School-Based Social Worker [Long Term Substitute] [REPOST] (SY26-27)

This is a long-term substitute position expected to start on 09/08/2026 and end on 01/04/2027. All substitute teachers are hired as per diem substitutes, even when placed in long-term assignments, and begin at the per diem rate of pay.

About the Role

The Boston Public Schools (BPS) is committed to providing every child in every classroom an equitable, world-class, high-quality education with the same unfettered access to resources. As part of an equitable Multi-tiered System of Supports (MTSS), the Office of Social Work serves BPS students and families by supporting school-based Social Workers across the district with high-quality, culturally responsive direct services. The Office of Social Work provides consultation, professional development, and crisis response through a regional support model, ensuring all school-based social workers receive support from a District Social Worker and the Program Director of Social Work.

The Office of Social Work aims to provide high-quality, culturally and linguistically relevant mental health support in all BPS schools. BPS seeks an exceptional School-Based Social Worker to support the implementation of behavioral health services, including trauma response and recovery, healing, and resiliency-focused practices. The Social Worker will partner with BPS providers and external mental health partners to create conditions where students can achieve their full potential academically, socially, and emotionally.

Responsibilities

• Student Success Team:
  • Coordinate and/or actively participate in the Student Success Team (SST).
  • Collaborate with School Leadership to establish sustainable structures and partnerships, ensuring student and family voices are elevated in co-constructing solutions.
  • Support the design of tiered interventions within an equitable MTSS framework.
  • Collect and monitor progress data within the Panorama platform to assess the effectiveness of interventions.
  • Model and promote authentic relationship-building with students, families, and partnering agencies.
  • Establish and monitor Tier 1, 2, and 3 interventions without pathologizing students.
  • Ensure students elevated to the SST have a plan, progress monitoring, and assessment of interventions.
  • Communicate goals and activities of the student support program to students, staff, and the community.
• Professional Learning:
  • Attend monthly professional development provided by the Office of Social Work, focusing on department policies, evidence-based mental health practices, SEL, trauma-informed practices, and healing practices.
  • Attend up to 9 of the 18 contractually required PD hours on mental health-specific topics.
• Direct Service:
  • Provide individual and/or group counseling, including IEP and non-IEP services (maximum of 10 individual sessions with students with IEPs per week).
  • Serve as a member of the IEP/504 Team for assigned students, as applicable.
  • Provide Tier 2/3 interventions such as check-in/check-out, suicide and threat risk assessments.
  • Conduct sociological assessments as part of the Special Education eligibility process, including home visits, and upload to Edplan in a timely manner.
  • Support individual and whole-school crisis intervention in collaboration with the BPS district-wide Crisis Team, including suicide and threat assessments.
  • Consult on school and classroom climate strategies to support social-emotional development and student engagement.
  • Match students with appropriate services and referrals to external agencies, monitoring progress and coordinating follow-up as a case manager.
  • Track and maintain data related to mental health partners and services provided.
  • Maintain student data and provide written reports, including timely completion of monthly reports for the Office of Social Work.
• Perform other related duties as assigned by the School Leader or Program Director of Social Work.

Core Competencies

• Accountability for Student Achievement: Sets ambitious learning goals, uses high-expectation practices, and engages all students in learning. Assesses student learning regularly and analyzes data to measure growth.
• Communicating Professional Knowledge: Exhibits strong knowledge of child/adolescent development and designs effective, rigorous support plans with measurable outcomes.
• Equitable & Effective Instruction: Builds a productive learning environment where every student is valued. Adapts instruction and supports to make them accessible to all students.
• Cultural Proficiency: Actively creates and maintains an environment respecting students’ diverse backgrounds, identities, strengths, and challenges.
• Parent/Family Engagement: Engages families and builds collaborative relationships to support student learning. Demonstrates deep cultural humility and self-awareness.
• Professional Reflection & Collaboration: Reflects on practice, seeks feedback, and collaborates with colleagues to analyze student performance and plan interventions. Provides expertise to support academic, behavioral, and social-emotional learning.

Requirements

• Master of Social Work (MSW) or Master of Mental Health Counseling.
• MA DESE School Social Worker/School Adjustment Counselor License (All Levels).
• Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW), or Licensed Mental Health Counselor (LMHC) at the time of hire. If hired with an MSW, must obtain LCSW by the last day of school in the year of hire.
• Minimum of 3 years of effective professional experience in an urban setting similar to BPS providing clinical services.
• Ability to meet BPS Standards of Effective Practice.
• Strong interpersonal skills to work with schools, students, parents, and community-based agencies.
• Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression.
• Demonstrates cultural humility and self-awareness.
• Current authorization to work in the United States by the first day of employment.

Preferred Qualifications

• Prior work as a school-based social worker.
• Knowledge of Special Education policies and procedures.
• Fluency in one of BPS' official languages (valued but not required).