Clinical Social Worker - School Year 2026-2027

• Description About The SEED School of Washington, D.C.
• The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare secondary students, both academically and socially, for success in college and beyond.
• In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first public college preparatory boarding school.
• The school currently serves 250 students in grades 9-12.
• In 2015, 100% of SEED’s seniors were accepted to a four-year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of an average of 15-18 students per resident advisor for afternoon and evening routines such as academic study hall, house meetings, SPARKS, and other structured activities. We provide a safe and caring 24-hour boarding experience. Our relationship with parents/guardians is essential to the success of their scholar while at SEED.

About The SEED Network

SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at www.seedfoundation.com.

Position Overview The Clinical Social Worker/School Counselor plays a pivotal role in fostering the academic, social-emotional, and career development of students in a public charter school setting. This position champions student well-being and collaborates with students, parents, teachers, and administrators to create a supportive and inclusive learning environment.

Essential

Duties & Responsibilities

Preventive work with students, staff, and families Providing consultation to school staff and parents to facilitate student educational, social, and emotional growth. Obtaining information concerning the effects of environment, including family, cultural, and economic disadvantages that may be adversely affecting student progress. Working collaboratively with the Student Support Team (SST) to develop plans of assistance for students at risk of academic and/or behavioral difficulty. Coordinating school and community services. Serving as the home-school-community liaison responsible for effective resource utilization and positive relations with stakeholders. Program Development Conducting risk assessments. Planning for support services both within and outside the school. Facilitating special support groups, i.e. students with incarcerated parents, grief and loss, divorce, teen parents, conflict resolution, etc. as needed. Managing family resource centers, where parents/guardians can access needed information and participate in opportunities to learn how to support their student(s). Program Planning Working with administrators to implement effective policies that address school safety, school attendance, substance abuse, teen pregnancy, child abuse, and neglect. Advocacy Serving as a mediator within the school. Communicating with other agencies involved with students. Attending court hearings as a DC Public Schools representative. Making appropriate referrals for community resources. Direct Services Providing individual counseling. Providing group counseling. Providing psychoeducation. Providing crisis intervention. Special Education Serving as a member of the multi-disciplinary team (MDT). Conducting social work evaluations and other related assessments for initial evaluations and re-evaluations. Providing related services as prescribed by Individualized Education Plans (IEPs), including social skills, life skills, and transitional skills that can be transferred from school to community. Participating in MDT, IEP, manifestation determination, and other related meetings. Working collaboratively within the classroom setting to implement student IEPs. Collecting data to monitor social/emotional progress and evaluate effectiveness of services. Providing technical assistance on strategies that improve outcomes for special education students. Coordinating the design and implementation of behavior intervention plans and functional behavior assessments. Keeping thorough records of each student receiving services. Completing student progress reports.