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2017-18 School Social Worker Candidate Pool
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

Below is specific information for you to consider about this position.

Job Title: 2017-18 School Social Worker Candidate Pool and Requisition ID number: 47611

Site: Locations may vary on a routine basis.

Close Date: No established closing date; open until filled

Full/Part Time: Varies

Union: Teachers(04)

Functional Area: Teaching

This position is a candidate pool and not a specific position at a school or department. This position may require an initial screening interview before being placed into the Candidate Pool. There may not be an available position(s) at the time of application but positions can become available at any time. The candidate pool is used to refer qualified applicants to the site/department with the open position. Human Resources will process your application, and once approved, your name will be sent to the Site(s) and or Department(s) with available positions.

Resume and Cover Letter are mandatory to apply for any position.



Apply now to be considered for 2017-2018 positions! Now accepting applications for all content areas.

First, submit your application; if you meet minimum qualifications, you will receive an invitation to participate in a screening interview. Candidates who pass screening will have an opportunity to apply for open positions at specific MPS schools as they become available this spring and summer. To learn more about the hiring process for teaching positions, visit http://bit.ly/TeachMPS or call the Office of Human Capital at 612-668-0500.


We are a diverse and dedicated team, proud to be tasked with educating more than 35,000 Minneapolis kids every year. We believe in the achievement of every student in every classroom. We are building a workforce that is equipped to provide our students with the education and resources they need to succeed by consistently investing in the growth of our employees and doing what it takes to keep and grow our talented staff.


At MPS, we work collaboratively to find innovative ways to connect with every single one of our students — no matter which languages they speak, or which corner of the city or the world they come from. We celebrate the diversity of our students and staff and the unique perspective each person brings to our learning community by supporting the individual needs of each student – and by caring for and supporting one another as we take on new challenges every day.

School Social Worker


Under general supervision, promote and support students’ academic and social success by providing professional level casework services; screens, identifies, assesses and refers potentially disabled students, as well as providing support services, crisis services and social/emotional skill instruction, and assist with connecting to appropriate external resources as necessary; consult with families and staff daily to support students’ success in the education and social environment.

ESSENTIAL FUNCTIONS -- Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

  • Performs special education due process related duties and responsibilities; serves as administrative designee on Individual Education Plan (IEP) team – facilitating meetings, taking notes, IEP planning, complete due process paperwork, etc.
  • 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.
  • Facilitates social skills groups.
  • 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.
  • Collaborates with Homeless and Highly Mobile Students program to advocate and implement the McKinney Vento requirements; provides support to homeless and highly mobile students; trains staff on the McKinney Vento law.
  • Implements attendance interventions and support.
  • Participates in the building leadership School Support Teams/Response To Intervention/data teams; reviews referral data; assist teachers in interventions in Classroom For Success (CFS); provides CFS training.
  • Coordinator for 504 law accommodations plans.
  • Intervenes in student alcohol/drug issues.
  • Gay Straight Alliance support and group facilitation.
  • Must be able to transport students and/or parents
  • Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
  • Maintains absolute confidentiality of work-related issues, records and MPS information.


Education, Training and Experience Guidelines

Master’s degree in Social Work; AND two (2) years of professional social work experience with children, youth, and families plus supervised practicum experiences with children and youth; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:
  • Principles; practices, and ethical standards of social work.
  • Laws, codes and regulations related to assignments.
  • Disabilities and accommodations.
  • Crisis intervention and counseling techniques.
  • Community resources and programs available to clients with identified needs.
  • Multi-tiered evidence based interventions for supporting and improving children and youth social/emotional/mental health functioning, including culturally responsive practice.
  • Typical development milestones and mental health issues of children.
  • Child welfare systems and community resources.
  • MPS discipline policy and procedures.

Skill in:

  • Providing direct social work service to special education students, as outlined in the Individual Education Plan.
  • Contributing effectively to the accomplishment of team or work unit goals, objectives and activities.
  • Providing direct social/emotional/mental health services, individual and group, to students.
  • Family engagement skills; knowledge of family systems theory.
  • Conflict mediation, crisis management.
  • Analyzing, interpreting and applying complex laws, codes, regulations and procedures.
  • Assessing cases appropriately and utilizing the most appropriate community and welfare resources to provide effective client services.
  • Using initiative and independent judgment within established procedural guidelines.
  • Organizing own work, setting priorities and meeting critical deadlines.


  • Valid license as a school social worker by MDE.
  • Licensed by the Board of Social Work at the graduate level or higher (LGSW, LISW, or LICSW).
  • A valid Minnesota State Driver’s License may be required


Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.


  • Bargaining Unit: MFT
  • FLSA Status: Exempt
  • Date: July 29, 2014

If you have any questions regarding the MPS School Social Work applicant pool, please contact Cathy Dalnes at catherine.dalnes@mpls.k12.mn.us or 612-668-5436


Final appointment to this position will be contingent upon passing a criminal background check.


Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date] | [Varies] | [Varies] | Teaching

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.