Substitute School Social Worker
Salary based on Teacher salary table
Madison Metropolitan School District - Kid's First
Substitutes - Growing Students into Scholars. We believe our substitute staff is an integral part of students growing into scholars and their success. We are actively seeking applicants who are skilled in making connections with learners, creating a welcoming environment, candidates of color and/or English Language Learners.
Essential Functions:
The school social worker is a core member of the school's integrated pupil services team: This team works collaboratively, in partnership with teachers, administrators, families, and community organizations, to design and deliver a comprehensive, coordinated and customized system of student supports. The primary purpose of this team is to create environments that maximize opportunities for learning and ensure that all students develop the knowledge, skills, and dispositions needed to achieve personal success as a college, career, and community ready individual.
As a member of the pupil services team, the substitute school social worker is an advocate for educational equity, promotes the healthy development of the whole-child, and is a leader of systemic change within their school community.
At the core of integrated student services practices lie the following elements:
Data-based decision making for planning, delivery, and evaluation of our programs and services
Communication, consultation, and collaboration with students, families, staff and community partners
Advocacy and leadership to enable each student to be a healthy and successful learner
Adhering to professional standards that are respectful, confidential, individualized, developmentally appropriate, and culturally competent
Staying current with professional learning to maintain and develop competency reflecting evidence-based best practice
Required Knowledge, Skills & Abilities:

• Serve as a resource for social emotional learning
• Foster ongoing positive collaborative relationships with students, families, and the community, in order to meet students' needs and maximize their success in school
• Serve students suspected of and identified with disabilities through appropriate referral, evaluation, programing, and placement within the IEP process
• Coordinate attendance improvement efforts
• Serve as the Point of Contact for Homelessness
• Facilitate effective transition practices and procedures for students, and promote a positive and welcoming school environment
• Coordinate and provide support for child abuse prevention, and suspected child abuse and neglect reporting
• Assess, implement, progress monitor, and evaluate effective evidence-based interventions throughout a multi-tiered system of support (MTSS)
• Contribute to screening and assessment of student behaviors to develop safety plans
• Provide support for crisis prevention and response efforts at the school level
• Ensure informed practice through an understanding of policies and laws related to children/families and education

Minimum Qualifications:
Master's degree or higher in school social work
Desired Qualifications:
Fluency in English and Spanish and/or Hmong
Position Competencies:
High Expectations For Every Student

• Substitute staff should demonstrate through actions and words that every student can achieve high standards.
• Substitute staff should share a commitment to excellence and equity for all students.

Quality Instructional Practice

• Substitute staff should follow provided lessons, and support student growth in mastery of content.
• Substitute staff should provide necessary support (scaffolds, interventions, etc.) to meet a range of learning needs and support an inclusive learning environment.

Cultural Competence

• Substitute staff should understand and articulate the systems and beliefs that may lead to inequitable outcomes for learners of color as well as adapt instruction to meet the needs of each student.
• Substitute staff should make links between content and student experiences, perspectives, and personal goals.

Data Proficiency

• Substitute staff should use data beyond standardized assessments to diagnose student learning needs and differentiate instruction in the classroom. (
• Team Collaboration
• Teachers should collaborate with peers to reflect on student achievement and teacher practice data to continuously plan and improve instruction.

Student & Family Engagement

• Substitute staff should take initiative to build relationships with students.
• Substitute staff should understand unique family characteristics and find ways to engage families as full partners in their children's education.

Resilience & Results Orientation

• Substitute staff should find challenges exciting and persist in the face of challenges.

Self-Awareness & Growth Mindset

• Substitute staff should reflect on strengths and growth areas regularly as well as seek mentors to improve.

Questions: Contact the MMSD Sub Office
SubOffice@madison.k12.wi.us ,
Mariah Burmah: (608) 663-1862
Marquita Carr: (608) 1846
Toya Pedracine-Stewart: (608) 663-8451
TLPedracine@madison.k12.wi.us ,