K-12 Social Worker, Substitute Teachers & Drivers, Elementary Teacher
Hayden School District
• Severe /Significant Needs Teacher
• Severe/Significant Needs Paraprofessional
• Elementary Teacher
• .5 Elementary Paraprofessional
• Full Time Elementary Paraprofessional
• .5 Secondary Music Long-Term Substitute
• .5 Elementary Exploratory Long-Term Substitute
• Full Time Long Term School Nurse Substitute
• K-12 Social Worker
The K-12 Social Worker provides comprehensive, individualized and universal support to students, parents, administrators, and other teaching staff through training, consultation, and service provision to enhance students’ learning experience at Hayden School District. This support addresses learning, social and emotional, and mental health needs of all students, families, and school staff. The K-12 social worker also provides systems analysis and improvements to ensure a safe, supportive, and positive learning environment using nationally-recognized best practices. Overall, the K-12 School Social Worker ensures alignment of all SEL and mental health interventions with the district’s 5-year Strategic Plan to promote student safety and a sense of belonging.
- Motor Vehicle Operator's License or ability to provide own transportation.
- Education Bachelors from an accredited college or university in education discipline applicable to teaching assignment.
- Experience: Successful prior teaching experience for the appropriate grade level preferred.
- Building Administrators
- Building Administrators
Student and Community Facing Responsibilities:
- Provides guidance and recommendations for Tier 1 universal student and staff interventions, which could include SEL curriculum implementation, mental health literacy and gatekeeper training, universal screening, as well as other Tier 1 strategies delivered to all students.
- Supports the implementation of the student sense of safety and belonging survey twice per year to ensure data is accurate and reliable; analyzes data from the survey and other school data to make recommendations for future programming or program modifications at all 3 Tiers.
- Conducts biopsychosocial assessments and screening of students for the purpose of identifying learning, social and emotional, and mental health needs to recommend targeted interventions to overcome issues and maximize learning, which could include strategies at all 3 Tiers.
- Performs casework services with students and families to encourage parental understanding of, and partnership with the school, to maximize the educational experience of the student and enhance resilience using a Whole Child, Whole Community, Whole School framework.
- Assists students and teaching staff in implementing students' behavior management plans.
- Assists with the school district's dropout prevention efforts.
- Provides Tier 2 interventions in partnership with school counselors, supporting the counselors to implement interventions with fidelity; co-leads Tier 2 small groups.
- Provides Tier 3 services to high-risk students who cannot otherwise access mental health supports outside of the school environment; interventions may include teaching self-regulation, communication, social, and emotional skills to enhance a student’s ability to succeed in the classroom setting; develops MTSS intervention plans linked to academic and behavior.
- Coordinates with outside agencies, organizations and institutions, including state and federal authorities as needed.
- Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs.
- Familiarizes stakeholders with social work services, including staff and the school community.
- Partners closely with outside agencies providing Tier 3 interventions to high-need students to ensure continuity of support from providers, families, and the schools.
- Serves as a resource and partner to students and parents who require Tier 2 and 3 services that will lead each student to increased personal growth, self-understanding, and behavioral and mental health management; serves as liaison between home and school.
- Encourages parental involvement in students' education through the facilitation of family education nights and seeks input from families on SEL and mental health programming via both formal and informal communication methods, and ensures effective communication between home and school.
- Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships.
- Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws, including FERPA and HIPAA.
- Assists in the orientation of new teachers, and provides in-service training in guidance.
- Selects and requisitions appropriate books, aids and other supplies and equipment and maintains inventory records.
Systems Level Responsibilities
- Assists the district’s MTSS Coordinator to establish structured MTSS processes and procedures, to include a formalized referral pathway for students to transition throughout the Tiers of services based on changing needs; participates in MTSS team meetings to ensure social, emotional, and mental health supports are integrated into academic and behavior MTSS interventions.
- Provides systems analysis and needs assessments to inform the district’s disciplinary model, which may include the implementation of district-wide trauma-informed practices and/or restorative practices.
- In partnership with district administrators, reviews current crisis response protocols to determine opportunities to use evidence-based threat and suicide assessments tools and procedures, including prevention, intervention, and postvention interventions.
- Assesses strengths and gaps in student and staff’s understanding of cultural diversity and equity for the K-12 student population and the school community.
Coordinates diversity and equity training for staff and students, which may include collaboration and consultation with experts in the field. Identifies staff training needs to support the implementation of new SEL and/or mental health initiatives or curricula and other district-wide systems-level initiatives, such as restorative practices, trauma-informed teaching strategies, positive school climate and culture strategies, etc.
- Ensures K-12 SEL and/or mental health initiatives are based on student and school level data and facilitates progress monitoring of initiatives and interventions to ensure effectiveness of interventions at meeting target staff and student needs.
- Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
- Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone
- Travels to professional meetings as required.
SKILLS, KNOWLEDGE, ABILITIES:
- Knowledge of Social Work principles, theories, testing, methods, etc. as well as proven behavior management methods.
- Knowledge of differentiated instruction based upon student learning styles.
- Knowledge of data information systems, data analysis and the formulation of action plans.
- Knowledge of applicable federal and state laws regarding education and students.
- Ability to use computer network systems and software applications as needed.
- Ability to organize and coordinate work.
- Ability to communicate effectively with students and parents.
- Ability to engage in self-evaluation with regard to performance and professional growth.
- Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
TERMS of EMPLOYMENT
- Based on funding and experience
- Works in standard office and school building environments.
- Sitting, standing, lifting up to 50 lbs.
- Vision, hearing and medical clearance to work
- Some after hours and weekends as necessary
• Substitute Teachers & Drivers
Hayden School District RE-1 is an equal opportunity educational institution and does not unlawfully discriminate on the basis of race, color, national origin, sex, or disability in admission or access to, or treatment or employment in, its educational programs or activities.