Position Information

This is a long term substitute position. It is a 1.0 FTE for the coverage dates of November 17th, 2025 through March 27th, 2026. Starting salary is based on education and years of experience and will be prorated for the coverage dates. This position is benefit eligible, please click here to review the full contract and benefits offered.

Nature of Work
Incumbents provide support services to current and prospective students. Responsibilities may include educating staff in trauma informed strategies; responding to student behavioral crises; monitoring student progress toward IEP goals; performing assessments; and developing restorative plans.

Typical Class Responsibilities

Develops and implements behavioral and crisis interventions; administers and analyzes student needs assessments; conducts interviews with students, family, and school staff; conducts observations; creates related plans of action to meet the individual needs of students; collaborates with staff, families, outside agencies, and others in the management and support of interventions.
Plans and conducts individualized sessions with students to develop, teach, and implement social and emotional support tools; discuss prevention, problem solving techniques, academics, peer relations, and issues creating barriers for their academic success; and reviews progress.
Evaluates and makes referrals to outside providers, community resources, social services, and other programs; and collaborates and communicates with school staff, students, families, and outside resources.
Collaborates, facilitates, and attends meetings with administrators, teachers, staff, related service providers, families, TAP services, McKinney Vento liaisons and others to coordinate and provide services; and educates and trains staff on related topics including trauma informed strategies.
Prepares documentation, reports, and/or other correspondence including assessments, evaluation reports, progress reports, and other related paperwork; and ensures compliance with applicable local, state and federal laws, rules, and regulations.
Monitors attendance and truancy issues; communicates truancy issues to guardians; and contacts applicable external agencies and resources as necessary.
Performs other duties of a similar nature or level.

Functional Class Responsibilities

Provides individual and group support to students and their families.
Identifies factors in a child's home, school, and community that affect his/her success in learning. Helps school personnel to better understand how factors such as family, culture, socioeconomic status, and physical and mental health can affect students' performance and behavior.
Serves as a resource to building staff regarding identification and reporting of student abuse/neglect.
Serves as McKinney Vento and Fostering Connections liaison in collaboration with other district staff.
Consults and collaborates with community agencies and mental health professionals.
Provides service coordination for students and families requiring multiple services or resources.
Develops prevention and intervention programs to address violence, teen pregnancy, drug and alcohol abuse, and harassment.
Provides parent education, training, and resources.
Participates in policy development and on committees addressing issues such as discipline, attendance, mandatory reporting, and school climate.

Training and Experience Requirements

Bachelor's Degree in Social Work or related field; one to three years related experience. Licensed through the Minnesota Board of Social Work as a Licensed Social Worker. Licensed or able to obtain a license from the Professional Educator Licensing and Standards Board as a School Social Worker.

Preferred Qualifications

Master's Degree in Social Work or related field; five years related experience. Certified or working towards certification as a LICSW. Experience working in a school setting; multi-age training and experience with high school and at-promise students; cultural competency; background in behavior disorders and mental health; DSM and Diagnostic; understanding of special education due process, familiarity working with county systems to connect resources to individuals; and third party billing.

Knowledge Requirements

Social work principles and techniques
Human behavior in the social environment
High academic standards
Knowledge and understanding of current instructional theory and practice
Crisis intervention strategies and techniques
Problem solving techniques
Community resources
Case management principles and practices
Child development and learning
Applicable local, state, and federal laws, rules, and regulations
Recordkeeping principles
Computers and related software applications

Skill Requirements

Effective collaboration
Conducting interventions and assessments
Providing counseling services
Managing crises
Identifying and resolving problems
Applying local, state, and federal laws, rules, and regulations
Preparing and maintaining records and reports
Operating a computer and applicable software applications
Communication and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction

Physical Requirements

Positions in this class typically require: climbing, balancing, stooping, reaching, standing, walking, fingering, grasping, talking, hearing, and seeing.

Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.

Special Education Profile

Special Education programs and services in Northeast Metro 916 are central to the Intermediate District's mission and fully integrated in its structure and decision-making processes. Programs provide special education and related service support to students from early childhood through age 21 with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, deaf and hard of hearing disabilities, and learning disabilities.

Our highly structured, safe learning environments share these characteristics:
Classrooms of 4-10 students supported by 1-4 trained education assistants.
Behavior management support, on-site mental health professionals, due process and curriculum support staff.
In-house collaborative teams include: audiologists, behavior specialists, deaf/blind specialists and interveners, autism specialists, developmental adaptive physical education teachers, education assistants, health specialists, occupational therapists and assistants, physical/other health disabilities teachers, physical therapists and assistants, school psychologists, school nurses, school social workers, speech/language pathologists, and sign language interpreters.

Commitment to Equity

At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive.

Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.

School Social Worker (Long Term Substitute)