*Please note that the following position has been posted internally and externally. The MFT has agreed that the 2024-2025 Special Education vacancies can be posted internally and externally simultaneously with the understanding that internal candidates have preference.*

MIDDLETOWN PUBLIC SCHOOLS

Mission Statement:

Middletown Public Schools cultivates the brilliance in each student.

Values and Belief Statements:
Empowerment: Middletown Public Schools empowers its students with the knowledge
and skills to create lives brimming with purpose, passion and fulfillment.
Community: Middletown Public Schools harnesses the power of community by
fostering an environment of mutual understanding and appreciation.
Growth: Middletown Public Schools encourages a culture of growth and exploration,
inspiring lifelong learners.
Authenticity: Middletown Public Schools embraces each person’s authenticity and
cultivates an inclusive culture that brings about a sense of belonging.

Job Description

School Social Worker

District Reports to: Building Administrator and Director of Special Education and Student Support Services or Designee

Broad Function: School Social Workers are trained mental health professionals who provide services in a school environment where the school community is the client. Services promote positive school culture and climate, mental health, social and emotional learning to ensure a sense of belonging, safety, and collaboration among all participants of the school community. School Social Workers work with community providers, service organizations, and professional organizations to create individualized plans to meet the needs of students, families, and staff. School Social Workers are responsible for data tracking and interpreting this data to enhance service delivery to meet students, families, and school community needs. Progress monitoring is an essential component of the School Social Workers service provision determining whether the service requires modification to better align with the student’s needs and progress. Part of the School Social Workers' role is to assess a student, family, or community need which may require home and community visits and outreach. Direct Services: Social, emotional, mental health and behavioral interventions for at-risk students, group and individual, as well as crisis management. Indirect Services: Provide consultation to staff, students, and parents. Offer referrals to community agencies and act as a liaison between these groups to ensure that services are provided to students.

Responsibilities and Duties:

• Manifests a professional code of ethics and values as defined by the National Association of Social Work.
• Continuously enhances skills and knowledge of the profession and resources in the community to remain effectual and relevant.
• Responds to internal and external customers in a timely, accurate, courteous, empathic, and professional manner representing MPS in a positive light.
• Learns and routinely utilizes technology and applications of technology relevant to the profession daily, ensuring timely completion of statistics, responses to emails, schedule completion and dissemination, IEP, 504, service plans, clinical and service delivery notes, progress monitoring reports as needed.
• Participates in MTSS, 504, and PPT meetings, when there is a social-emotional, mental health, or behavioral concern contributing information on pupils’ Biopsychosocial/developmental histories and assessments to aid in the formulation of a complete and holistic assessment of students’ needs. Develops IEPs for related services (social work/counseling).
• Interviews family, students, and other relevant parties such as DCF workers, outside therapists to complete Bio Psychosocial Developmental History and Assessments as needed.
• Obtains releases of information for outside therapists, hospitals, and service providers as relevant to coordinate services and create an appropriate and individualized
• Provides individual/group work services/counseling to students using scientifically researched based interventions to enhance their skills, coping strategies, and reduce symptoms in the school environment.
• Provide conflict resolution strategies and anger management for students as needed.
• Provide crisis intervention as needed.
• Assists in developing standard procedures to handle crises and promulgates them among personnel.
• Complete risk assessments for students who have made statements of a suicidal or homicidal nature.
• Serve as an integral member of the school’s crisis team.
• Consults with school personnel about home, neighborhood, and/or community conditions affecting student welfare.
• Assists parents with recognizing the exceptional characteristics of their children and facilitating their use of the full range of social, educational and recreational services in the community.
• Refers students to appropriate community resources for social and mental health services when needed.
• Provides positive outreach to parents and/or students in target populations to facilitate students’ constructive use of educational opportunities including home visits.
• Provides individual or group counseling to pupils and/or parents regarding a child's special educational problems and potential, school resources, and child’s progress through the various levels of the educational system.
• Assist all to connect to services and /or basic resources such as food, shelter, assistance for domestic violence, legal advice etc.
• Assist in coordination and participate in the school climate and safety committee.
• Participate as an active member of a multidisciplinary team.
• Participate in attendance reviews as part of a team and possibly complete home visits to ascertain reasons for truancy and what can be done to increase attendance (may need SST/SAT, 504 or child find PPT due to truancy and reason for truancy).
• Consultation for classrooms regarding behavior management and/or observations to inform classroom management and BIP/FBA development.
• Develop and Provide Presentations for students, families and/or staff regarding Erin’s Law, Title IX, Social and emotional issues/concerns and management or other relevant Social Work topics.
• Assists in developing prevention activities and services in the school community.

Qualifications and Experience:

• Master’s Degree in Social Work.
• Licensed Masters Social Worker or Licensed Clinical Social Worker preferred.
• Experience in working with school systems and community agencies.
• Excellent communication skills, both oral and written.
• Experience working with culturally, socially, and economically diverse student/parent populations.
• Ability to handle multiple priorities.
• Ability to establish and maintain effective working relationships with administrators, teachers, staff members, students, and community agencies.
• Bilingual, Spanish/English speaking preferred.

Salary & Compensation:

• Salary will be commensurate with experience, and educational level and in accordance with the MFT bargaining agreement.

NOTE: The above description covers the principal duties and responsibilities of the job. The description shall not, however, be construed as a complete listing of all duties or as a contract. In all cases, these relationships, functions, and their applications are subject to change by the Superintendent of Schools. Physical and Mental Demands / Work Environment: The physical demands and environmental characteristics 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.

• Must be mobile with the ability to get from one location in the office or work site(s) to other locations in the office or work site(s)
• Ability to sit or stand for long periods of time
• Ability to lift or carry objects less than thirty (30) pounds
• Ability to perform manipulative skills such as writing and typing
• Ability to see and read objects closely, as wiring, labels on equipment, reading/proofreading a report, using a computer monitor, filing and/or retrieving information from a filing system and verifying the accuracy of financial information
• Ability to hear normal sounds with background noise, as in using a telephone or radio, distinguish verbal communication and communicate through speech, including using a radio
• Ability to learn and acquire an understanding of new information, methodologies and techniques and how they apply to school goals and operations
• Memory adequate to perform tasks/assignments given over long periods of time
• Ability to concentrate on a task for more than 60 minutes

Disclaimers:

• The supplemental job description lists typical examples of work and is not intended to include every job duty and responsibility specific to a position. An employee may be required to perform other related duties not listed on the supplemental job description provided that such duties are characteristic of that classification. This job description reflects management’s assignment of essential functions; it does not prescribe or restrict the tasks that may be assigned.

• Connecticut requires that any person (teachers, administrators, special service staff members, teachers’ aides, custodians, cafeteria employees, etc.) who is hired by a local or regional board of education submit to a state and national criminal history record check within the first 30 days of the date of employment. The process includes the checking of fingerprints by the State Police Bureau of Identification and the F.B.I. The results of the criminal history record checks (both state and federal) are reported to the employing school district. If the district receives notice of a conviction of a crime by a person holding a certificate, authorization or permit issued by the State Board of Education, the district shall notify the Bureau of Certification and Professional Development.

STATEMENT OF NON-DISCRIMINATION The Middletown Board of Education is an affirmative action/equal opportunity employer, and it does not discriminate on the basis of race, color, religious creed, age, marital status, military or veteran status, national origin, ancestry, alienage, sex, gender identity or expression, sexual orientation, disability or pregnancy in any of its education programs, activities, or employment policies. All educational programs and offerings, including vocational education and extracurricular activities, subscribe to this policy. 

*Please note that the following position has been posted internally and externally. The MFT has agreed that the 2024-2025 Special Education vacancies can be posted internally and externally simultaneously with the understanding that internal candidates have preference.*