2026-2027 Middle School Social Worker

Coney Island Prep•Brooklyn, NY

2d•Onsite

About The Position

Coney Island Prep is hiring a Social Worker for the 2026–2027 school year to serve students in middle school grades 6–9. Social Workers provide individual and group counseling to scholars, including at-risk students and those with IEP mandates, and support their emotional and social well-being through trauma-informed practices and a safe, supportive environment. The role includes observing and intervening in classrooms, providing behavioral support to Deans, leading crisis interventions, and working with families and community agencies to help students succeed. Social Workers refer students and families to outside resources as needed and serve as consultants to school personnel. The position receives one hour of weekly clinical supervision with the Director of Social Work. Coney Island Prep is a college preparatory public charter school in Brooklyn, New York. The school serves more than 1,300 scholars across four schools. The organization emphasizes preparing scholars for college and careers, collaboration, humility, anti-racism, diversity, equity, inclusion, and justice. This role is offered at a salary of $80,000–$85,000. Regular full-time employees are eligible for medical, dental, vision, and life insurance, a 403(b) retirement benefit package with match, and Paid Family Leave. Staff receive a MacBook Air and access to technology and other resources needed for the role. The position starts immediately.

Requirements

Bachelor’s degree and Master of Social Work required.
LCSW or LMSW required.
Coursework and/or professional experience in clinical practice with children required.
Passion for education and dedication to Coney Island Prep’s mission, beliefs, values, and commitment to anti-racism.
Belief that all students can achieve at high academic levels and deserve the opportunity to succeed in the college and career of their choice.
Organizational, oral, and written communication skills, including timeliness, accuracy, consistent communication, and the ability to meet deadlines.
A positive, solutions-oriented attitude and drive for excellence.
Demonstrated ability to build positive relationships with families, students, and staff while valuing diversity and inclusivity.
Cultural competencies to work in low-income communities and willingness to examine personal biases across lines of difference.
Culturally responsive, age-appropriate conflict-resolution skills.
Ability to make careful, thoughtful, and complex decisions.
Willingness to learn and collaborate with school leadership and culture teams.

Nice To Haves

School-based experience preferred.
Knowledge of specific, age-appropriate developmental issues facing children receives particular consideration.
Interest in the intersection of clinical and school-based work is essential.

Responsibilities

Provide individual and group counseling to at-risk scholars and scholars with IEP mandates.
Use appropriate assessment tools, interventions, and treatment-planning approaches suited to students’ age, social, psychological, and developmental needs.
Respond to crises on an as-needed basis.
Observe and intervene with scholars in classrooms and provide behavioral support to Deans.
Lead crisis interventions and collaborate with administrators to implement restorative, developmentally informed behavioral practices.
Engage and communicate with families, serving as a conduit between the school and families when social or emotional difficulties impede a child’s learning.
Refer students and their families to appropriate community agencies and outside resources as needed.
Consult with school personnel regarding students or situations not referred for direct service.
Help teachers and administrators understand how developmental issues affect classroom behavior and educational progress.
Understand how intersectionality affects students’ lived experiences at school and at home.
Share responsibility for grade-level and school-wide activities.
Serve as the ACS liaison for the designated campus.
Engage in self-reflection and remain receptive to feedback from clinical supervisors, task supervisors, and school administrators.