Middle School Social Worker - Long Term Substitute - Woburn Public School District

Woburn Public Schools

Social Worker - Long Term Substitute

**Effective March 9, 2025 through End of the School Year**

Middle School Social Worker shall be the employee member of the school staff designated by the Superintendent of Schools to work in partnership with families, school personnel and state and local agencies to promote the ongoing development of each student’s academic and personal/social potential. 

Long Term Substitutes receive a daily rate of $125.00 for the first 20 days of work. Starting on the 21st day, they are compensated at the daily rate for either a Bachelor's ($336.41) or Master's ($361.53) level, based on their qualifications, for the remainder of their assignment.

GOAL:

The goal of this position is to provide individual, small group, and classroom behavioral health and social emotional learning opportunities in our elementary and middle schools. Using evidence-based approaches and collaboration with teachers, we aim to support students’ social-emotional well-being with the intent of improving their access to learning. In a safe and supportive environment, students are provided with opportunities to develop relationships and through guided practice, build skills that enhance their ability to be successful at school.

PREREQUISITE TRAINING AND EXPERIENCE:

1. Preferred: Degree in Counseling, Social Work, or an equivalent from an accredited institution
2. Preferred: Massachusetts Educator Licensure as School Social Worker/Adjustment Counselor or State Licensure as a Social Worker
3. Preferred: Experience delivering individualized behavioral, social, and emotional health treatment to children and families

SALARY:

In accordance with the Collective Agreement between the Woburn Teachers’ Association and the Woburn School Committee

WORKING TIME/PERFORMANCE EVALUATION:

According to the Collective Agreement between the Woburn Teachers’ Association and the Woburn School Committee

DUTIES:

1. Provide direct 1:1 and group, goals based counseling services to students who have been identified for services as stated in Individualized Education Programs

1. Oversee the reentry process for students returning to school from absences related to mental health, including but not limited to hospitalization

1. Serve a primary staff to administer and oversee student wellness screenings, risk assessments, and other individual student safety checks

1. Serve as conduit for students and parents to access outside support services such as the Children’s Behavioral Health Initiative (CBHI)

1. In cooperation with classroom teachers, plan and implement behavior plans with the intent of allowing students in the elementary therapeutic program opportunities to participate in learning with their same-aged, non-disabled peers

1. Serve as primary contact to private therapists, mental health workers, and appropriate agencies, such as the Department of Child and Families (DCF)

1. Consult with administrators/principals, parents/guardians, classroom teachers, special educators, therapists, and teaching assistants regarding students’ social and behavioral needs

1. Assist staff in developing classroom and individual behavior plans, including observations, implementation, monitoring, and follow-up

1. Consult with administrators and faculty on matters related to student behavior and discipline, including issues related to the school’s Bullying Intervention and Prevention Plan

1. Collaborate with student’s special education Team to address transition related issues and skills to implement transition services

1. Attend district-wide and specific program staff meetings, as scheduled by the Director of Special Education, Curriculum Coordinator for Guidance K – 12 , or the Assistant Superintendent for Student Services

1. Participate in meetings/workshops for parents/guardians, building level staff meetings, and professional development opportunities, as appropriate

1. Participate in appropriate professional development opportunities to increase knowledge base and skills and to maintain licensure

1. Maintain a high level of confidentiality and professionalism, as expected of all faculty and staff in the Woburn Public Schools

1. Participate in annual review and reevaluation Team meetings and write social/emotional/behavioral components, including counseling goals, for students’ IEPs

1. Implement and provide progress reports on counseling/social skills IEP goals

At the Woburn Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, Woburn Public Schools continues to be an Equal Opportunity Employer  and a

 district member of Mass Partnership for Diversity in Education