Summary
The Children's Guild is a nonprofit organization serving children, families, and child-serving organizations. We provide individualized transformational experiences to ensure children, families, and communities thrive through education, behavioral health, management, and consulting services. The Children's Guild operates the Monarch Academy public charter and contract schools, Monarch Preschool College Park, The Children's Guild DC Public Charter School, The Children’s Guild Transformation Academy, the TranZed Academy for Working Students, TranZed Apprenticeships, treatment foster care, and outpatient mental health clinics. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are expanding in regional and national programs.

Our DEI Commitment

Diversity, Equity, Accessibility, and Inclusion are fundamental values at The Children’s Guild. We are committed to building and sustaining an inclusive and equitable working and learning environment for all students, staff, and families at The Children’s Guild. We believe every member of our team strengthens our diversity by showing us a broad range of ways to understand, engage, care for, and educate.

All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.

Are you interested in working with an organization that is transforming the way America cares for and educates its children?

Wake up every morning knowing you have the power and the tools to change lives. We are looking for an enthusiastic School Social Worker to foster and assist in facilitating the intellectual and social development of our Kindergarten through 12th-grade students, as well as their families.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities

• Participating in Crisis Intervention

• Understanding of best practices in childhood and family engagement, social-emotional learning (SEL), therapeutic interventions, and/or willingness to build knowledge and skills in these areas.

• Managing a caseload that may include students in kindergarten through 12th grade, which provides case management with service coordination with families, providing counseling per IEP mandates, and collaborating with classroom staff to assist in determining and meeting the needs of the students.

• Developing and maintaining documentation for each student, including developing/collaborating/writing IEPs, FBAs, and BIPs; completing documentation of services provided for each student; and documenting each student's progress per quarter.

• Developing relationships and working collaboratively with administrators, school staff, parents/families, and community partners to create effective systems of prevention and supports to meet the individualized needs of children.

• Engaging school leaders in conversations about supporting children and families' developmental and learning needs through data-informed, evidence-based practices.

• Conducting classroom observations and providing recommendations and consults to teachers/families as needed to improve behavior management strategies and supports.

• Conducting individual and/or group counseling per IEP mandate.

• Being comfortable and open to having conversations about areas of strength and areas for improvement; being solutions-focused, positive, reflective, and respectfully transparent with teachers, school leaders, colleagues, and supervisors

• Participating in family engagement activities that support families in building the skills and knowledge to effectively help their children's learning in and out of the classroom.

• Providing professional development to peers, school leaders, and school staff

• Efficiency in documenting in electronic health records and school-based electronic platforms.

• Other duties as assigned by the school administration.

Competencies

To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Key Result Area #1: Documentation

• Timely development, collaboration, and writing of IEPs

• Timely development, collaboration, and writing of FBAs and BIPs

• Timely completion of quarterly progress reports for each student within their IEP

• Completing accurate and timely service notes and service trackers

Key Result Area # 2: Service

• Providing individual and/or group counseling services as mandated in each students IEP

• Providing social-emotional support about crisis intervention

• Respond to behavior crises for students to provide clinical supports.

Key Result Area # 3: Communication

• Collaboration with the IEP Team

• Completing service coordination with parents/guardians and completing documentation of communication services in the electronic record and/or electronic school databases

• Providing social-emotional expertise through collaboration with other team members, including the behavioral team

• Maintain open lines of communication with supervisor and keep supervisor updated regarding social-emotional situations.

Key Result Area # 4: Professional Growth

• Participate in school-based professional development and orientation training.

• Complete annual training required by the organization and regulatory bodies.

• Attend external training, webinars, and/or courses to maintain licensure.

• Participate in weekly group and individual supervision sessions with the senior social worker.

Education and/or Experience

A Master's Degree in Social Work is required, and at least one year of experience working in schools or with individuals with disabilities.

Certificates, Licenses, Registrations

• Certified or eligible for certification in Maryland at the LMSW or LCSW-C level

• Hold or be eligible for an MSDE School Social Worker certificate (Can be applied for post-hire)

• Certified or eligible for certification in crisis management.

• Certified or eligible for certification in CPR/First Aide

Physical Demands

The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this Job, the employee is frequently required to stand, walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. The employee must frequently lift and/or move more than 50 pounds. Specific vision abilities required by this job include the ability to adjust focus.

All Children's Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.

EEOC Statement

The Children’s Guild provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristics protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.