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0.5 - 1.0 FTE Social Worker

Bethel School District #52, Oregon

Bethel School District is seeking appropriately licensed candidates for a 0.5 - 1.0 FTE Licensed Clinical Social Worker for the 2022-2023 school year. The Social Worker helps students overcome barriers to social, behavioral, and academic development by providing outreach and coordination for students and their families. The Social Worker collaborates with District staff and agency partners to foster nurturing school and family environments.

The Social Worker works independently following standardized routines under general supervision. The nature of the work requires adherence to District policies, procedures, and regulations. This job requires frequent interactions with students and families, from a diversity of backgrounds and cultures, who may be in situations of distress and will require compassion, good professional judgment, and the ability to perform under moderately stressful conditions.

We are actively recruiting the best candidates for open positions, especially those from non-traditional backgrounds. Bilingual and/or bicultural candidates are strongly encouraged to apply and will receive preferential consideration.

We encourage you to apply, even if you do not believe you meet all of the qualifications. If you have questions please contact Remie Calalang, Assistant Superintendent, by email or phone, 541.689.3280.

About Bethel

With approximately 5,500 students in 11 schools, Bethel School District is committed to excellence in every aspect of its operation. Bethel School District is located in northwest Eugene in Oregon’s picturesque Willamette Valley. Approximately two hours south of Portland, Eugene is home to the University of Oregon and enjoys a mild climate, wonderful recreation opportunities, and a friendly atmosphere.

The Bethel community is centered around its schools and has demonstrated a high degree of trust in the school district. A $99.3 million bond measure was approved in November 2020 with a 66% Yes vote. It is the largest bond in District History. This follows a $49.5 million bond in 2012 that was approved with a 73% Yes vote. Bethel School District employees are proud of being part of what is affectionately known as the Bethel Family.

Bethel believes in supporting the whole child and offers

Counseling, Music, and PE Specialists in every school
Free breakfast for all students, K - 12
Middle School Robotics, Culinary and Digital Design programs
Robust Career and Technical Education and college courses at Willamette HS
Farm-to-school experiences for students through the Bethel Farm
Trauma-informed and Restorative Practices implemented K -12
Sources of Strength supported throughout the District
Bethel Schools are committed to creating safe, caring, mutually respectful environments where all students are honored and valued for their diverse cultural backgrounds, and strengths and abilities in every instructional practice and school activity to support academic achievement and student success.

Supports Offered

Newly hired staff receive the following support:

Robust mentoring, coaching and support
Week-long New Staff Academy prior to inservice week
Opportunities to observe and collaborate with colleagues
Professional Development for Constructing Meaning, Sheltered Instruction Observation Protocol (SIOP), Enhanced Core Reading Instruction (ECRI), Equity and Trauma Informed Practices
A cover letter is required with your application. Your cover letter should address the following.

Successful candidates will:

Firmly believe that all students will learn and improve, and create a growth-mindset culture
Maintain unconditional positive regard for all students, staff, families and colleagues
Fully support and implement Social Emotional Learning, encouraging students to build self-awareness, self-management and relationship skills
Possess strong academic training and content knowledge to prepare students to be on track to meet academic goals
Demonstrate good instructional practices that are engaging, organized and effective
Use data to inform instructional decisions
Connect well with students, families and the school community – be open to learning about others, especially those who may be different from you
Exhibit strong interpersonal and collaborative skills
Incorporate feedback and professional learning into teaching practices
Maintain collaborative and collegial relationships with building and district staff (be a team player)
Participate eagerly in opportunities to learn, show a strong willingness to grow and maintain an interest in improving
Recognize students’ different needs, abilities and interests and be flexible to adjust instruction to meet those needs, abilities and interests
Understand and attend to the impacts of implicit bias in teaching and education
Essential Functions:

Conduct oneself in the best interest of students, in accordance with professional standards, District policies and procedures and state and federal laws
Identify social, emotional, cultural and psychological barriers to student achievement and develop intervention strategies to address them
Assess home, community and school conditions impacting a student's social and academic achievement, including home visits as needed
Provide direct counseling services, as needed, and advocate for students and their families
Direct students and families to appropriate community and District resources and serve as a liaison to community agencies, providing coordination and management of services, as needed
Work cooperatively with District staff to support students, and collaborate with agency partners, as needed, to perform assessments, manage cases and evaluate progress
Provide crisis intervention, conflict resolution, and case management services
Serve as a liaison between the District, students and their families
Provide training and consultation to staff, administrators, volunteers, as needed
Organize and facilitate family education information nights, as needed
Maintain appropriate case records and produce reports, as needed
Maintain effective working relationships with District staff, students, families and community members, including those from diverse cultures and backgrounds
Selection Factors

Knowledge of educational programs offered in all schools and of basic educational techniques, as required by the position
Knowledge of the basic developmental stages of a child's learning process
Ability to schedule the workload, manage time and meet the needs of students, the school or a program
Ability to understand and follow verbal and written instructions
Ability to work with small groups and individual students
Ability to prepare materials for lesson plans and adapt, as needed, to meet the needs of students
Ability to interact positively with children and adults, and observe individual student abilities
Ability to work with a minimum of supervision
Ability to establish and maintain effective working relationships with students, administrators, parents, and co-workers
Ability to safely and proficiently operate standard office and audio-visual equipment, as required by the position
Ability to maintain an appropriate and legal level of confidentiality regarding students, staff, and other individuals
Ability to maintain regular, predictable and prompt attendance
Minimum qualifications:

Must possess a master's degree in social work or related field.
LCSW license or equivalent experience required.
Must hold a valid Oregon driver's license.
Must employ culturally proficient skills and strategies.
Highly desirable qualifications:

Bilingual or multilingual abilities, preferably Spanish/English.
Experience working in richly diverse school communities and environments.
Strong Knowledge of Positive Behavior Interventions and Supports.
Strong Knowledge of Response to Intervention strategies.
For information regarding this position, please email Tina Gutierez-Schmich, Director of Teaching and Learning - Equity, at

To apply, please follow the link to TalentEd Recruit and Hire.

Bilingual candidates and candidates experienced in working with bilingual students and families will receive preferential consideration.