Why choose RCS? Here are three reasons, just to get started...
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Our Students. Once you meet them, you will love them!
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Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
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Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.
District and Salary Information
Job Summary:
Under the direction of the Director of Special Education and Building Principal, the Social Worker provides social work services to, and on behalf of, students ages 3 to 21 so that educational and social/emotional development can be enhanced.
General Qualifications:
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Master’s in Social Work from an accredited university or college
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Knowledge of IL special education rules and regulations
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Willingness and ability to travel throughout county
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Willingness and ability to be trained in techniques for physically restraining students, if necessary
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Type 73 School Service Personnel: School Social Work
Specific Duties include, but not limited to the following:
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Evaluates and assesses student progress against instructional objectives
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Possesses working knowledge of state and federal laws related to Social Work (Section 504)
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Coordinates individual and group meetings for students
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Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success
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Manages behavioral Tier system (1, 2, and 3)
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Assists in district initiatives (Ex. Bullying, Sexual Harassment, etc.)
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Makes home visits and provides resources for families
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Serves as liaison between community organization and the school to meet the needs of students
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Teaches social skills lessons within the regular education classroom
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Provides an orientation (expectations) for new students who enroll after the start of the school year
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Articulates Social Work curriculum between and among grade level
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Maintains appropriate records and follows required procedures and practices
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Communicates and interacts with students, parents, staff and community
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Administers formal and informal diagnostic assessment in the area of social/emotional learning
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Works cooperatively with the administration and staff to schedule meetings
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Possesses knowledge of Social Work research, trends, and best practices
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Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences
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Utilizes technology for communication, assessment, and information management
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Demonstrates organizational and problem-solving skills
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Maintains regular attendance and arrive promptly according to schedule
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Complies with timelines for evaluations, reports, and other assigned tasks
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Identifies needs for professional growth and engages in professional growth activities
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Maintains confidentiality of student information
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Maintains accessibility to teachers, administrators, and parents
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Maintains current in knowledge of special education rules and regulations
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Takes initiative to complete other tasks for the benefit of the organization
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Report questions/concerns to immediate supervisor
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Complies with all applicable local, state, and federal health, safety, education, and related rules and regulations.
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Develops, plans, and implements developmentally appropriate social work activities for children with exceptional needs as specified on IEPs, including individual and group counseling
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Assists the child in understanding and accepting self, developing appropriate social skills, and developing long and short-term goals
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Uses empathy in interpersonal relationships
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Provides crisis intervention as needed
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Attends and participate in problem-solving meetings, IEP team meetings, staff meetings, and other meetings as assigned
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Demonstrates effective leadership in multidisciplinary teams
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Conducts comprehensive social developmental studies to assist in determining eligibility for special education services, including classroom observations, teacher and parent interviews, rating scales, review of records, etc.
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Uses diverse interview techniques
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Identifies and analyzes the effects of cultural, environmental, socioeconomic, psychosocial, medical, and legal factors on a student’s educational achievement.
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Assists with functional behavioral analyses and behavioral consultations
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Presents assessment findings in an understandable manner
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Makes clear, practical recommendations for behavioral interventions
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Develops and implements prevention plans
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Completes applicable paperwork, including IEPs, evaluation reports, progress reports, and other required forms
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Develops measurable IEP goals and objectives aligned with the Illinois Social and Emotional Learning Standards
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Works with parent groups to facilitate their support in their children’s school adjustment
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Links school and community services by initiating referrals and maintaining follow-up services
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Helps the district receive adequate support from social and mental health agencies
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Develops interagency connections to provide comprehensive services
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Conducts inservice training programs
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Provides consultation on issues, such as family functioning, normal child development, alternative programs for drop-outs, delinquents, truants, etc.
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Implements specialized techniques, programs, and behavior management system in accordance with requirements of assigned schools
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The following is the Priority List established for social workers by the Illinois State Board of Education and is supported by the School Social Workers as RCS.
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Emergency – Crisis Intervention
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Mandates (Evaluation and IEP implementation)
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Teaming
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Consultation
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Assessment and referral services
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Program Development
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Liaison Work
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Staff Inservice Training
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Classroom Intervention
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Group Work with Students and Parents
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Individual Counseling with Parents or Students
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Demonstrates ability to work effectively as part of a team.
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Demonstrates ability to respect differing opinions, accept constructive criticism, and handle conflict.
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Demonstrates strong oral and written communication skills.
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Performs duties as assigned.
Mental Demands:
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Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
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Ability to maintain emotional control under stress.
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Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
Working Conditions:
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Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
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Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
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Regular work attendance.
