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SCHOOL SOCIAL WORKER - Detroit Prep

  • Date Posted
    • 6.19.18
  • Organization
    • Partner Schools
  • Region
    • West
  • Role
    • Teacher
  • Commitment
    • Full-Time
  • Location
    • Detroit

POSITION OVERVIEW: SCHOOL SOCIAL WORKER

The School Social Worker at Detroit Achievement Academy & Detroit Prep is responsible for the social and emotional education of each student assigned to his or her caseload, and is responsible for working with students, parents, other teachers and staff, and the Principal & Head of School toward achieving the mission and goals of Detroit Achievement Academy to maximize the time that students are learning and growing. The School Social Worker is responsible for ensuring all students with social and emotional needs receive a high quality education aligned with his/her personal goals both inside the general education classroom and through individualized instruction. The School Social Worker reports to the Principal & Head of School

WHAT IT MEANS TO WORK AT DETROIT ACHIEVEMENT ACADEMY & DETROIT PREP:
● Being part of a creative and innovative mission-driven small school culture
● Serving as a leader of one of Detroit's most successful schools
● Working in a culture that sets students first and removes obstacles to improvement
● Working alongside a dynamic team of teachers driven by the improvement of their craft
● Being an active participant in our school culture and environment
● Having a deep commitment to social justice and equity for all children
● Engaging in significant curriculum development work
● Working hard to provide results for our students
● Welcoming visitors who are interested in our school
● Being challenged to examine your work in order to increase student achievement
● Engaging in a deep and meaningful way with the parents/guardians of all students at Detroit
Achievement Academy
● Having extraordinarily high expectations for all students, staff, and faculty at Detroit Achievement
Academy
● Being supported by your peers, Principal, Head of School, Executive Director, and Board

PRIMARY RESPONSIBILITIES
Curriculum/Programs
● Commit to a vision of child-centered, inquiry-based education that develops children in three areas of
student achievement: mastery of knowledge and skills, development of positive habits of character, and
the ability to produce high-quality work
● Have a strong understanding of the factors involved in overrepresentation of certain populations in
Special Education and Social Work, and actively work to ensure fair, unbiased, and data-based referral,
assessment, and identification practices
● Collaborate with Principal, Head of School, and behavior and academic interventionists to ensure that
RTI systems and Special Education systems are in service of all students
● Develop a school social work plan based on a school and community data analysis that highlights the
social, emotional, behavioral, and mental health needs of the students within the jurisdiction of the
school social worker
● Develop and deliver specialized instruction inside and outside the classroom during academic periods
designed to help students meet grade-level standards and achieve personal learning goals
● Coordinate service times with all contractual Special Education employees, such as Speech and
Occupational Therapists, and behavior and academic interventionists
● Coordinate IEP assessments with all contractual Special Education employees, such as Psychologists
● Develop IEPs for special education students that are in compliance with policies
● Ensure the records for each identified student are up to date and well-organized, and contain
necessary progress notes and assessments
● Create a clear, up-to-date IEP and 504 at-a-glance sheet for each student on caseload (in collaboration with the Special Education Teacher when appropriate) to provide for lead teachers and support work toward IEP goals and implementation of accommodations and modifications in the general education setting
● Meet and plan at least bi-weekly with teachers who have students with IEPs and 504 plans for behavior in their crews to ensure consistency of program and curriculum implementation with accommodations and modifications
● Be open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program. 

Instruction
● Support the implementation of the Expeditionary Learning and Responsive Classroom models. Staff
members at Detroit Achievement Academy & Detroit Prep are expected to commit to learning these
models.
● Ensure that instruction is effective and meets the needs of diverse learners; ensure lead teachers
employ these techniques in the classroom through supportive and regular communication and modeling
● Create and maintain a physically and emotionally safe environment for students. Communicate
respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective
communication with students
● Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise
● Structure an environment that is developmentally appropriate, student-centered, print-rich and well organized
● Instructional duties may include: working with small groups of students, working individually with
students, assessing student learning, and assisting with the planning and preparation of classroom
lessons and activities.
● Support our inclusion program by meeting the individual needs of students as specified in student IEPs and in plans developed and discussed.
● Assume lead teacher responsibilities when a Lead Teacher is absent.

Assessment and Accountability
● Modify assessments and support lead teachers in modifying classroom behavioral support for students
with special needs
● Assess student progress against IEP or goals and use data to plan for instruction at regular intervals
● Support students with completing portfolios and meeting passage requirements
● Collaborate with staff and students to implement consistent structures and develop traditions
● Collaborate with teachers to develop quality formative assessments and progress monitoring practices
● Support teachers in the analysis of student achievement data and adapting instruction accordingly;
ensures disaggregated data is analyzed to support DAA's vision of equitable education for all students

Social Curriculum/School Culture
● Embody Detroit Achievement Academy’s norms, a commitment to holistically serving every child, and the highest standard of professionalism at all times as a leader and ambassador of the school
● Collaborate with the Leadership Teams in designing, refining, and consistently implementing school
systems, discipline procedures, and communication pathways
● Support teachers in implementing clear classroom expectations and routines
● Ensure consistent implementation of classroom management practices across all grade levels and
classrooms
● Collaborate with grade level teams in developing long term and daily crew plans
● Collaborate with Executive Director and the Leadership Team in supporting schoolwide community
meetings
● Collaborate with teachers and school leadership on family conferences and Celebrations of Learning
● Partner with teachers in the creation of documentation panels
● Support routines and rituals in professional development meetings that build relational trust
● Support the use of Responsive Classroom school-wide
● Execute vision for schoolwide behavior and support all staff members toward that vision
● Meet regularly with DAA’s social worker with the focus of supporting all students
● Foster student leadership, service and stewardship
● Seek to resolve conflicts with colleagues as soon as they arise using the DAA staff norms. Seek
support from the Principal when needed. 

Professional Development
● Participate in weekly Professional Development and contribute to sessions by sharing ideas and
student work, offering feedback, and possibly facilitating some sessions or discussions when requested
● Participate in a two- or three-week summer professional development before students begin in the fall.

Parent Involvement
● Assist lead teachers in preparing students with IEPs and 504 plans for student led conferences with
parents at least 3 times per year for the purpose of sharing assessments and student work and making
recommendations. Support students in sharing work with their parents.
● Support parents in understanding the instructional approach at Detroit Achievement Academy and
Detroit Prep through regular communication. 

Student Information/Records/Database
● Attend and participate in school events. Team members will be asked to attend at least two community
meetings or events per year.
● Check voicemail and email daily and respond promptly to requests from parents, administrators and
colleagues.
● Supervise students during lunch and recess times according to an agreed upon schedule.
● Prepare for annual student file audits based on guidelines provided by RESA
● Ensure that all documents and information on file for students with IEPS is up to date, accurate, and confidential 

QUALIFICATIONS
● Dedication to our mission: A steadfast belief that all students can achieve at the highest levels,
regardless of demography.
● Determination: A willingness to make things happen and a sense of urgency around educational
equity for all students.
● Strong communication: The ability to communicate in a direct and sensitive fashion with students,
parents, and colleagues.
● Team player: A desire to work in a team-oriented environment and collaborate with colleagues.
● Growth mindset: An ability to receive frequent feedback with humility and a strong desire to grow anddevelop as a leader.
● Reflective attitude: An ability to constantly reflect on student data as well as personal areas of
strength and growth.
● Flexibility: Willingness to work in an ever-changing field and face challenges with a positive attitude
● Professional integrity: A personal alignment with the values and ethical standards of Detroit
Achievement Academy.
● Bachelor’s degree (required), Master’s Degree (preferred)
● At least four years prior teaching experience (required)
● Experience in an EL school or project based environment (strongly preferred)
● At least two years in a leadership position, including direct leadership/management of adults (required)
● Strong technical skills required, including knowledge of and comfort with Google suite of tools (e-mail,calendar, Drive, etc.) 

To apply, submit a cover letter and resume to: careers@detroitachievement.org

Detroit Achievement Academy is dedicated to equal employment opportunities and fair labor practices.
Detroit Achievement Academy provides equal employment opportunities to all individuals based on job-related qualifications, and the
ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual orientation, veteran status, marital
status, or disability. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon
these grounds.