FTE: 0.75 – 1.0 FTE
Date Closing: Until filled; We will start reviewing applications on 05/16/2022, but will accept applications until the positions are filled
Position Purpose Statement:
The ideal candidate is both a human-focused visionary as well as an action-oriented and student-centered operator who will lead VirtualEDU’s inclusive wellness initiatives. They have wraparound support expertise and an interest in creating an educational model that fully aligns with Vision 2031 and VirtualEDU community commitments and programming. This person has a strong social work background and can apply this skill set to coordinate, coach and support a K-12 school community to connect students and families with basic needs resources and community partners. The K-12 VirtualEDU Social Worker has demonstrated expertise in engaging a community to help develop social, emotional and educational plans that best meet individual learner needs, strengths, goals and passions aligned with IEPs. The candidate has a high degree of creativity and ‘outside the box’ thinking. The candidate must be committed to the hard work of reimagining and rebuilding a new educational model that productively disrupts the status quo in education towards a more just future. We are seeking team members who are passionate about transforming educational practices and human possibilities with a specific lens towards forging culturally sustaining, community wraparound support outreach partnerships, vigilant equity and love. The ideal candidate takes nimble and responsive action in service to our Hopkins: Vision 2031, System Goals, Equity Audit Findings and K-12 VirtualEDU Community.
Provides professional level casework services; screens, identifies, assesses and refers students, as well as provides support services, crisis services, and social/emotional skill instruction; connects students to appropriate external resources as necessary. Coordinates and conducts home visits. Active membership and coordination of the Student Assistance Team.
This position reports in person.
This position may be combined with a 0.25 Special Services Lead position.
VirtualEDU’s Program Statement
In Hopkins, we are creating a better world by inspiring each student to reach their full potential. Our core values – authentic inclusivity, intentionally adventurous, optimistic innovation, humility of heart, vigilant equity, and love – ensure that students are at the center of their learning experience. We believe that how we center the human experience, engage as a community and utilize resources/technologies in our K-12 virtual learning community matters in service to Hopkins System Goals, the Equity Audit findings and our Vision 2031.
Why choose VirtualEDU?
VirtualEDU welcomes K-12 students and staff who, for a variety of reasons, thrive in a restorative online learning community. Transitioning out of a Covid response model, this community-centered academic- and human-focused online academy offers programming grounded in project-based learning towards social change. VirtualEDU 2.0 will move towards full implementation of innovative programming, leaving all remnants of pandemic distance teaching behind. In Hopkins, we see online learning as an opportunity to realize Vision 2031 in a virtual setting. Our program not only meets all graduation requirements and MN Academic Standards in unique ways, but also is designed to showcase the learning priorities for Hopkins Public Schools, such as personalized learning, concept based inquiry curriculum and restorative practices.
VirtualEDU is designed to leverage online learning pathways to give all scholars – K through 12 – equitable access to high quality education, holistic experiences and rigorous academic outcomes. When we say all scholars, we mean ALL scholars as we take action to eradicate predictable outcomes from our wellness and academic achievement results for those who have been historically, and continue to be, marginalized, segregated, disenfranchised and underserved. VirtualEDU rejects structures and practices that inherently sort, exclude and privilege. The program provides varying degrees of student control over time, place, pace and path while giving access to wraparound supports, athletics, and all other extracurricular events and activities. Beginning in the ‘22-’23 academic year we will take a full multiage, family style approach (K-6; 7-12) to detrack learning opportunities and amplify learning progression growth.
Join our VirtualEDU Team!
As we grow our team, Hopkins Public Schools and VirtualEDU’s vision is to hire and retain a community of staff who are representative of our student demographics. We are committed to developing pathways for individuals with diverse life experiences and cultural/linguistic backgrounds to enter, feel connected and supported in and thrive as integral members of our education team.
The K-12 Social Worker serves as an educational leader and innovative resource connector in the K-12 VirtualEDU community to further operationalize Vision 2031, a vision of innovation designed to reimagine schools from the ground up. They support virtual students, staff and leadership in service to commitments of Hopkins Vision 2031. The VirtualEDU school will be structured as one K-12 community with 2 families – multiage elementary (K-6 learning continuum) and multiage secondary (7-12 learning continuum) using a multiage, project-based learning strategy – not an isolated grade, course or content area.
The K-12 VirtualEDU Social Worker works in close collaboration with all VirtualEDU staff, VirtualEDU school leadership and the Hopkins Innovation, Design, and Learning (IDL) Team to facilitate scholar well-being and academic success in our online K-12 program. The K-12 VirtualEDU Social Worker should have a foundation of technology skills, in particular using Google Suite and Apple iOS. They provide collaborative coordination and support in special education due process,social/emotional evidence based and culturally responsive intervention and skill service, restorative experiences and wraparound support for whole group, small group and one-on-one settings along with caregivers and community partners. They support the creation and facilitation of a blend of synchronous and asynchronous learning experiences to help develop social, emotional and educational plans that best meet individual learner needs, strengths, goals and passions. With an engaging online presence and a holistic approach, the K-12 Social Worker actively partners with staff, students and caregivers to build and sustain authentic relationships and be vigilantly focused on equity. All VirtualEDU staff forge these partnerships through intentional community building outreach strategies with both students and caregivers on a regular basis (including, but not limited to: text, phone call, email, Google Meet, weekly newsletters, bi-weekly check-ins, conferences, in-person meet ups and home visits). The VirtualEDU Social Worker builds and sustains a culture where full authentic selves are welcomed, encouraged and loved.
REQUIRED for internal and external candidates: Cover Letter
Candidates should clearly indicate their:
- Experiences supporting students in elementary and/or secondary settings
- Experiences supporting students and caregivers in a virtual setting
REQUIRED for external candidates: The Hopkins application must be completed and submitted along with a:
- Cover letter (see above)
- 3 letters of recommendation
- Educational transcript(s)
VirtualEDU K-12 Social Worker Commitments and Responsibilities:
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. This class specification lists the major duties and requirements of the job and is not all-inclusive. Incumbent(s) may be expected to perform job-related duties other than those contained in this document and may be required to have specific job-related knowledge and skills.
- Performs special education due process related duties and responsibilities; serves as administrative designee on Individual Education Plan (IEP) team; facilitates meetings, takes notes, and completes due process paperwork.
- Provides direct social/emotional skill service to special education students; evaluates and assess students with suspected disabilities.
- Contacts parents of special education students with information regarding meetings and due process rights; conduct parent interviews; responds to parent questions and concerns.
- Assists special education team members with due process timelines.
- Provides direct social/emotional evidence based and culturally responsive intervention for students; consults with staff regarding support and interventions for students, interpreting behaviors for staff.
- Collaborates with community mental health providers and case managers.
- Connects students and families with basic needs resources; communicates, problem solves, and shares information with community partners.
- Provides individual and group support for students and families around issues of grief and loss, trauma, suicide ideation, etc.; provides classroom lessons on grief and loss; psychoeducation; collaborates with crisis assessors – talks with families about crisis assessment resources, arranges for crisis assessment.
- Prepares Child Protective Services referrals reporting abuse and neglect concerns.
- Implements attendance interventions and support.
- Acts as the coordinator for 504 law accommodations plans.
- Intervenes in student alcohol/drug issues.
- Promotes and supports the overall mission of the District by demonstrating courteous and cooperative behavior when interacting with public and staff; acts in a manner that promotes a harmonious and effective workplace environment.
- Other duties as assigned in service to our Hopkins: Vision 2031, System Goals, Equity Audit Findings and K-12 VirtualEDU Community
Education and Experience:
- Bachelor’s degree in education, or a closely related field.
- School Social Worker experience preferred
- K-12 developmental experience preferred
Required Certificates, Licenses and Registrations:
Continued employment is contingent upon all required licenses and certificates being maintained in active status without suspension or revocation.
- Current K-12 School Social Worker license issued by MN Department of Education.
- Driver’s license – travel required to home visit locations and community meet-ups
Required Knowledge, Skills & Abilities:
- District policies and procedures.
- Principles, practices, and ethical standards of social work.
- Laws, codes and regulations related to assignments.
- Disabilities and accommodations.
- Community resources and programs available to clients with identified needs.
- Legal, ethical & professional rules of conduct for social workers.
- Computer applications related to the work.
- Correct business English, including spelling, grammar and punctuation.
- Working with students from diverse cultural, economic, and ability backgrounds.
- Creating and administering individualized treatment plans.
- Interpreting, and applying state and Federal statutes, codes, rules, and regulations.
- Assessing and prioritizing multiple tasks, projects and demands.
- Operating a personal computer using standard and specialized software.
- Communicating effectively verbally and in writing.
- Contributing effectively to the accomplishment of team or work unit goals, objectives and activities.
- Commitment to the District mission, which is to ensure high quality, innovative, challenging education where all learners are valued and respected.
- Performing assigned responsibilities in a manner consistent with the District’s established Core Values.
- Advancing the District’s mission and values through careful attention to the key issues of Learning, Environment, and Resources.
- Exemplary planning and organizational skills
- Understanding and experience in using student data to guide programming
- Well versed in the research, theory and practices of social work
- Has knowledge and experience in working with people of all ages and backgrounds
- Possesses qualities of a life-long learner
- Experience integrating CLR strategies
- Ability to develop and foster effective working relationships with students, staff, school leadership, caregivers and the community
- Maintain professional composure while productively navigating a variety of personalities and situations
- Show initiative, function as a self-starter, and be solution-focused
- Thorough understanding of culturally relevant and sustaining resources and best practices
- Perform all other duties as assigned by supervisor
Competencies and/or Values Common to All Positions:
- A clear and demonstrated commitment to the District mission, which is to ensure high quality, innovative, and challenging education where all learners are valued and respected
- Perform assigned responsibilities in a manner consistent with the school community and district’s established core values
- Advance the mission and values of the school community and district through careful attention to the key issues of learning, environment, and resources
The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Mobility to work in an office setting, use standard office equipment and stamina to sit for extended periods of time; strength to lift and carry up to 20 pounds; vision to read printed materials and computer screens; and hearing and speech to communicate in person or over the telephone.
Work is performed in an office setting within a school.
Occasional travel required to locations throughout the District