Evening Academy - Social Worker

Framingham Public Schools•Framingham, MA

17h•Onsite

About The Position

The Social Worker provides direct clinical and systemic support to students facing social and emotional barriers to academic success. By delivering evidence-based interventions and fostering strong school-family-community partnerships, the Social Worker ensures that all students have equal access to high-quality instruction and academic achievement. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools. The FHS Academy - Evening at Thayer Campus is designed to provide students with flexible access to credit-bearing coursework in a hybrid learning environment that meets their academic, personal, and logistical needs. The program blends asynchronous instruction with structured in-person support, offering students a pathway to success outside of the traditional school day.

Requirements

A Master’s Degree from an accredited college or university in Social Work, Counseling, or a related field is required.
Proven track record of delivering high-quality clinical support and managing diverse caseloads.
Ability to design and implement Tier 1, Tier 2, and Tier 3 social-emotional interventions to meet the diverse psychological and behavioral needs of students, including those with IEPs and 504 plans.
Proficiency in collecting and analyzing behavioral data, social-emotional screening results, and attendance patterns to inform clinical interventions and track student progress toward IEP goals.
Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school-wide strategies that promote academic success and social-emotional wellness.
Skill in coordinating complex cases by serving as a liaison between families, school-based teams, and community agencies such as DCF, Psychiatric Emergency Services, and the juvenile court system.
Mastery of restorative justice, conflict transformation, and de-escalation techniques; ability to provide immediate crisis intervention and lead re-entry meetings for students returning from outside placements.
Thorough knowledge of the principles, practices, and ethical standards of school social work/counseling, including the maintenance of clinical confidentiality and accurate record-keeping.
Proficiency in using Google Workspace for Education and specialized data-tracking software to manage caseloads, monitor progress, and facilitate collaborative planning.
Ability to communicate clearly and concisely to diverse stakeholders, effectively translating clinical observations into actionable educational strategies for teachers and parents.
Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families, ensuring language accessibility in all clinical communications.
Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high-stakes emotional situations or behavioral escalations.
Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction.
Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching.
Must navigate tight spaces between desks and move furniture to reorganize learning spaces.
Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.
Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.
Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
Frequent use of hands to finger, handle, or feel.
Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.
Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments.
Ability to sustain a very high level of social interaction.
Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed.
Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.

Nice To Haves

Experience working with students in academic, social/emotional, and career domains within a school district or clinical setting is preferred.
Bilingual proficiency in Spanish and/or Portuguese is encourage.

Responsibilities

Provides individual and group counseling focusing on therapeutic relationships and systemic change to support students' social-emotional well-being.
Serves as an active member of the school's Crisis Team and provides representation to the district-wide Crisis Task Force as needed.
Participates in Special Education TEAM meetings, conducts Social/Developmental Histories, and provides direct clinical support to assigned special education programs.
Serves as the primary school liaison to the Department of Children and Families (DCF), Psychiatric Emergency Services, and juvenile courts.
Acts as the in-building coordinator for McKinney-Vento students and collaborates with the Multilingual Department to support the emotional needs of English Learners.
Convenes and leads re-entry meetings for students returning from treatment facilities or outside placements to ensure a successful transition back to the academic setting.
Provides clinical strategies and resources to assist faculty in managing complex behavioral and emotional issues within the classroom.
Conducts direct outreach and provides advocacy for families, ensuring language accessibility and identifying home-based strengths that promote student functioning.
Maintain comprehensive, secure, and confidential records of student progress and clinical interventions.
Fulfill special education responsibilities, including serving as a member of the evaluation team and conducting home assessments.
Complete all reports related to IEP goals and progress monitoring for students with special needs.
Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.
Other duties as assigned.