SUMMARY:

The School Social Worker provides advanced clinical and therapeutic support within Marquette-Alger RESA’s Specialty Education Programs, specifically serving Superior Shores, Teaching Family Homes, and Great Lakes Recovery Center. Additionally, this position provides generalist school social work coverage to one or more local constituent districts, typically allocated at one day per week based on regional needs. This position serves as a core member of the Multidisciplinary Evaluation Team (MET) and Individualized Education Program (IEP) process, completing comprehensive social-emotional assessments and designing behavioral intervention plans for students experiencing significant trauma or complex behavioral health challenges.

The role is responsible for driving systemic, building-wide implementation of Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tiered System of Supports (MTSS) framework. Operating with a high degree of professional autonomy, this position functions as the primary clinical liaison between the school, the home, and the regional community mental health agencies to eliminate barriers to student development and maximize educational outcomes.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Deliver specialized problem-solving services to children and families using individual, group, and community social work methodologies.
• Price direct therapy and crisis intervention within therapeutic-based educational settings, equipping students with coping strategies to mitigate complex issues affecting educational performance.
• Implement targeted, short-term interventions for students and families to foster stability and academic readiness.
• Lead and assist with universal screening, risk assessments, and threat assessment procedures and practices.
• Serve as the primary clinical liaison between the school, the home, and regional/community mental health agencies to ensure a strict continuum of care.
• Coordinate and develop specialized resources both within and outside the school system for use by students, families, and educational personnel.
• Consult and partner with an interdisciplinary team - including school psychologists, counselors, nurses, principals, and classroom teachers - to assess mental health and execute comprehensive remedial plans.
• Provide expert clinical perspective as a core, proactive member of MET and IEP teams.
• Utilize rigorous, data-based decision-making to lead problem-solving models regarding student academic and behavior concerns.
• Design, implement, and oversee individualized programs tailored specifically to students with unique, complex social-emotional and behavioral needs.
• Lead the building-wide implementation of PBIS within an MTSS framework to cultivate a restorative, safe, and productive school climate.
• Foster professional growth by planning, conducting, and participating in workshops and in-service training for school social work staff, school-based mental health staff, interns, paraprofessionals, and parents.
• Collaborate with leadership to plan and implement innovative procedures that address the evolving social and emotional requirements of the student population.
• Maintain meticulous documentation and complete all state and federally mandated reporting (including required billing/Medicaid logs) within strictly defined timelines.
• Advise local districts on legislative updates, state//federal initiatives, and compliance relevant to social work and student mental health.
• Model a commitment to continuous professional learning and the application of best practices in educational improvement.
• Perform other duties as assigned.
  

MINIMUM QUALIFICATIONS:

• Master’s degree from a graduate school of social work program approved by the Michigan Board of Education (MDE).
• Current professional licensure issued by the Michigan Department of Licensing and Regulatory Affairs (LARA).
• Full or temporary approval as a School Social Worker from the Michigan Department of Education, or the documented ability to obtain such credentials immediately.
• Documented experience in developing clinical programs for students with significant social-emotional or behavioral health needs.

PREFERRED QUALIFICATIONS:

• Extensive experience conducting Functional Behavioral Assessments (FBAs) and writing/implementing comprehensive Behavioral Intervention Plans (BIPs).
• Proven expertise in creating and maintaining positive behavior supports (PBIS/MTSS) within a specialized, alternative, or residential educational setting.
• Documented success in delivering high-impact in-service training to professional staff, teachers, and paraprofessionals.
• Demonstrated ability to function effectively as a leader and collaborator within an interdisciplinary team.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Advanced skill in Google Suite (Docs, Sheets, Slides), Microsoft Office, virtual communication platforms (Zoom/Teams) , and electronic IEP/documentation systems.
• Superior oral and written communication skills suitable for clinical reporting, compliance documentation, and public presentations.
• Must maintain current training and certification in Handle with Care and Ukeru (or be able to obtain them immediately upon hire).
• Ability to manage multiple complex projects and clinical cases simultaneously with high organizational efficiency and precise time management.
• Ability to function independently and adapt clinical practice flexibly across diverse school districts, cultures, and alternative programs.

PHYSICAL DEMANDS:

• Frequently required to walk, stand, sit, talk and hear. Must have the physical agility to move rapidly through school hallways, classrooms, and alternative facility environments to respond immediately to student crisis, physical escalations, or behavioral emergencies.
• Physical ability to safely execute approved physical de-escalation, containment, and restraint techniques according to Handle with Care and Ukeru training standards when a student poses an immediate danger to themselves or others.
• Regular use of hands and fingers to operate keyboard, mouse, telephone, and other digital productivity machinery.
• Must occasionally lift and/or move up to 20 pounds (e.g., laptop bags, testing materials, files).
• Specific vision abilities required include close vision, distance vision, and the ability to adjust focus. Clear hearing is required to perceive normal spoken conversation, subtle emotional/auditory cues in student communication, and environmental awareness in active settings.

WORK ENVIRONMENT & SPECIAL CONDITIONS:

• Work is performed across unique and specialized educational settings (including alternative education classrooms, residential treatment partnerships, and intensive clinical environments). The noise level can range from quiet in private consultation offices to loud during transitions, crises, or group activities.
• The role involves frequent, routine exposure to highly stressful situations - including intense student emotional trauma, severe behavioral disruptions, de-escalation or aggressive or self-injurious behaviors, and interactions with highly distressed families or staff.
• Must maintain absolute confidentiality regarding the affairs of Marquette-Alger RESA and local education agencies at all times. Impeccable professional ethics, and sound, independent clinical judgement are mandatory.
• Position requires routine daily/weekly travel to local school districts and program sites within Marquette and Aler counties. Occasional travel throughout the Upper Peninsula or to other regionals of the State may be required. Must possess a valid driver’s license and reliable personal transportation. M

TERMS OF EMPLOYMENT: Full time; Academic School Year Position. Must have regular and reliable job attendance, performance, and the physical ability to do the job

REPORTS TO: Director of Mental Health Services

COMPENSATION & BENEFITS: According to Marquette-Alger RESA MEA Collective Bargaining Agreement

Marquette-Alger RESA does not discriminate on the basis of race, color, national origin, ethnicity, religion, sex, age, height, weight, familial status, marital status, military service, veteran status, genetic information, disability, or any other legally protected basis, and prohibits unlawful discrimination, including harassment and retaliation, in any education program or activity that it operates, including in admission and employment. Marquette-Alger RESA’s Non-discrimination, Anti-Harassment, and Non-Retaliation Policy, as well as the grievance procedure for reporting concerns or complaints, are available at maresa.org/about-us/notice-of-nondiscrimination/.