School psychologist jobs in Kalamazoo, MI - 37 jobs

Interested candidates can apply directly here: **************************************************************************************************** Concord Community Schools is hiring six School Psychologists for the 2026-2027 SY. DESCRIPTION JOB TITLE: School Psychologist TYPE OF POSITION: Professional REPORTS TO: Director of Special Education and Building Principal(s) Primary Function: Provides expertise in assessment, consultation, intervention, and program development to support the academic, behavioral, and social-emotional success of all students. Concord Community Schools is committed to additional services and intentional focus on support for our students in K-4 and fostering their growth. Persons in this position may perform any of the essential duties defined below. However, this position description does not define all potential duties related to this position, and persons may be asked to perform other duties in support of the Corporation's mission. Essential Duties: * Administer, score, and interpret standardized cognitive, academic, social-emotional, and behavioral assessments. * Conduct functional behavioral assessments (FBAs), contribute, and provide support of implementation of behavioral intervention plans (BIPs). * Provide written reports that inform eligibility decisions and educational planning under IDEA and Indiana Article 7 law. * Serve as a key member of multidisciplinary teams, including Case Conference Committees (CCCs). * Consult with teachers, administrators, and families to design interventions that support all student learning and behavioral needs. * Collaborate with related services providers, school counselors, and outside agencies to coordinate care and relevant services. * Support implementation of evidence-based academic and behavioral interventions within MTSS frameworks. * Deliver social-emotional learning and mental health supports aligned with district initiatives. * Participate in crisis intervention teams to restore school safety and support students/staff during emergencies and assist in re-entry planning for students returning from hospitalizations or disciplinary removals. * Collect, analyze, and interpret academic and behavioral data to guide instruction and intervention. * Support school in using universal screeners, progress monitoring, and outcome data to make system-level decisions. * Contribute to building and district-level initiatives and participate in intervention teams. Qualifications: * Master's or specialist degree in School Psychology from an IDOE or NASP approved program. * Valid and current Indiana certification as a School Psychologist. * CPR/AED certification and completion of required state training. Physical Demands: The physical demands described here are representative of 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. * Ability to move about school buildings and occasionally lift up to 20 pounds. * Sufficient vision, hearing, and speech to conduct assessments and communicate effectively. * Frequent use of hands for typing, writing, and test administration. * Work is primarily in a school setting with moderate noise; some travel between schools may be required. * Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * The noise level in the work environment is usually moderate. * There are no environmental hazards indicated for this position. TERMS: Length of year and salary to be determined by the School Board. EVALUATION: Evaluation of performance on this job will be in accordance with the provisions in the policy handbook. Concord Community Schools is an Equal Opportunity Employer, and it makes reasonable accommodations in accordance with federal and state laws. INSURANCE BENEFITS Per School Board Policy 3419 and School Board Policy 4419, professional staff members are eligible to participate in CCS health insurance and/or dental/vision insurance plans. Professional staff members' insurance coverage begins the first day of employment. Open enrollment for medical insurance occurs annually at the end of the calendar year, and professional staff members may make changes to their insurance elections during open enrollment. As an enhancement of the health insurance plans and the dental/vision plan provided in accordance with the Collective Bargaining Agreement between CCS and Teachers' Association, CCS will provide professional staff members an insurance supplement to offset insurance premium costs. The Professional Staff Annual Insurance Supplement Schedule defines the annual insurance supplement amount by health plan for employees who had this communicated to them as part of their hiring. * Professional Staff hired before January 1, 2024 and who had an annual insurance supplement will be covered at their current insurance supplement. * Professional Staff whose position qualifies for an annual insurance supplement, and who were hired after January 1, 2024 will receive 100% of employee only Plan B rate and dental/vision as a supplement toward insurance if they choose to be on the CCS Insurance Plan. The annual insurance supplement is added to professional staff members' salary which increases the salary amount reported to the Indiana Public Retirement System (INPRS) for retirement purposes. When added to professional staff members' salary, the annual insurance supplement also increases CCS's contribution to professional staff members' future 401(a) benefits. For details related to insurance, benefits, or retirement, professional staff members should consult the providers' documents or certificates of coverage. CELL PHONE BENEFIT Professional staff who had a cell phone benefit prior to January 1, 2024, are grandfathered in as receiving the benefit. Professional staff hired after January 1, 2024 receive this benefit only if communicated during their hire. RETIREMENT BENEFITS Per School Board Policy 3415, professional staff members who are included on the professional salary schedule who present evidence of retirement from active service with the School Board shall be granted severance pay under conditions included in the negotiated agreements with the Concord Teachers Association.

School Psychologist positions require an active School Psychologist license and a graduate degree in School Psychology. Applicants must meet these minimum requirements to be considered. Empower. Support. Transform. Are you passionate about helping students thrive academically, socially, and emotionally? The Stepping Stones Group is looking for a School Psychologist to join our dedicated team in Grand Rapids, MI! This innovative opportunity is part of our School Psychology Services Division - built by School Psychologists, for School Psychologists, and led by School Psychologists - ensuring that every decision, support system, and resource is grounded in what matters most to you and your profession. Qualifications: * A graduate degree in School Psychology * A current School Psychologist license in MI * Experience in schools preferred - but passion for student success is a must! Why You'll Love Working With Us: * Competitive pay, Benefits, and Health and Wellness stipends that let you enjoy life inside and outside of school * Spread Pay Plan: Enjoy a consistent income throughout the year. * Wellness & Professional Growth Stipends - Invest in your success and well-being! * 401(k) Plan: Secure your future with our retirement savings plan. * Cutting-edge AI support - We provide AI tools that streamline report writing, automate data interpretation, and enhance workflow efficiency * Online Resources: Access NASP-approved webinars, therapy ideas, and free CEUs. * Referral Program: Share the opportunity! Refer your friends and help them join our amazing team today! What You'll Do: * Conduct psychoeducational evaluations on-site, including cognitive, academic, social-emotional, and behavioral assessments * Collaborate with IEP teams, school staff, and families to support student success * Complete documentation, report writing, and eligibility meetings from home * Provide consultation and evidence-based recommendations to school teams * Work as part of a clinically led team focused on service quality and student outcomes At The Stepping Stones Group, we don't just offer jobs-we build careers. Join a team that values your expertise and supports your growth while making a difference in students' lives. Apply today and step into a role that truly matters! Know someone who'd be a perfect fit? Refer a friend and earn a BIG referral bonus!

School Psychologist, 1.0 FTE SALARY/BENEFITS: Per Negotiated Labor Agreement FUNCTIONS PERFORMED IN FULFILLING MAJOR JOB RESPONSIBILITIES: Michigan full approval as a School Psychologist with the following requirements: Specialist degree in School Psychology or its equivalent. Completion of a minimum of 45 graduate semester hours in School Psychology or related areas in addition to internship. Completion of a minimum of 600-clock hour supervised internship with school age persons under an approved School Psychologist training institution. Completion of one (1) year of successful experience as a school psychologist with direction from a fully approved School Psychologist. Met competency requirements of R 380.206 of Michigan Compiled Laws. Valid Michigan School Psychologist certificate or a preliminary certificate according to MDE guidelines. Summary: The school psychologist collaborates with district administrators and school-based leadership teams regarding multi-tiered systems of support. This includes participation in problem-solving teams and requires knowledge of data collection and analysis, curriculum-based assessments, and tiered systems of interventions. The school psychologist assists the local district in creating system change and increased student outcomes. The school psychologist is responsible for conducting initial evaluations of students referred as potential candidates for special education services, writing, presenting a report to parents and school personnel regarding eligibility of students. Students already receiving services are also re-evaluated tri-annually. ESSENTIAL DUTIES AND RESPONSIBILITIES: Collaborate in the development of team procedures (e.g. referral, monitoring tiers, developing observation and interview protocols, developing procedures for measuring response to intervention). Plan for and conduct necessary staff training for implementation of interventions (e.g. training in evidence based interventions or evaluating student progress). Training of staff on screening measures and curriculum based measurements. Working with the district administration and data team in collecting data to create local norms for academic achievement and monitor the reliability and validity of those norms over time. Aggregating and plotting data to identify systemic patterns of need (e.g. persistent difficulties among kindergarten and first grade phonics skills) and working with district personnel to identify appropriate, evidence based interventions. Participates in the Child Study process, serving on at least one building team regularly. Designing individual academic and social interventions. Support in identifying and using research-based instructional practices. Assist in developing and evaluation of targeted interventions. Observe students in instructional environments in order to help identify appropriate intervention strategies, identify barriers to intervention, and for the purpose of data collection for eligibility purposes. Demonstrate strong understanding of of behavioral concepts included applied behavior analysis Administer tests that may include intelligence, achievement, and behavioral characteristics Evaluate referred pupils for special education programs or 504 accommodations Assist in data collection and data interpretation to inform intervention development or modifications. Assist with curriculum based measurement for progress monitoring. Assist with data plotting, and evaluation effectiveness of interventions. Analyze data to support the development of Specially Designed Instruction. Serve as a multidisciplinary evaluation team member and conduct comprehensive assessments of students suspected of having a disability (intelligence, achievement, personality, behavior or perceptual motor assessments) Write reports and interpret diagnoses to school personnel, other professionals, parents, and students. Interpret the psychological and other diagnostic data included in outside or other district evaluations to professionals, parents, pupils, and others. Serve as evaluation team representative for both initial and reevaluations. Serve as a member of the Individualized Educational Planning Team to assist in the determination of eligibility, placement, and development of the initial or reevaluation IEP. Demonstrate strong communication skills both written and oral as well as excellent leadership skills. Ability to work as an effective team member with a wide range of school age children. Excellent comprehension of Michigan Special Education Rules and Regulations, Section 504 and IDEA. Work effectively with parents, community agencies and school personnel. Case coordination of Section 504 plans and/or direct service for IEP goals considered based on candidate National certification desirable but not mandatory Other duties as assigned by the Director of Special Education or his/her designee, including supervision of special educational programs. PHYSICAL DEMANDS/WORK ENVIRONMENT: The physical demands described here are representative of 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 walk, sit, use hands to handle or feel; reach with hands and arms, stoop, kneel, or crouch; talk or hear. The employee will occasionally lift and/or move up to 25 pounds. The employee will frequently interact with the public and other staff. The job may require extended work hours and extra days outside of the contractual year. The job may require employee to drive personal vehicle between buildings for work. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee is directly responsible for the safety and well-being of students. The noise level in the work environment is usually quiet to moderate. DEADLINE DATE: Until Filled, Interviews beginning in May 2025. Interested applicants can submit their application online at ******************************* Please include all transcripts, certifications, resumes, and letters of reference. Note to New Employees : Pursuant to PA 131, the selected candidate must receive clearance from the Michigan State Police Department prior to the offer of employment. The candidate is responsible for the background check fee. It is the policy of the Board that no staff member or candidate for a position in this District on the basis of race, color, religion, national origin, creed or ancestry, age, gender, marital status, height, weight, political belief or disability which does not impair an individual's ability to perform adequately in the individual's particular position or activity, shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise be subjected to, discrimination in any program or activity for which the Board is responsible or for which it receives financial assistance from the U.S. Department of Education.

The School Psychologist works to support students through a variety of mental health and developmental issues and aid in qualifying students for additional support services. The School Psychologist is responsible for providing on-site psychological services to students under the jurisdiction of the state and district. Minimum Requirements: + Must maintain current State licensures and/or certifications in state of assignment + Experience in pediatric and adolescent population is preferred + Master's degree in psychology preferred + Current CPR if applicable + TB Questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or state regulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age + Must be licensed to work in the school setting Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

JOB TITLE: School Psychologist Professional REPORTS TO: Director of Special Education and Building Principal(s) Primary Function: Provides expertise in assessment, consultation, intervention, and program development to support the academic, behavioral, and social-emotional success of all students. Concord Community Schools is committed to additional services and intentional focus on support for our students in K-4 and fostering their growth. Persons in this position may perform any of the essential duties defined below. However, this position description does not define all potential duties related to this position, and persons may be asked to perform other duties in support of the Corporation's mission. Essential Duties: Administer, score, and interpret standardized cognitive, academic, social-emotional, and behavioral assessments. Conduct functional behavioral assessments (FBAs), contribute, and provide support of implementation of behavioral intervention plans (BIPs). Provide written reports that inform eligibility decisions and educational planning under IDEA and Indiana Article 7 law. Serve as a key member of multidisciplinary teams, including Case Conference Committees (CCCs). Consult with teachers, administrators, and families to design interventions that support all student learning and behavioral needs. Collaborate with related services providers, school counselors, and outside agencies to coordinate care and relevant services. Support implementation of evidence-based academic and behavioral interventions within MTSS frameworks. Deliver social-emotional learning and mental health supports aligned with district initiatives. Participate in crisis intervention teams to restore school safety and support students/staff during emergencies and assist in re-entry planning for students returning from hospitalizations or disciplinary removals. Collect, analyze, and interpret academic and behavioral data to guide instruction and intervention. Support school in using universal screeners, progress monitoring, and outcome data to make system-level decisions. Contribute to building and district-level initiatives and participate in intervention teams. Qualifications: Master's or specialist degree in School Psychology from an IDOE or NASP approved program. Valid and current Indiana certification as a School Psychologist. CPR/AED certification and completion of required state training. Physical Demands: The physical demands described here are representative of 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. Ability to move about school buildings and occasionally lift up to 20 pounds. Sufficient vision, hearing, and speech to conduct assessments and communicate effectively. Frequent use of hands for typing, writing, and test administration. Work is primarily in a school setting with moderate noise; some travel between schools may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. There are no environmental hazards indicated for this position. TERMS: Length of year and salary to be determined by the School Board. EVALUATION: Evaluation of performance on this job will be in accordance with the provisions in the policy handbook. Concord Community Schools is an Equal Opportunity Employer, and it makes reasonable accommodations in accordance with federal and state laws.

Title: Special Education School Psychologist (1.0 FTE) The School Psychologist's primary role is as a diagnostician on the special education evaluation team. Additionally, this individual works with schools at all levels within district to provide input for interventions, both school-wide as well as student specific. Participation with functional behavior assessments and behavior planning is also included in this role. Qualifications: Able to meet the requirements for School Psychologist as defined by the Michigan Department of Education. Required to have a physical presence at the designated job site each scheduled workday with reliable job attendance. Knowledge of and proficiency with administration of a variety of current criterion referenced and curriculum-based assessments and scales used to evaluate students. Ability to practice in accordance with the National Association of School Psychologist's Principles for Professional Ethics, and Professional Conduct Manual. Desired Characteristics: Ability to work with various personality types and staff members with varying levels of knowledge relating to specific interventions. Ability to prioritize through planning and organizing to ensure strict compliance deadlines while maintaining the ability to be flexible based on individual student and situational needs. Demonstrate independent work habits while maintaining consistent communication with school staff and Supervisors. Student-focused mindset with goals to increase student achievement. Knowledge of positive behavior supports, FBAs and BIPs. Knowledge of Multi-Tier Systems of Support. Duties: Provide School Psychological services to any pupil as outlined in Special Education Rules and Regulations. Collaborate with staff in planning educational intervention, curriculum, behavior management, and teaching strategies. Provide psychological evaluation for pupils referred as candidates for special education programs and provide comprehensive and accurate reports to appropriate educational authority. Complete systematic direct observation of students as required. Administer tests, including intelligence, achievement, adaptive behavior, perceptual-motor, etc. Interpret and analyze psychological data for professionals, parents, students, and other appropriate stakeholders. Provide own transportation between assigned buildings and transport psychological assessment materials to required locations. Collaborate in program planning and evaluation services for student-focused decision-making purposes. Other duties as assigned by Eastern Service Area Director. Salary: Range based on experience Reports to: Eastern Service Area Director APPLICATION: Qualified candidates must complete the online application at: ****************** This notice is posted January 6, 2026 and shall remain posted until filled. Galesburg-Augusta Community Schools is an equal opportunity employer.

The School Psychologist serves as a team member to local districts with data analysis. The professional serves to support school teams at the student, classroom, grade level, building and district through consultation, collaboration and MTSS process. QUALIFICATIONS: Able to meet the requirements for School Psychologist as defined by the Michigan Department of Education. Responsibility of employee to obtain and maintain all training(s), certificate(s), approval(s), etc. and provide documentation to the business office before expiration date of said document(s). Must be able to lift 30 pounds. Required to have a physical presence at the designated job site each scheduled work day. Must have regular and reliable job attendance, performance, and the physical ability to do the job. PERFORMANCE RESPONSIBILITIES: Provide School Psychological services to any student as outlined in Special Education Rules and Regulations. Collaborate with staff in planning educational intervention, MTSS, curriculum, behavioral management, and teaching strategies. Consult, counsel, and collaborate with students, parents, school personnel, and appropriate outside personnel regarding mental health, behavioral and educational concerns utilizing psychological principles. Provide psychological evaluation for students referred as candidates for special education programs, and provide reports to the appropriate educational authority. Perform systematic direct observation of students. Administer tests, which may include intelligence, achievement, adaptive behavior, perceptual-motor, in addition to criterion referenced and curriculum-based assessments. Interpret and analyze psychological data for professionals, parents, students, and appropriate others. Collaborate in program planning and evaluation services for decision-making purposes. Provide strategies for student classroom, building and district success to teachers, service providers, parents and administrators. Practice in accordance with the National Association of School Psychologists (NASP) Principles for Professional Ethics, and Professional Conduct Manual. Provide own transportation between assigned buildings and transport psychological assessment materials to these locations. Demonstrate sufficient computer knowledge and skills necessary for electronic record-keeping. Collaborate with parents, multidisciplinary evaluation team members, school administrators and other community agencies to develop an accurate understanding of a student's disability and the impact of the disability on the student's educational performance. Other duties as assigned by the St. Joseph County ISD Administration. REPORTS TO: Special Education Supervisor PERFORMANCE APPRAISALS: Special Education Supervisor TERMS OF EMPLOYMENT: Salary for this position is based on the IEA Master Agreement. We also offer a one time - three year signing bonus: Year 1 = $2,500 Year 2 = $2,000 Year 3 = $1,500 We offer Medical/Dental/Vision Insurance on the first day of employment, cash in lieu, if you have Medical Insurance coverage ($641.90 paid out monthly), Life Insurance and State Retirement.

Job Description We are all equally human. Join us. Hope Network Neuro Rehab is one of Michigan's leading providers of neuro rehabilitation and brain injury services. Our mission is to help people overcome challenges and achieve their fullest potential through compassionate care, innovation, and interdisciplinary teamwork. ▶️Watch how we create comebacks. What You'll Do Conduct comprehensive psychological, neuropsychological, and behavioral assessments; prepare clear diagnostic reports and recommendations. Design and implement individualized treatment plans and Behavioral Support Plans in compliance with Michigan AFC Licensing rules, APA practice guidelines, and ethical standards. Provide individual and group psychotherapy, clinical education, and training. Serve as an interdisciplinary team leader, building consensus on treatment goals and supporting consistent, evidence-based care. Offer consultation to families, referral sources, funding agencies, and community partners. Contribute to program development, quality improvement, and research initiatives that advance brain injury rehabilitation. Represent Hope Network at conferences, workshops, and professional associations (APA, BIA, WMBIN, GRAMEP), building awareness of our clinical leadership in neuro rehabilitation. Maintain accurate EMR documentation, meet productivity standards, and complete requirements for advancement from Limited License to Full License. What You Bring Education: Doctoral degree (Ph.D. or Psy.D.) in Clinical Psychology, Neuropsychology, Rehabilitation Psychology, Counseling Psychology, or Health Psychology from an accredited program. Licensure: Michigan Doctoral Educational Limited License required at hire, with ability to obtain Full Licensure within 12 months. Experience Formal clinical training in health service psychology consistent with doctoral education requirements. Demonstrated competence in neuropsychological testing, psychotherapy, and consultation. Experience collaborating on an interdisciplinary treatment team; leadership or supervisory experience is a plus. Skills: Strong clinical report writing, EMR documentation, communication, training, and public speaking. Why Join Our Team? Be part of a mission-driven organization improving lives through brain injury rehabilitation. Work with an interdisciplinary clinical team that values collaboration and innovation. Access professional development, continuing education, and leadership opportunities. Competitive compensation and comprehensive benefits (health, dental, retirement, PTO, CE support). Join a team recognized across Michigan for excellence in neuropsychology and rehabilitation psychology. Our Commitment to Inclusion Our strength lies in our diversity-empowering us to meet the unique needs of over 34,000 individuals we serve each year. We are proud to be an Equal Opportunity Employer and value the diverse perspectives that each team member brings to our mission.

Job Description About the Team Michigan Online School (MOS) is a K-12 tuition-free online public school in the state of Michigan. At MOS, we empower students to be their best by enabling them to learn in ways that are right for them - using innovative technology at home, at their proper level, and at their own pace. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods. Our schools employ a diverse staff of passionate professionals who value research-based practices and a desire to grow as professionals. We are committed to increasing student achievement, regardless of historical barriers, while at the same time developing ourselves via professional development, job embedded instructional coaching and embracing a growth mindset. Please note - while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Michigan About the Opportunity Works closely with the school grade level teams and other wrap around supports to support positive student behaviors Conducts Functional Assessments that incorporate multiple data/information sources, including formal/informal observation of behaviors that interfere with learning Develops Behavior Support Plans that are built upon the concepts of positive behavioral supports and utilizes ethical, proactive, person centered approaches in order to impact a change in behavior Develops methods of tracking effectiveness of behavior support plans through the analysis of behavioral data and makes changes to the plan as necessary Provides the necessary training and modeling to enable staff to effectively implement behavior support plans and instructional strategies in order to reduce or eliminate undesirable behaviors and increase expected behaviors Promotes student prosocial skill development through group instruction and individualized supports Provides timely and accurate documentation, in compliance with policies, procedures and regulations Provide direct social work services to students with disabilities Act as a liaison between the school, families, and community resources, and serving as a member of the special education team Conduct social-emotional assessments, counseling, crisis intervention, developing social skills, and advocating for students' needs Collaborate with staff, parents, and outside agencies to support students' academic and social-emotional well-being. Perform other duties as assigned About You Limited License Master's Social Worker with full or temporary School Social Work approval by State of Michigan Michigan residency preferred Prior experience in the development of functional assessments and behavior intervention plans to facilitate successful learning Strong knowledge of community resources which may be used by individuals with emotional needs Demonstrate the capacity to identify barriers to student growth and the ability to analyze complex situations in order to achieve effective outcomes for students Ability to establish and maintain effective working relationships with students, staff, parents, families, other agencies, and the general public Employment experience supporting students in a virtual setting preferred Proficient in writing reports and maintaining records Excellent oral and written communication skills Proficiency in MS Office Suite, especially Excel Ability to communicate under stressful conditions Effective organizational skills with the ability to perform multi-tasks Has strong sense of integrity Has a "team player" attitude Ability to work in a diverse educational community setting Satisfactory completion of state required criminal history check Physical ability to lift up to 25 pounds About Us "We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances." - Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Life benefits - time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits - stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits - keep growing Career advancement opportunities throughout Pansophic Learning and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person's race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-AB1

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the , but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description. GRPS MISSION: Our mission is to ensure that all scholars are educated, self-directed and productive members of society. School Social Worker (General Education) Department: Instruction Bargaining Unit: Grand Rapids Education Association (GREA) Wage: Compensation is determined by a structured salary schedule. The starting salary is based on the candidate's degree level and verified years of licensed or certificated experience. Direct Supervisor: Chief Instructional Area Quadrant Leader (SE) JOB SUMMARY The school social worker provides quality services and expertise on issues ranging from program design, assessment, and intervention with scholars. The social worker provides support in academic, emotional, behavioral and social success for scholars and coordinates and networks with community agencies. ESSENTIAL JOB FUNCTIONS Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following: * Report on scholar progress towards goals and objectives during each reporting period. * Provide/uses data collection system for functional assessment/positive behavior support. * Collect, analyze and graph data. * Participate/provide professional development in the implementation of Multitiered System of Support (MTSS)/PBIS school-wide process. * Comply with timelines, laws, and regulations as it relates to district, state, and federal policies and procedures. * Work cooperatively with staff in the development of goals and objectives. * Provide social work services as indicated for scholars. * Report progress to parents. * Maintain accurate records including timelines of progress and service. * Maintain confidentiality at all times. * Conduct classroom and small group social skills building teams. * Collaborate with teachers to support positive practices within the classroom. * Conduct observations of scholar behaviors and provide feedback using feedback protocols. * Comply with the collective bargaining agreement between the GRPS Board of Education and Grand Rapids Education Association. * Participate in building instructional/intervention strategies. * Use technology tools to support scholar self-management needs. * Conduct parent training sessions related to scholar needs. * Work collaboratively with school initiatives that support intervention strategies for scholar success. * Conference with parents and classroom teachers. * Establish communication systems between social worker and individual buildings, teachers, and parents. * Provide home-based activities, when appropriate. * Work cooperatively with community agencies involved with scholars and families. * Provide professional development for school-based staff on data collection and PBIS structures that impact scholar learning. * Participate in professional development opportunities. * Consistently demonstrate dependable attendance and punctuality. * Support individual School Improvement Plans. QUALIFICATIONS Required Education and Experience: * Master's degree in social work. * Full approval by the Michigan Department of Education as a Licensed School Social Worker. Knowledge, Skills, and Abilities: * Demonstrated use of technology for work related and scholar intervention sessions. * Demonstrated knowledge of Grand Rapids curriculum. * Demonstrated knowledge of PBIS. * Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. * Ability to write reports, business correspondence, and procedure manuals. * Ability to effectively present information and respond to questions from groups of administrators, staff, and the public. * Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. * Ability to apply concepts of basic algebra and geometry. * Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exits. * Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. * Ability to apply knowledge of current research and theory to instructional program. * Ability to plan and implement lessons based on assessment and school objectives and the needs and abilities of scholars to whom assigned. * Ability to establish and maintain effective working relationships with scholars, peers, parents, and community. * Ability to speak clearly and concisely in written and oral communication. ADA REQUIREMENTS The physical demands, work environment factors, and mental functions described below are representative of 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. PHYSICAL DEMANDS While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment), taste and smell. The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus. WORK ENVIRONMENT The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of scholars. MENTAL FUNCTIONS While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate. Non-Discrimination The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status. Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at ************** or ***********************.

School Information: Based in Michigan, PrepNet Virtual Academy opened in 2020 and serves students K-12 online. At PrepNet Virtual, you can connect passion with purpose. To learn more about PrepNet Virtual Academy click here. Why Choose PrepNet Virtual Academy: Work comfortably from home. Access to a best-in-class curriculum with advanced instructional tools and resources. Diverse global staff and student body create a rich learning environment. Ensures a safe learning environment. Personalized development and coaching opportunities. Convenient meetings during school hours minimize after-hours commitments. Systems in place to support student well-being and family engagement. Colleagues you enjoy working with to serve students. Duties and Responsibilities: Provide group and individual counseling sessions and classroom support to special education students as mandated per student IEPs, as well as progress monitor IEP goals associated with mandated services and participate in student IEP meetings. Provide group and individual counseling sessions to general education students, as well as monitor the students' responses to the interventions identified. Develop and monitor student responses to behavior intervention plans, including providing support and consultation to general and special education teachers. Complete psychosocial assessments to assist in the determination of special education services. Conduct functional behavior assessments and communicate the results to all team members in parent-friendly language Complete risk assessments on students referred for school social work services. Establish relationships with both students and parents and participate in all aspects of school planning. Assist in identifying needed community resources for students and make appropriate referrals to resources to facilitate educational and behavioral interventions recommended for student success Provide staff consultation on behavioral-emotional-environmental issues affecting student participation in the learning process and collaborate with school staff and other school system personnel in implementing strategies to promote student learning. Provide crisis intervention services. Maintain state-required clinical records and submit appropriate documents for statistical reports with adherence to program standards in school social work. Qualifications: Hold a master's degree in social work; exceptions apply in North Carolina and Ohio Hold a valid social work license issued in the state you are applying for. Candidates for positions in Michigan must have state approval as a school social worker. Knowledge of special education processes and procedures is preferred. Candidates with experience working with at-risk students is preferred if applicable to the school. National Heritage Academies is an equal-opportunity employer. NHA is only registered for state employment purposes in the following states: Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maine, Michigan, Minnesota, Nebraska, New York, North Carolina, Ohio, South Dakota, Texas, and Wisconsin.

Birch Agency is hiring a School Social Worker to work with a 7th 8th grade caseload near Byron Center, MI. This is a great opportunity to support middle school students and collaborate with a dedicated school team. Caseload: 7th 8th grade students Located near Byron Center, Michigan Starting pay: $50/hr (based on experience) In-person, school-based setting Qualifications: Valid Michigan School Social Worker license or approval required Experience working with middle school students preferred Strong communication and collaboration skills If you're passionate about supporting students' social and emotional development, we d love to connect with you! Apply Today: *********************** #promoted

School Social Worker - In‑Person, Full Time Come work with a local, therapist-founded company that truly understands the school-based experience. Ampersand Therapy is hiring a School Social Worker near Cassopolis, MI. If you're looking for a mission-driven team that values your expertise and supports your professional growth, we'd love to connect. Position Details Start Date: ASAP Schedule: Full-time Location: In-person Setting: K-12 Your Key Responsibilities Provide counseling services and social-emotional support Attend and participate in student centered meetings Complete documentation and progress reports Collaborate with school-based special education teams Maintain accurate and timely documentation Engage with families and community-based supports when appropriate Participate in staff meetings and contribute to a collaborative school culture What We're Looking For Michigan Education License -School Social Worker 1 year of experience in schools Passion for inclusive, student-centered support and school collaboration Benefits & Perks (for 0.8 FTE and higher) Paid sick leave Healthcare benefits: medical, dental, vision 401(k) with employer match Reimbursement for licensure, CEUs, and professional development Mileage reimbursement at IRS rate W2 employment General and professional liability insurance Referral bonuses No non-compete clauses Paid time off for volunteer work and donation matching Why Join Ampersand Therapy? At Ampersand Therapy, we know school-based work inside and out because we've done it ourselves. Founded by women who began their careers in school districts, we created a company that prioritizes real support, authentic connection, and a team culture that puts people first. We're not a big, impersonal agency. We're a small, therapist-run team, and we're proud to now be local to Michigan. Whether you're early in your career or a seasoned professional, you'll feel valued here. Our Core Values Equity & Inclusion We build inclusive environments and support anti-racism efforts through partnerships with organizations like The Conscious Kid . Community Engagement We volunteer, donate, and stay active in causes like Special Olympics , Project Canine , and The Moth . We also support the causes that matter to you. Environmental Responsibility We commit to sustainability-minimizing paper use, implementing low-waste tools, and maintaining a carbon-negative impact as a company. An Inclusive Workplace Ampersand Therapy is an equal opportunity employer. We celebrate diversity in all its forms and are committed to creating a workplace where everyone belongs. We encourage all qualified individuals to apply. Apply Today! If you're a passionate School Social Worker looking to make an impact in a supportive, student-focused organization-we'd love to meet you. Apply now at: **************************************

School Social Worker (.40 FTE), Temporary through December 19, 2025 Reports To: Director of Special Programs Certification: School Social Worker Certificate or Permit required Assist students with academic learning by providing strategic services that identify and address the social-emotional-environmental issues that interfere with the educational process. Works with parents/guardians, teachers, school principals, and community-based resources to implement strategies that promote learning. Essential Functions and Responsibilities Identifies and assesses academic impact resulting from emotional difficulties through systemic analysis of factors in the home, school, and community Completes psychosocial assessments to assist in the determination of special education services and therapeutic intervention Provides crisis intervention strategies and social work case management for eligible students Conducts staff development sessions on behavioral-emotional-environmental issues affecting student participation in the learning process Serves as a liaison between families and the school to positively promote collaborative processes in educational planning for students by encouraging parent/guardian participation in the school setting Participate in planning and implementing prevention programs to address the social and affective needs of students Provides direct services through a variety of research-based, best practice methods (e.g. individual and/or small group instruction) per Individualized Educational Programs (IEPs) Establishes and monitors the necessary caseloads, procedures, and resources to manage assigned Social Worker services to students/staff and work cooperatively to accomplish the goals of the school Maintains required clinical records and submits appropriate documents for reporting Serves on both school-based and system-wide committees to address education issues, adjustment problems, safety issues, and program development for students. Serves as a member of diagnostic and evaluation teams, IEP teams, Child Study teams, etc. Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals Provides comprehensive diagnostic evaluations of children suspected of having an emotional impairment, autism spectrum disorder, and/or other disabilities, and collaborates with the IEP team in the determination of eligibility for special education programs and services Conducts functional behavior assessments and assists in the development of behavior intervention plans Other related duties as assigned Employment Qualifications EDUCATION: This position requires possession of a master's degree from a graduate school social work program approved by the Michigan Department of Education (MDE). This includes a minimum 500-clock hour-supervised social work practicum. EXPERIENCE: A minimum of one to three years of experience working as an SSW is desired, but not required. Preference will be given to those candidates with prior experience and full approval. SUPERVISORY RESPONSIBILITIES: No supervisory responsibilities. CERTIFICATES, LICENSES, OR REGISTRATIONS: This position requires temporary approval, continuing temporary approval, or full approval by MDE, Office of Special Education. Other Knowledge, Skills, and Abilities To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Required: Highly flexible with good attendance Ability to communicate effectively orally and in writing Attend workshops and other professional growth activities Ability to work as part of a team Ability to utilize technology to accomplish assigned tasks Must maintain confidentiality Remain free of any alcohol or non-prescribed controlled substance abuse in the workplace throughout his/her employment in the District Preferred: Experience working in a school district Participation in local, state, and national associations which foster the development and improvement of school counseling whenever possible. Physical Demands While performing the duties of this job, the employee is regularly required to sit, use hands to finger, handle, or feel; talk and hear. The employee is occasionally required to stand; walk; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 15 pounds. Specific vision abilities required by this job include close vision, and the ability to adjust focus, especially due to concentration on a computer screen and small numbers. Work Environment The physical demands described here are representative of 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 essential functions. The noise level in the work environment is usually moderate. Non-Discrimination Caledonia Community Schools does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Job Title: School Psychologist Reports to: Director of Special Education 185 Days Employment & FLSA Status: Exempt Provides psych-educational services to enable students to attain maximum success by performing the following duties: Essential Functions: To perform this job successfully, an individual must be able to perform each essential function satisfactorily. * Leads multi-disciplinary team in conducting diagnostic evaluations to identify students' needs and strengths by conducting systematic observations, studying school records, consulting with parents and school personnel, and administering and interpreting diagnostic results. * Serves as a resource to teachers and other school personnel regarding academic and behavior intervention. * Consults the parents to plan, advocate, and make recommendations concerning their child's positive learning experience. * Responsible for being compliant with Article 7. * Provide ongoing professional development for educational staff if required. * Utilize technology as part of data-based decision-making practices. * Utilize a variety of assessments and data collection methods. * Performs other duties as assigned or as aligned to interests, strengths and school needs. * Utilizes problem-solving, data-based decision-making, and assessment skills to support effective service for positive student outcomes across cognitive, academic, social, behavioral and mental health domains. * Conducts special education evaluations to inform eligibility, service and programming decisions. Qualifications: * Appropriate certifications by the Indiana Department of Education * Ability to prepare written correspondence. * Ability to communicate effectively with groups of students, parents and school staff. * Skills in human relations * Ability to plan and organize, has good work habits, and is self-directed. * Ability to solve practical problems and deal with a variety or variables in situations requiring decision making. * Ability to coordinate the collaboration process with members of a multi-disciplinary team. * Other qualifications that the Governing Council may require. Professional Conduct: * Demonstrates Professionalism per the expectations adopted by the school corporation.

The School Psychologist works to support students through a variety of mental health and developmental issues and aid in qualifying students for additional support services. The School Psychologist is responsible for providing on-site psychological services to students under the jurisdiction of the state and district. Minimum Requirements: + Must maintain current State licensures and/or certifications in state of assignment + Experience in pediatric and adolescent population is preferred + Master's degree in psychology preferred + Current CPR if applicable + TB Questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or state regulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age + Candidates must be licensed in the school setting Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

INTERNAL/EXTERNAL POSTING December 17, 2025 SCHOOL SOCIAL WORKER (Temporary March 23rd-June 5th) QUALIFICATIONS: Master's Degree in school social work with a clinical license RESPONSIBILITIES INCLUDE: Provide SSW services to students whose IEP specifically identifies goals and contact time per month and also to those whose IEP identifies social work services as supplemental at the request of teachers, student or parent Provide services to identified children, their families and school staff through individual, group, referral sources (ISK) and other social work methods Coordinate and serve as a member of diagnostic teams and IEP committees, provide information related to planning for students on the SSW caseload Participate in IEP committees and conduct comprehensive diagnostic evaluation of children suspected of being emotionally impaired or autistic spectrum disorder or for re-evaluations. Collaborate with the IEP committee in determining eligibility for other students Maintain records to support the data reported quarterly by progress reports and monthly Medicaid billing for eligible students Identify and report problems and situations interfering with the ability to make successful use of the educational experience. Assist in the development and implementation of plans to remediate problematic situations Serve as a member of the pre-referral team Observe students upon request for behavioral related issues Collaborate with staff in addressing behavior issues by chairing and developing Functional Behavioral Assessments, Behavior Intervention Plans, and Manifest Determinations Chair all manifest determinations for 504 students and special education students Complete and submit quarterly progress reports Provide professional development to staff members related to student needs Communicate effectively with parents, staff, and students SALARY: Position will be paid hourly based on experience APPLICATION: Qualified candidates must complete the online application at: ****************** This notice is posted December 17, 2025 and shall remain posted until filled. Galesburg-Augusta Community Schools is an equal opportunity employer.

The School Social Worker is an active participant in the diagnostic team and serves as a vital link between family, school and community in accordance with the policies defined by the Michigan Administrative Rules for Special Education. QUALIFICATIONS: Master's Degree in Social Work with Social Work License. Able to meet the requirements for School Social Work as defined by the Michigan Department of Education. School Social Worker Approval can be obtained when hired. Responsibility of employee to obtain and maintain all training(s), certificate(s), approval(s), etc. nad provide documentation to the business office before expiration date of said document(s). Must be able to lift 30 pounds. Required to have a physical presence at the designated job site each scheduled work day. Must have regular and reliable job attendance, performance, and the physical ability to do the job. **OR if 1. is not currently applicable (Social Worker Specialist) Qualifications: Michigan Licensing and Regulatory Affairs (LARA) licensed bachelor-level social worker, be enrolled in a Master of Social Work, with a school social work approval program at an accredited university, work under the direct supervision of the local district administrator of special education programs. Must be supervised by a Michigan LARA licensed master-level social worker with full approval as a school social worker and make progress toward the social work Master's degree each year by successfully fulfilling the university obligations to remain in the program. Must complete the Master's program in 3 years and receive temporary approval as a school social worker. PERFORMANCE RESPONSIBILITIES: Responsibilities within School Systems: Identify and coordinate accommodations and modifications of school environment for student's access to general education curriculum and instruction. Provide support to facilitate successful transitions in areas that affect students' learning opportunities. Provide crisis prevention, planning, and intervention services, including assessments of the impact of trauma on development, learning, and school performance. Develop functional behavior assessments and behavior intervention plans to facilitate successful learning and socialization opportunities. Provide services and disseminate information to encourage school-wide positive behavior supports. 2. Roles of the SSW within Multi-Tiered Systems of Support (MTSS): Implement school social work services within a multi-tiered intervention model for programs and services. Provide instruction, modeling, to students, parents, and school staff in the implementation of effective behavior intervention strategies and techniques, including coaching in the development of Functional Behavior Assessments. Provide ongoing guidance and training services to parents and school staff on topics pertinent to the development, mental health, and learning needs of students. Conduct needs assessments and advocate for policies, programs, and services to meet educational and mental health needs of all students, and to support safe school climates conducive to learning. Identify issues that may interfere with student development, learning, and school success. Identify and work to prevent bias, prejudice, discrimination, and oppression that interfere with individual rights in the educational process. 3. Special Education Evaluation of Students: Provide comprehensive written reports of assessments and evaluations of students that specifically address the reasons for referral. Utilize multiple methods of collecting data, and provide appropriate measurable goals for intervention and anticipated outcomes from service. Provide and interpret assessments and evaluations to determine eligibility for special education, and identify needs for programs and services. Utilize home and community settings, as appropriate, to collect assessment information, collaborate with parents, and provide interventions. Collaborate with parents, multidisciplinary evaluation team members, school administrators, and other community agencies to develop an accurate understanding of a student's disability, the impact of the disability on students' educational performance, and provide information regarding whether behaviors and school performance are attributable to manifestations of the disability. Ensure that prevention, assessment, evaluation, and intervention services are sensitive to the diverse needs of the student's multi-cultural differences. Perform systematic direct observation of students. 4. Direct Student Services: Provide direct service to students with disabilities consistent with the IEP. Provide individual and group counseling to students and their families in need of assistance utilizing an ecological framework addressing variations in development and learning, as well as reciprocal influences of home, school, and community. Provide consultation, collaboration, and advisement services to students, their family members and school staff regarding students' social, emotional, and behavioral status impacting learning, development, mental health, and school success. Encourage developmentally appropriate student self-determination and self-advocacy. Provide liaison, coordination, and case management services with schools, families, community agencies, and other resources to influence positive school outcomes for students. 5. Other/Miscellaneous: Maintain proper records and reports regarding evaluations and contact with students and others. Keep student attendance/Medicaid records. Complete other duties as assigned by the SJCISD Administration. REPORTS TO: Special Education Supervisor PERFORMANCE APPRAISALS: Special Education Supervisor TERMS OF EMPLOYMENT: Salary for this position is based on the IEA Master Agreement We also offer a one time - three year signing bonus: Year 1 = $2,500 Year 2 = $2,000 Year 3 = $1,500 We offer Medical/Dental/Vision Insurance on the first day of employment, cash in lieu, if you have Medical Insurance coverage ($641.90 paid out monthly), Life Insurance and State Retirement.

Position: School Social Worker (Full-Time Position) Reports To: Director of Special Programs Certification: School Social Worker Certificate or Permit required Assist students with academic learning by providing strategic services that identify and address the social-emotional-environmental issues that interfere with the educational process. Works with parents/guardians, teachers, school principals, and community-based resources to implement strategies that promote learning. Essential Functions and Responsibilities Identifies and assesses academic impact resulting from emotional difficulties through systemic analysis of factors in the home, school, and community Completes psychosocial assessments to assist in the determination of special education services and therapeutic intervention Provides crisis intervention strategies and social work case management for eligible students Conducts staff development sessions on behavioral-emotional-environmental issues affecting student participation in the learning process Serves as a liaison between families and the school to positively promote collaborative processes in educational planning for students by encouraging parent/guardian participation in the school setting Participate in planning and implementing prevention programs to address the social and affective needs of students Provides direct services through a variety of research-based, best practice methods (e.g. individual and/or small group instruction) per Individualized Educational Programs (IEPs) Establishes and monitors the necessary caseloads, procedures, and resources to manage assigned Social Worker services to students/staff and work cooperatively to accomplish the goals of the school Maintains required clinical records and submits appropriate documents for reporting Serves on both school-based and system-wide committees to address education issues, adjustment problems, safety issues, and program development for students. Serves as a member of diagnostic and evaluation teams, IEP teams, Child Study teams, etc. Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals Provides comprehensive diagnostic evaluations of children suspected of having an emotional impairment, autism spectrum disorder, and/or other disabilities, and collaborates with the IEP team in the determination of eligibility for special education programs and services Conducts functional behavior assessments and assists in the development of behavior intervention plans Other related duties as assigned Employment Qualifications EDUCATION: This position requires possession of a master's degree from a graduate school social work program approved by the Michigan Department of Education (MDE). This includes a minimum 500-clock hour-supervised social work practicum. EXPERIENCE: A minimum of one to three years of experience working as an SSW is desired, but not required. Preference will be given to those candidates with prior experience and full approval. SUPERVISORY RESPONSIBILITIES: No supervisory responsibilities. CERTIFICATES, LICENSES, OR REGISTRATIONS: This position requires temporary approval, continuing temporary approval, or full approval by MDE, Office of Special Education. Other Knowledge, Skills, and Abilities To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Required: Highly flexible with good attendance Ability to communicate effectively orally and in writing Attend workshops and other professional growth activities Ability to work as part of a team Ability to utilize technology to accomplish assigned tasks Must maintain confidentiality Remain free of any alcohol or non-prescribed controlled substance abuse in the workplace throughout his/her employment in the District Preferred: Experience working in a school district Participation in local, state, and national associations which foster the development and improvement of school counseling whenever possible. Physical Demands While performing the duties of this job, the employee is regularly required to sit, use hands to finger, handle, or feel; talk and hear. The employee is occasionally required to stand; walk; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 15 pounds. Specific vision abilities required by this job include close vision, and the ability to adjust focus, especially due to concentration on a computer screen and small numbers. Work Environment The physical demands described here are representative of 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 essential functions. The noise level in the work environment is usually moderate. Non-Discrimination Caledonia Community Schools does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.