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School Social Worker in Lexington Park, MD at Catapult Learning

Date Posted: 5/20/2019

Job Snapshot

Job Description


Social Workers for our Alternative and Special Education serve students with emotional and learning disabilities, social workers provide individual and group therapy, develop and implement IEPs, provide behavior management and crisis intervention for our students.

Responsibilities include working with teachers and parents as well as outside social workers, probation officers, lawyers, and psychiatrists to provide the best possible services to each student. This is a 10 month program beginning in August 2019.


  • Provides individual and group counselling.
  • Works with students to achieve IEP goals.
  • Writes new IEP goals for student each year.
  • Attends IEP and all other meetings related to the students in his/her classroom.
  • Performs diagnostic testing to determine students needs.
  • Determines student's particular strengths and weaknesses as a learner.
  • Serves as member of the multi-disciplinary team.
  • Works with both school personnel and parents to develop specific interventions on behalf of student.
  • Interprets assessments/results and generates reports for feedback to parents and school personnel.
  • Advises teachers and other school personnel on methods to enhance students abilities.
  • Works as a referral agent linking students and families when appropriate with 'outside' agencies to service their needs.
  • Other duties may be assigned.

Job Requirements

Must be a licensed social worker with at least two years experience in field.  Must have thorough knowledge of testing and evaluation techniques and competent in assessment procedures and interpretation of the results.

Must have demonstrated ability to communicate with students, families and school personnel. Excellent time management, organizational, verbal and written communications skills are essential. Computer literacy preferred.


Light lifting, walking, climbing stairs. Most programs are in school settings.


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