School Social Worker

Bear Creek Community Charter School is seeking qualified candidates for the
position of School Social Worker. This is a full-time, eleven-month position for
260 days per year. Candidates must have, at minimum, a Master’s Degree or
higher in social work or social welfare by an accredited college or university
and current licensure from the State Board of Social Workers, Marriage and
Family Therapists and Professional Counselors as a Licensed Social Worker

or a Licensed Clinical Social Worker. Anticipated start date is August 21, 2023.

This position requires a dynamic, creative individual with a willingness to
embrace a culture of continuous improvement for the benefit of students.

The School Social Worker will provide a focused reach to support all students
specifically in areas of social-emotional learning and mental health needs.

He/she will implement interventions to reduce barriers to learning,
enabling students to be physically, mentally, and emotionally present

and ready to learn in the classrooms.

Bear Creek Community Charter School offers full-time employees a
competitive starting salary, comprehensive benefit package,

performance-based annual bonus, free daily meals
and a rewarding work environment.

Please submit a Standard Pennsylvania Teaching Application
with appropriate attachments to:

Human Resources

Bear Creek Community Charter School

30 Charter School Way

Bear Creek Township, PA 18702

Bear Creek Community Charter School is an Equal Opportunity Employer.

School Social Worker Job Profile

Reports To: Director of Student Affairs FLSA: Exempt

Status: Full Time, Eleven Month (260 Days) Created: June 1, 2023

Position Summary

The School Social Worker will provide a focused reach to support all students specifically in areas of
social-emotional learning and mental health needs. He/she will implement interventions to reduce
barriers to learning, enabling students to be physically, mentally, and emotionally present and ready to
learn in the classrooms. The School Social Worker will utilize trauma-sensitive, healing-centered
approaches, and will be ready to support age/culturally responsive school practices.

Essential Functions

The following essential functions apply to this position:

1. Consult with stakeholders to facilitate an understanding of factors and/or barriers that a student

may have within the home, school and community that are affecting the student’s success

within the school setting.

2. Conduct formal and informal assessments of student functioning, developmental history, family

and community structure, interpersonal relationships, adaptive behavior, and cultural factors

that may influence learning. Provide and analyze data from screening tools to appropriately

address student mental health concerns.

3. Work to provide whole-child and family supports to identified students through individual and
group interventions, connection to school and community resources, and multidisciplinary
school-based teams. Mobilize school, family and community resources to enable the student to
learn as effectively as possible.

4. Assist in the planning of therapeutic and behavioral modification activities provided by the
school. Assist teachers and administrators with behavior management, providing direct and
indirect support to staff.

5. Assist students with conflict resolution, anger management, and with developing appropriate
social interaction skills. Assist students with understanding and accepting themselves and
others.

6. Provide crisis and emergency assistance including support to students in need and participation

in threat assessment and related initiatives.

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7. Assist students and their families in gaining access to and utilizing formal and informal

community resources. Promote collaboration among community health, mental health, and

welfare service providers and facilitate greater access to these services for students.

8. Collaborate effectively with the student services team to participate in Academic Support
Program (ASP) meetings, Student Assistance Program (SAP) team meetings, Special Education
meetings, and assist in the development of positive behavioral intervention strategies for
students.

9. Assist in training school personnel to be able to identify the signs and impact of trauma in

students and families. Provide staff with essential information to better understand factors

(cultural, societal, economic, familial, health, etc.) affecting a student’s performance and

behavior. Develop training programs for staff, parents, and the community.



Minimum Qualifications

The minimum qualifications or standards required to perform the essential job functions are:

1. A Master’s Degree or higher in social work or social welfare by an accredited college or
university and current licensure from the State Board of Social Workers, Marriage and Family
Therapists and Professional Counselors as a Licensed Social Worker or a Licensed Clinical Social
Worker.

2. A valid PreK-12 School Social Worker Educational Specialist Certificate issued by the
Pennsylvania Department of Education is preferred.

3. Prior social work experience in a school or community setting.

The successful candidate must:

1. Exhibit a personality that demonstrates interpersonal skills that relate well with students, staff,
administration, parents and the community, including compassion and empathy.

2. Demonstrate a track record of developing and maintaining collaborative relationships with
relevant social service agencies within the community.

3. Demonstrate the ability to communicate effectively in English, both orally and in writing, using
proper grammar and vocabulary.

4. Demonstrate fluency with using computers for word processing, data management and
telecommunications. This includes Microsoft Word, Excel and Outlook and the ability to
effectively utilize a web browser and cloud-based file sharing.

5. Provide proof of U. S. citizenship or legal resident alien status by completing Federal Form I-9 in
compliance with the Immigration Reform and Control Act of 1986.

6. Ability to obtain the appropriate state and federal background checks and clearances acceptable
to the school and required for ongoing employment in a public school setting.

7. Provide evidence that health is adequate to fulfill the job functions and responsibilities, with
reasonable accommodation.

8. Meet such alternatives to the above qualifications as the Chief Executive Officer may find
appropriate and acceptable.

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Core Competencies

The successful candidate for this position must be able to demonstrate the following core competencies:

Core Competency Description/Characteristics

Action Oriented Enjoys working hard; is action oriented and full of energy for the things that

he/she sees as challenging; not fearful of action with a minimum of planning;
seizes opportunities when they arise.

Approachability Is easy to approach and talk to; can be warm, pleasant and gracious; is sensitive
to and patient with others; builds rapport well.

Composure Is cool under pressure; does not become cynical, moody or hostile when times
are tough; is considered mature; can be counted on to hold things together
during rough times; can manage personal stress; is not knocked off balance by
the unexpected.

Customer Focus Is dedicated to meeting the expectations and requirements of internal and
external customers (students, parents, staff and general public); gets first-hand
customer information and uses it for operational improvements; talks and acts
with customers in mind; establishes and maintains effective relationships with
customers and gains their trust and respect.

Dealing with Can effectively cope with change; can shift gears comfortably; can decide and act
Ambiguity without having the total picture; isn’t upset when things are up in the air;

doesn’t have to finish things before moving on; can comfortably handle risk and
uncertainty.

Ethics and Values Adheres to an appropriate (for the setting) and effective set of core values and
beliefs during both good and tough times; acts in line with those values; rewards
the right values and disapproves of others; practices what he/she preaches.

Informing Provides the best information people need to know to do their jobs and to feel
good about being a member of a team; provides direct information to individuals
so they can make accurate decisions; is timely with information.

Integrity & Trust Has an uncomplicated and uncompromising understanding of right from wrong,
both publicly and privately. Demonstrates courage of conviction for what they
believe. Is widely trusted and is respected as a direct, truthful individual. Keeps
confidences; doesn’t blame others for his/her own mistakes.

Interpersonal Skills Listens effectively and communicates ideas and opinions clearly. Is assertive
while showing respect and positive regard for others. Demonstrates an
appreciation for people with different backgrounds and points of view.

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Core Competency Description/Characteristics

Learning on the Fly Learns quickly when facing new problems; a relentless and versatile learner;
open to change; analyzes both successes and failures for clues to improvement;
experiments and will try anything to find solutions; enjoys the challenge of
unfamiliar tasks; quickly grasps the essence and the underlying structure.

Organizing Can marshal resources to get things done; can orchestrate multiple activities at

once to accomplish a goal; uses resources effectively and efficiently; arranges
information and files in a useful manner.

Organizing and Can orchestrate multiple activities at once to accomplish a goal; uses time and
Problem Solving resources effectively and efficiency; arranges information in a useful manner;

solves problems with effective solutions; asks good questions and probes all
fruitful sources for answers; looks beyond the obvious and doesn’t stop at the
first answers.

Organizational Knowledgeable about how organizations function; knows how to get things done
Agility through both formal channels and the informal network; understands the origin

and reasoning behind key policies, practices and procedures.

Perseverance Pursues everything with energy, drive, and the need to finish; seldom gives up
before finishing, especially in the face of resistance or setbacks; can be counted
on to exceed goals.

Priority Setting & Spends his/her time and the time of others on what’s important; quickly zeros in
Time Management on the critical few and puts the trivial many aside; can quickly sense what will

help or hinder accomplishing a goal; uses time effectively and efficiently;
eliminates roadblocks and creates focus; sets priorities.

Results Orientation Stays the course from start to finish; does not confuse effort with results;
separates what is important from what is not. Is action-oriented and full of
energy for things that he/she as challenging; not fearful of action with a
minimum of planning.

Technical Skills and Has the functional and technical knowledge and skills to do the job at a high level
Learning of accomplishment; picks up on technical things quickly; can learn new skills and

knowledge.

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Other

The School Social Worker must be physically able to lift, carry, push or pull up to 50 pounds.

While performing the functions of this job, the employee is occasionally exposed to cold and heat.

While performing the functions of this job, the employee is regularly required to use hands to finger,
handle, or feel, talk or hear; and frequently required to stand, walk, sit, reach with hands and arms; and
is occasionally required to climb or balance, stoop, kneel, or crouch.

Employee must be willing to work additional hours/overtime as requested, perform after-hours planning
and preparation, and participate in after-school activities.

Employees must be able to drive or otherwise successfully transition to and from off-site meetings and
activities.

The position requires the ability to:

• Ability to speak clearly and distinctly when communicating.
• Ability to hear clearly.
• Maintain adequate vision to perform duties safely.
• Read and comprehend detailed instructions, short correspondence and memos.
• Ability to write simple correspondence.
• Ability to effectively present information in one-to-one and small group situations to students, staff

federal law.

Disclaimer

The preceding job profile has been designed to indicate the general nature and level of work performed
by employees within this classification. It is not designed to contain or be interpreted as a
comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this
job.

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JOB DESCRIPTION

JOB DESCRIPTION ACKNOWLEDGMENT

School Social Worker



To perform this job successfully, an individual must be able to satisfactorily fulfill the functional roles
described within the job description provided, which are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities to
perform the essential functions.

This job description should not be construed to imply that these requirements are the exclusive
standards of the position. Incumbents may be required to follow any other instructions, and to perform
any other related duties, that may be required by their supervisor.






ACKNOWLEDGMENT

I, ___________________________, have read and received a copy of this job description and
understand that a copy of this job description will become part of my personnel file.



__________________________________________ __________________
Employee Signature Date

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JOB DESCRIPTION

Flight Plan – School Social Worker

Daily

1. Establishes appropriate work performance standards.
2. Maintains a positive atmosphere for students and staff.
3. Greets students each morning as they arrive for school under the front canopy.
4. Responds to voicemail, e-mail, and corresponds with parents, etc. as needed.
5. Reviews daily attendance, evaluates patterns of absenteeism, and follows up directly with

parents via telephone. Log interactions and follow-up in PowerSchool.
6. Fields discipline referrals for kindergarten through fourth grade when such referrals do not

involve physical contact or repeat offenses, which shall be elevated to the Director of Student
Affairs.

7. Conducts daily small-group sessions during student lunch periods based on relevant topics at
present, including social-emotional learning, skill-building, conflict resolution, anger
management, social interaction skills, self-esteem, impulse control, understanding and
accepting of self and others, and etc.

8. If not conducting small-group sessions during student lunch periods, participates in lunch duty
based on grade levels of present need, using the time to engage with students, promote positive
behavior, and redirect negative behaviors.

9. Participates in “car rider dismissal” to engage with parents and foster relationships.

Weekly

1. Conducts classroom and small group instruction/activities for students based on relevant topics
at present, including social-emotional learning, skill-building, conflict resolution, anger
management, social interaction skills, self-esteem, impulse control, understanding and
accepting of self and others, and etc. Utilize 45 minute social-emotional learning block once
each week for pull-out groups, as well as student lunch periods.

2. Assumes an active role in implementing the School’s social-emotional learning curriculum.
3. Assists students in evaluating their relationships with other students and with teachers and/or

administrators; helps students in predicting the consequences of various courses of action open
to them; reinforces behavior appropriate to the school environment by utilizing guidance
techniques; and refers serious behavioral problems to the administrator of the program.

4. Provides direct and indirect school social work services as specified in students’ Individual
Educational Program.

5. Works collaboratively with staff in designing and implementing social skills, anger management,
stress reduction or other similar instruction as is appropriate to addressing students’ needs.

6. Works with parents and other individuals in a child’s living situation to help support their
adjustments, learning and development.

7. Meets with School Counselor to review attendance and truancy concerns. Work with counselor
to generate three-day truancy notices, six-day truancy notices, coordinate and participate in
Attendance Improvement Conferences as well as truancy filings.

8. Meets with Director of Student Affairs to discuss student behavior and other concerns.
9. Actively participates in weekly staff meetings and collaborative opportunities.

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10. Updates school website to ensure it remains current and relevant with information and
resources for students and parents.

11. Participates in IEP meetings as requested by the Director of Intervention and Support Services.
12. Provides information to students and parents about services available within the community.

Makes referrals to community providers, as appropriate.

Monthly

1. Participates Academic Support Program meetings.
2. Participates in Student Assistance Program meetings, when scheduled.
3. Participates in the monthly meetings of the Parent/Teacher Organization.
4. Coordinates a quarterly club for students based on consultation with school leadership.

Annually

1. Actively participates in the New Student/Parent Orientation Workshops.
2. Assists the kindergarten teachers and paraprofessionals with the successful implementation of

the summer Kindergarten Camp program.
3. Stations under the front canopy each morning during the first week of school to assist with

transitioning new students into the building.
4. Works with parents to facilitate their support in their children's adjustment to school.
5. Completes the prescribed physical restraint training, de-escalation training, and SAP training.
6. In collaboration with the School Counselor, analyses data from the annual Pennsylvania Youth

Survey (PAYS) and make recommendations to school leadership.

Cyclical/Ongoing

1. Conducts appropriate assessments, analyze data, and share data and strategies with teachers
and other school personnel.

2. Participates in Attendance Improvement Conference Meetings and Truancy Hearings, as
needed.

3. Intervenes in crisis situations to deescalate and provide the necessary support, parent contact,
and third-party referral if necessary.

4. Intervenes when child abuse or neglect is suspected or confirmed and serve as the liaison with
Luzerne County Children and Youth Agency.

5. Collaborates with the School Counselor to implement the compliance requirements of the
McKinney-Vento Act, and to ensure the needs of students are met – including homeless
students and foster students.

6. Collaborates with the School Counselor to ensure the needs of students in foster care are met.
7. In collaboration with the Director of Student Affairs and the Director of Curriculum and

Instruction, provides input for staff training and in-services.
8. Supports schoolwide activities.
9. Supports strategic partnerships with community organizations.
10. Provides grief counseling to students as needed.
11. Promotes parental involvement in the school environment.
12. Conduct home visits as required.

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