School Social Worker

SCHOOL SOCIAL WORKER

St. Joseph County ISD – Centreville, Michigan

Job : 5565155

Final date to receive applications: Posted until filled

Posted: Mar 03, 2026 5:00 AM (UTC)

Starting Date: Immediately

POSITION GOAL:

The School Social Worker is an active participant in the diagnostic team and serves as a vital link between family, school and community in accordance with the policies defined by the Michigan Administrative Rules for Special Education.

• Master's Degree in Social Work with Social Work License.
• Able to meet the requirements for School Social Work as defined by the Michigan Department of Education.
• School Social Worker Approval can be obtained when hired.
• Responsibility of employee to obtain and maintain all training(s), certificate(s), approval(s), etc. and provide documentation to the business office before expiration date of said document(s).
• Must be able to lift 30 pounds.
• Required to have a physical presence at the designated job site each scheduled work day.
• Must have regular and reliable job attendance, performance, and the physical ability to do the job.

OR if 1. is not currently applicable (Social Worker Specialist)

Qualifications:

• Michigan Licensing and Regulatory Affairs (LARA) licensed bachelor-level social worker, be enrolled in a Master of Social Work, with a school social work approval program at an accredited university, work under the direct supervision of the local district administrator of special education programs.
• Must be supervised by a Michigan LARA licensed master-level social worker with full approval as a school social worker and make progress toward the social work Master's degree each year by successfully fulfilling the university obligations to remain in the program.
• Must complete the Master's program in 3 years and receive temporary approval as a school social worker.

Responsibilities within School Systems:

• Identify and coordinate accommodations and modifications of school environment for student’s access to general education curriculum and instruction.
• Provide support to facilitate successful transitions in areas that affect students' learning opportunities.
• Provide crisis prevention, planning, and intervention services, including assessments of the impact of trauma on development, learning, and school performance.
• Develop functional behavior assessments and behavior intervention plans to facilitate successful learning and socialization opportunities. Provide services and disseminate information to encourage school-wide positive behavior supports.

2. Roles of the SSW within Multi-Tiered Systems of Support (MTSS):

• Implement school social work services within a multi-tiered intervention model for programs and services.
• Provide instruction, modeling, to students, parents, and school staff in the implementation of effective behavior intervention strategies and techniques, including coaching in the development of Functional Behavior Assessments.
• Provide ongoing guidance and training services to parents and school staff on topics pertinent to the development, mental health, and learning needs of students.
• Conduct needs assessments and advocate for policies, programs, and services to meet educational and mental health needs of all students, and to support safe school climates conducive to learning.
• Identify issues that may interfere with student development, learning, and school success.
• Identify and work to prevent bias, prejudice, discrimination, and oppression that interfere with individual rights in the educational process.

3. Special Education Evaluation of Students:

• Provide comprehensive written reports of assessments and evaluations of students that specifically address the reasons for referral. Utilize multiple methods of collecting data, and provide appropriate measurable goals for intervention and anticipated outcomes from service.
• Provide and interpret assessments and evaluations to determine eligibility for special education, and identify needs for programs and services.
• Utilize home and community settings, as appropriate, to collect assessment information, collaborate with parents, and provide interventions.
• Coll…