards, etc.
Possess and maintain competence in current social practices
Have flexible interviewing techniques in making assessments
Participate in team process by clarifying roles, contributing information and facilitating decision-making
Help plan and facilitate an appropriate, individualized plan for the student based on positive behavioral supports
while working with the family, school team and community agencies
Diagnose and respond to crises situations
Promote services that are provided within the context of multi-cultural understanding and competence
Mediate when necessary between school and home
Organize activities and set priorities
Work with students with special needs
Work with families in crisis
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Reports to the Executive Director of Special Services or the Director of Social and
Health Services, as assigned.

PHYSICAL DEMANDS: 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.

While performing the duties of this job, the employee is regularly required to sit. The employee frequently is
required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is
occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and
occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision,
and ability to adjust focus.

JOB DESCRIPTION: SCHOOL SOCIAL WORKER

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.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works
near video display. The noise level in the work environment is usually moderate

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not
intended to include, every possible activity and task performed by every specific employee.

CLASSIFICATION HISTORY
Revised by Human Resources as outlined by Director of Health & Social Services, 2017.09.08
Revised by Human Resources to correct reporting relationship, 2014.06.09
Revised by Human Resources, 2013/08
Revised by Human Resources, 11/2009
Updated and revised by Human Resources, 4/2/01
Revised by Human Resources, 11/28/00
Revised by Personnel, 2/14/91, 12/1/92
Updated by E. A. Walsh and Company, 4/89

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in
admission, access, treatment, or employment in education programs or hiring practices on the basis of race,
creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital
status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability,
or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students
who are interested in participating in educational programs and/or extracurricular activities. Any person having
inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights
Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, titleixofficer@highlineschools.org; Civil Rights
Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,
civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social
Services, 206.631.3011, 504coordinator@highlineschools.org

\tCLASSIFICATION HISTORY

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