Social Worker - Beach Park - Beach Park School District #3

    Beach Park School District #3
    Beach Park School District #3 Beach Park

    3 days ago

    Description
    Position Type:
    Student Services/Social Worker
    Date Posted:
    2/2/2026
    Location:
    Kenneth Murphy Elementary School
    District: Beach Park District 3
    Location: Kenneth Murphy Elementary
    Reports To: Director of Student Services, and on a daily basis the Building Principal
    Job Summary
    The School Social Worker provides comprehensive social work services to students, families, and school staff within an elementary/middle school setting. This position requires a Master's degree in Social Work, appropriate licensure/certification from the Illinois State Board of Education (ISBE), and a strong understanding of child development, mental health, and the impact of social and emotional factors on student learning. The School Social Worker will promote the social and emotional well-being of students, address barriers to learning, and collaborate with school staff and community agencies to provide necessary support and resources. In Beach Park District 3, the School Social Worker serves as a critical leader in the implementation of Positive Behavior Interventions and Supports (PBIS) within the district's comprehensive Multi-Tiered System of Supports (MTSS). The School Social Worker acts as the Internal Coach, facilitating the PBIS program within the building to promote a positive school climate and ensure evidence-based social-emotional support for all students.
    Qualifications
    • Education: Master's degree in Social Work (MSW) from a CSWE-accredited program.
    • Certification/Licensure: * Valid Illinois Professional Educator License (PEL) with a School Social Worker endorsement.
      • This requires meeting specific ISBE requirements, including coursework, supervised experience, and passing the required exam(s).
    • Knowledge:
      • Thorough understanding of the PBIS framework and MTSS logic/systems.
      • Thorough understanding of child and adolescent development, mental health, and social-emotional learning.
      • Knowledge of evidence-based social work practices and interventions.
      • Familiarity with data systems used for monitoring behavior (e.g., SWIS or similar).
      • Familiarity with special education law and procedures.
      • Understanding of trauma-informed care and practices.
      • Knowledge of community resources and social services.
    • Skills:
      • Strong leadership and adult-coaching abilities.
      • Excellent clinical and counseling skills.
      • Ability to facilitate teams and lead data-based problem-solving.
      • Strong communication and interpersonal skills.
      • Ability to work effectively with diverse populations.
      • Ability to collaborate effectively with school staff, parents, and community agencies.
      • Strong organizational and time management skills.
    • Experience:
      • Experience working with children and families in a school or community setting.
      • Prior experience with PBIS implementation or coaching is highly preferred.
    Responsibilities
    PBIS Leadership (Internal Coach)
    • System Facilitation: Serve as the building-level Internal Coach for PBIS, leading the PBIS leadership team and ensuring the fidelity of the program across all tiers.
    • Tiered Interventions: Facilitate the development and implementation of Tier 1 (universal), Tier 2 (targeted), and Tier 3 (intensive) behavioral and social-emotional interventions.
    • Coaching & Support: Provide ongoing technical assistance and coaching to classroom teachers and staff on the implementation of PBIS classroom systems and individual behavior support plans.
    • Meeting Facilitation: Coordinate and lead PBIS problem-solving meetings to review student data and match students with appropriate tiered supports (e.g., Check-In/Check-Out, Social Academic Instructional Groups).
    Direct Services to Students
    • Provide individual and group counseling to students addressing social, emotional, and behavioral concerns, aligned with MTSS goal-setting.
    • Conduct social-emotional assessments and Functional Behavioral Assessments (FBAs) to identify student needs and develop appropriate intervention plans or Behavioral Intervention Plans (BIPs).
    • Implement evidence-based programs and interventions to promote positive social skills, conflict resolution, and emotional regulation.
    • Provide crisis intervention and support for students experiencing mental health emergencies.
    • Advocate for students' needs within the school and community.
    Collaboration and Consultation
    • Collaborate with teachers, administrators, and other school staff to address student needs and create a supportive, trauma-informed school environment.
    • Consult with parents/guardians regarding student concerns and provide resources and support to align home and school behavioral expectations.
    • Collaborate with community agencies and service providers to connect students and families with necessary resources, mental health, or social services.
    • Participate as a core member of multidisciplinary teams (e.g., IEP teams, Section 504 teams, student support teams).
    Prevention and Intervention
    • Develop and implement school-wide programs and Tier 1 curricula to promote positive mental health and prevent social-emotional problems.
    • Provide professional development, consultation, and training to school staff on PBIS practices, social-emotional learning (SEL), student mental health, and trauma-informed care.
    • Identify and address systemic barriers to student success through an equity lens.
    Assessment and Data Collection
    • Data-Driven Decision Making: Lead the collection, analysis, and reporting of behavioral data (e.g., office discipline referrals, screening data) to assess the effectiveness of social work interventions, identify trends, and guide school-wide decision-making.
    • Maintain accurate and confidential records of student services and PBIS data.
    • Participate in program evaluation and continuous improvement efforts to ensure systems fidelity.
    Compliance and Advocacy
    • Adhere to the ethical standards of the National Association of Social Workers (NASW) and all relevant state and federal laws and regulations.
    • Advocate for policies and practices that support the social and emotional well-being of all students.
    Other Duties
    • Perform other duties as assigned by the supervisor.
    Salary and Benefits: As established in the Collective Bargaining Agreement
    Application Process:
    Evaluation: Performance will be evaluated annually using the PERA Guidelines

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