About Job
- Provide direct services to the school community including:
- Crisis intervention and behavior management to expedite students’ return to classrooms for learning and to build students’ ability to meet the school’s high expectations
- Individual and group counseling (school-based and mandated)
- Identify and train others to identify students and family members who may benefit from regular one-on-one counseling or group counseling
- Develop and implement curriculum for social and emotional development/intervention with students.
- Refer, monitor, and evaluate individuals and families to external resources and services
- Administer records, documentation, and other compliance activities.
- Serve as a Case Manager and member of Child Study Team
- Strengthen and support parent and family involvement
- Plan and develop school-based interventions with educators
- Engage and partner with community agencies and resources
- Help students and their families with learning, behavior, and/or attendance concerns while strengthening home, school, and community partnerships.
- Evaluate students in terms of personal and family history, socio-economic and cultural differences
- Evaluate the configuration of factors within the home, community, and school as related to a student’s current social and academic adjustment
- Implement and enhance the school’s systems and culture
- Communicate effectively with students, families, and colleagues
- Respond to family concerns promptly and effectively
- Commit to professional growth
- Participate in an annual three-week staff orientation and training
- Share responsibility for grade-level and school-wide activities
- Help complete necessary school wide duties for the successful and orderly functioning of the school (e.g., hallway supervision, arrival/departure transitions, field trips, etc.) and other such duties as the Principal may request from time to time.
- Attend and participate in events outside of normal school hours (e.g., family nights, student performances, field trips, report card nights, Teacher - Parent Conferences, June and August Family Saturday Orientations, etc.)
- Collaborate with teachers in planning grade level meetings, department meetings, staff meetings, and other professional development activities
- Adhere to the policies, standards, and school-wide responsibilities described in the School’s Faculty & Staff Handbook or as may be instituted or in effect from time to time
- Consistently demonstrate belief in and alignment with Uncommon’s core values and educational philosophy
- Demonstrate a relentless drive to improve the minds and lives of their students in and out of school
- Master’s degree in Social Work + Licensure-LMSW (Required) OR Licensure-LCSW (Required)
- Valid School Social Worker Certification from NYDOE
- Drive to improve the minds and lives of students in and out of the classroom
- Proven track-record of high achievement
- Evidence of self-motivation and willingness to be a team player
- Experience working with and in urban schools is highly preferred.
- Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
- The range above represents our compensation scales for the 2025-2026 school year. If starting prior to June 30th, 2025, compensation will be based on a slightly lower range, reflective of current compensation scales. New hires who fall into this category will see an increase in their compensation starting on July 1st, 2025 for next school year which aligns to the scale above.
- Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer).
- Extensive, best-in-class training and development
- Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA)
- Financial Planning
- 403(b) retirement savings program + employer match
- Paid leave of absence options (parental, medical, disability, etc.)
- Mental health and counseling support + wellness benefits
Professional Field



Patient Focus
Diagnoses
Avoidant Personality Disorder
Gender Dysphoria
Age Groups
Preteens/Tweens (11-13)
Therapeutic Approach
Methodologies
ECT
Modalities
Families
Individuals
Practice Specifics
Populations
Racial Justice Allied
School
Settings
Faith-based organizations
Milieu
Non-profit
Research Facilities/Labs/Clinical Trials
Schools
Home Health/In-home
Military
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