Social Worker​/Coordinator, Gr. 7-12; SY

Social Worker/Coordinator, Gr. 7-12 (SY26-27)

Boston Public Schools - Ruth Batson Academy - Boston, Massachusetts. Open in Google Maps

Job : 5539896
Final date to receive applications: Dec 01, 2026 11:59 PM (Eastern Standard Time)
Re-Posted: Mar 01, 2026 5:00 AM (UTC)
Starting Date: To Be Determined

To be considered for this position, candidates must apply to the Social Worker [Candidate Pool Posting] (SY25-26) and be screened through the Central Office screening process.

Boston Public Schools seeks an exceptional Social Worker/Coordinator who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as education professionals.

Reports to:

Program Director

• Manage and supervise the Planning Center.
• Plan and implement school support programs in collaboration with the Program Director.
• Act as a case manager for students.
• Counsel students individually and in small groups.
• Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
• Assist in the admission and discharge of students.
• Communicate goals and activities of the student support program to students, staff, and the larger community.
• Coordinate the Student Support Team.
• Serve as a liaison between the school, student, parent, and external agencies.
• Make referrals to external agencies and appropriate programs for students in need of support services.
• Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
• Perform other related duties as requested by the Program Director.

• Accountability for Student Achievement

  (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

  • Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
• Communicating Professional Knowledge

  (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
• Equitable & Effective Instruction

  (II-A-3 Meeting Diverse Needs, II-A-2 Student Engagement, II-B-1 Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  • Consistently adapts instruction, services, plans and assessments to make curriculum / supports accessible to all students.
• Cultural Proficiency

  (II-C-1 Respects Differences, II-C-2 Maintains Respectful Environment)

  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement

  (III-A-1 Parent/Family Engagement, III-B-2 Collaboration)

  • Engages with families and builds…