Adjustment Counselor (Long-Term Sub) [SY26-27]

Malden Public Schools•Malden, MA

18h•$100 - $210

About The Position

This is a long-term substitute posting, anticipated to last from 8/24/26 to 12/7/26. Overview of the Malden Public Schools : The Malden Public Schools (MPS) is a richly diverse school district located within the Greater Boston area and accessible by the MBTA orange line train. Malden’s student body comprises approximately 6,800 students who represent 59 different countries and speak 67 different languages. We have 1 early learning center, 5 K-8 schools, and 1 high school. We are committed to providing high expectations for all learners through rigorous instruction and culturally responsive practices and pedagogy. MPS is a safe, welcoming, and collaborative district where we encourage and embrace a growth mindset. We believe that our diversity is an asset, and we are seeking candidates that reflect, embrace, and contribute to the strengths of our community. The Forestdale School Community: The Forestdale School’s goal is to be a model of continuous growth. We want our students to show growth in the mandated state testing, MCAS, MCAS Alt, ACCESS. We will continue to be able to grow support for our students, their families, socially, emotionally, and academically. We will continue to foster a caring, nurturing learning community where all students and their families feel safe, welcome and will participate in all school activities. Presently we are a PBIS school, we are part of a three year cohort with MTSS where our teachers are being trained in the foundations of Social and Emotional Learning. We have implemented Caring School Communities across all grade levels as our social, emotional curriculum. Our teachers are trained in the principles of Universal Design for learning which embeds inclusive practices into lesson plans. Our teachers plan their lessons to be inclusive and for all learning styles. Students and families are asked to embrace the Forestdale School’s acronym PRIDE that our student and staff will model Positivity, Respect, Indepence, Determination and Excellence. The Forestdale School Community will embrace the student authored poem. Forestdale School PRIDE “We, the students of the Forestdale School, promise to have P.R.I.D.E. We will have a positive attitude and will take responsibility for our work and actions. We will respect our teachers, our school, ourselves and others, As a team and as individuals, we are determined to achieve excellence; socially, emotionally and academically.”

Requirements

DESE licensed as a School Social Worker/Adjustment Counselor required
LICSW, LCSW or LMHC licensure, or capacity to obtain licensure within the first 12-months of employment, required

Responsibilities

Consultation in collaboration with other therapists around social emotional and behavioral needs
Possess a strong background in Positive Behavior Support, and in developing emotional regulation skills in young students, both through individual counseling, and through embedded, curriculum-based strategies that can be used in the classroom.
Implement and maintain an inclusive model of service delivery through cooperation, collaboration, and partnerships with administrators, teachers, therapists, parents, and students.
Provide ongoing consultation to administrators, teachers, and other professionals to assist them in meeting students' social, emotional and academic needs
Participate in a multi-tiered system of support (PBIS and RTI) by working collaboratively with other school professionals to analyze data, determine effective interventions, and progress monitor the effectiveness of such interventions.
Support teachers on implementing behavior support plans in the classroom in collaboration with the BCBA
Demonstrate the ability to assess and interpret maladaptive school behavior and recommend interventions, treatment and school-based intervention as needed
Assist in providing behavioral and physical interventions when needed
Deliver individual and group counseling services to support students’ social and emotional health and well-being.
Co-facilitate with the SLP groups specific to social skills (i.e. Social Thinking)
Co-facilitate with the BCBA and/or OT groups specific to self-regulation skills (i.e. Rainbow Dance)
Facilitate whole group classroom lessons specific to self-regulation skills (i.e. Zones of Regulation)
As part of the initial evaluation team, meet with parents/guardians and write comprehensive home/social assessments
Write IEP goals, progress reports, and annual review reports.
Attend IEP meetings as needed
Make referrals, coordinate, and maintain outreach to parents and outside agencies to address mental health needs
In collaboration with school professionals and administrators, intervene during crisis situations and make appropriate referrals
Working knowledge of applicable federal and state statutes