Fall 2026 SOWK 587 Week 01 - Getting Started with Social Work in Schools

title: Fall 2026 SOWK 587 Week 01 - Getting Started with Social Work in Schools date: 2026-08-28 20:54:47 location: Heritage University tags:

  • Heritage University
  • MSW Program
  • SOWK 587 presentation_video: > “” description: >

Many of our MSW students are placed in school-based practicums and have been practicing as school social workers. School social work is a distinct field of practice within social work with our own professional organization (School Social Work Association of America (SSWAA) and our state chapter Washington Association of School Social Workers (WASSW)). The NASW includes it as an area of practice and the ability for members to apply to be a Certified School Social Work Specialist (C-SSWS) or National Certification of School Social Work (NCSSW). This class provides those who complete this course will fulfill the educational requirements for an Educational Staff Associate with an Endorsement in Social Work. Week one of Social Work in Schools is centered on laying the groundwork for what we think of as school social work and this course. Week one is synchronous, with class on Saturday (08/29/26).

The agenda for the in-person class is as follows:

  • Questions about syllabus
  • Basis and Foundation of school social work
  • Significant theories in school social work
  • Competency attainment
  • Considering school social work practice

Learning Objective

  • Define the role of school social workers
  • Understand professional standards and organizations
  • Identify the requirements and expectations for this class

Land Acknowledgement

I want to start off our class honoring the land our university and this class takes place in.

First we recognize that

Yakmumani Tiicham (The land of the Yakama People). We would like to acknowledge that we are coming to you from the traditional lands of the first people of our valley, the 14 Confederated Tribes and Bands of the Yakama Nation, and we honor with gratitude the land itself and the Yakama People.

The full land acknowledgment is as follows:

Heritage University occupies its home on the traditional lands of the Yakama People. These ancestral homelands are the Yakama, Palouse, Pisquouse, Wenatshapam, Klikatat, Klinquit, Kow- was-say-ee, Li-ay-was, Skin-pah, Wish-ham, Shyiks, Ochechotes, Kah-milt-pa, and Se-ap-cat, who today are represented by the Confederated Tribes and Bands of the Yakama Nation (Treaty of 1855) and, whose relationship with this land continues to this day. Heritage University, grounded in the vision of the two Yakama women founders, respects Indigenous peoples as traditional guardians of the lands and the enduring relationship that exists between Indigenous peoples and their traditional territories. We offer gratitude for the land itself, for those who have stewarded it for generations, and for the opportunity to study, learn, work, and be in community on this land. We acknowledge that our university’s history, like many others, is fundamentally tied to the first colonial developments in the Yakima Valley. Finally, we respectfully acknowledge and honor past, present, and future Indigenous students who will journey through this home called Heritage University.

Week 01 Agenda and Learning Objectives

Agenda

  • Questions about syllabus
  • Basis and Foundation of school social work
  • Significant theories in school social work
  • Competency attainment
  • Considering school social work practice

Learning Objective

  • Define the role of school social workers
  • Understand professional standards and organizations
  • Identify the requirements and expectations for this class

Meet Your Instructor

At the top of the syllabus, you will notice…

You can just call me Jacob or Dr. Jacob (Campbell is fine as well… but)… Related Power/privilege

  • Work and teaching experience
  • Research and population interests
  • Associate professorship
  • Contact practices and office hours

Questions on Syllabus

  • Video shared about the syllabus, questions?

Assignments

Week’s due is the Monday after the end of the week.

Ethical Decision-Making Video Presentation

Week 6 (Mon 10/05/26)

  • 10-15 min video posted in the forum
  • Review a client
  • Provide background and client description
  • Review ethical dilemma and decision making model

School-Related Problem Factsheet

Week 10 (Mon 11/02/26)

  • Three-to-four-page factsheet
  • Summarize a social problem
  • Audience would be families/school personnel
  • Include at least 10 sources

Social Policy Macro Issue

Week 12 (Mon 11/16/26)

  • Can be with a partner
  • Policy brief
  • School-related problem and School culture
  • ADEI and Policy Recommendations

School Intervention Assessment & Plan

Week 15 (Mon 12/07/26)

  • Paper detailing assessment and plan with student
  • Connection w/ policy paper
  • Self-reflect on personal biases

The Basic Concept for School Social Workers

At the most basic level, school social workers are supports that help meet at the intersection of

  • Home
  • School
  • Community

Professional Organizations: What is the basis of Social Work - NASW

The NASW is the national professional network for all social workers. In 2025, they updated their standards descriptions for school social work. You will read this in Week 3, and it includes what they identify as the Guiding Principles in the Domains of Practice.

  • Theoretical Training and Philosophy: Holistic approach, cultural responsiveness, and relationships
  • Social Justice: Equitable opportunities for all students, support negatively impacted students/groups
  • Multitier Interventions: Tier 1, 2, and 3 for engagement and thinking

There is also several statements of standards along with interpretations for each in each of the following areas:

  • Ethics and Values
  • Qualifications
  • Assessment
  • Intervention
  • Decision Making and Practice Evaluation
  • Record Keeping
  • Workload Management
  • Use of Technology
  • Professional Development
  • Cultural Competence
  • Interdisciplinary Leadership and Collaboration
  • Advocacy
  • School Safety
  • Emergency and Disaster Preparedness and Response
  • Confidentiality

(National Association of Social Workers, 2025)

Credentials

  • NASW’s Certified School Social Work Specialist (C-SSWS)
  • SSWAA’s National Certification of School Social Work (NCSSW)
  • OSPI’s Educational Staff Associate (ESA) with an Endorsement in Social Work

Many of us are also independently licensed by the health department with credentials such as a LICSW.

In 2022, Pasco School District started recognizing a national board certification equivalency for those with C-SSWS.

Reference

National Association of Social Workers. (2025). NASW Standards for School Social Workers. https://www.socialworkers.org/Practice/NASW-Practice-Standards-Guidelines/NASW-Standards-for-School-Social-Work-Services

National Association of Social Workers. (n.d.) Certified school social work specialist (C-SSWS). https://www.socialworkers.org/Careers/Credentials-Certifications/Apply-for-NASW-Social-Work-Credentials/Certified-School-Social-Work-Specialist

School Social Work Association of America. (n.d.) National certification of school social work (NCSSW). https://www.sswaa.org/national-certification

Washington Office of the Superintendent of Public Instruction. (n.d.) School social worker first time. https://ospi.k12.wa.us/certification/educational-staff-associate-esa-certificates/esa-first-time-applicant/school-social-worker-first-time

Professional Organizations: What is the basis of Social Work - SSWAA

(School Social Worker Association of America, n.d.) Along with the NASW, there is a second related organization that is specifically focused on school social workers.

Related Services

  • Participating in special education assessment meetings as well as individual Educational Planning Meetings
  • Working with those problems in a child’s living situation that affect the child’s adjustment in school. (home, school, and community)
  • Preparing a social or developmental history on a child with a disability.
  • Counseling (group, individual and/or family)
  • Mobilizing family, school, and community resources to enable the child to learn as effectively as possible in his or her educational program
  • Assisting in developing positive behavioral intervention strategies.

Services To Students

  • Providing crisis intervention.
  • Developing intervention strategies to increase academic success.
  • Assisting with conflict resolution and anger management.
  • Helping the child develop appropriate social interaction skills.
  • Assisting the child in understanding and accepting self and others.

Services To Parent/Families

  • Working with parents to facilitate their support in their children’s school adjustment.
  • Alleviating family stress to enable the child to function more effectively in school &community.
  • Assisting parents to access programs available to students with special needs.
  • Assisting parents in accessing and utilizing school and community resources.

Services To School Personnel

  • Providing staff with essential information to better understand factors (cultural, societal, economic, familial, health, etc.) affecting a student’s performance and behavior.
  • Assessing students with mental health concerns.
  • Developing staff in-service training programs.
  • Assisting teachers with behavior management.
  • Providing direct support to staff.

School-Community Liaison

  • Obtaining and coordinating community resources to meet students’ needs.
  • Helping school districts receive adequate support from social and mental health agencies.
  • Advocating for new and improved community/school services to meet the needs of students and families.
  • Helping the system respond effectively to each child’s needs.

Services To Districts

  • Assist in developing and implementing educational programs for children with exceptional needs.
  • Developing alternative programs for students with attendance concerns or involvement with the law.
  • Identifying and reporting child abuse and neglect.
  • Providing consultation regarding school law and school policy, including IDEA and Section 504.
  • Providing case management for students and families requiring multiple resources.

National School Social Work Practice Model 2.0 (1 of 2)

in 2024, the SSWAA released a new model describing how we engage in practice. We will come back to this a bit later for an activity, but I want to cover it here.

  • You can see it in it’s wheel section, with student and school being at the center.
  • Then there are concentric circles that include areas of focus, domains of practice, professional activities, and professional principles

(Tan & School Social Work Association of America, 2024)

National School Social Work Practice Model 2.0 (2 of 2)

The model provides descriptions of each of these aspects as follows:

Areas of Focus

  • Academics: Fostering attendance, academic achievement, and graduation rates; creating opportunities; and decreasing barriers for equitable access and success among historically underrepresented groups.
  • School Climate: Advancing multi-tiered positive behavioral intervention and support systems, and creating a universal, whole-school climate where students feel welcome, safe, and supported.
  • Social and Emotional: Promoting culturally responsive, evidence-based social and emotional practices and interventions.
  • Mental Health: Implementing trauma-informed, healing-centered engagement and mental health services, with a focus on culturally responsive, multi-tiered prevention, intervention, and crisis management.

Domains of Practice

Home, School, and Community: Bridging family, school, and community needs by creating a school community grounded in academic learning, health and social services, youth development, and family and community voices.

Professional Activities

  • Practice: Utilizing licensure-appropriate skills and knowledge to work effectively within school systems.
  • Research: Applying research-informed practices and conducting practice-based research.
  • Policy: Influencing federal, state, and local policies to champion educational access, equity, and inclusion.
  • Leadership: Facilitating school improvement plans to foster educational equity and address collaborators’ needs.
  • Advocacy: Advancing human rights that promote the role and impact of school social workers.

Professional Principles

  • Social Work Values: The principles and beliefs that guide the profession and the actions of school social workers.
  • Equity: The practice by which school social workers ensure that every student and their family has access to resources, opportunities, and benefits.
  • Code of Ethics: The expected conduct and behavior of school social workers. National School Social Work Practice Model 2.0

Reference

Tan, K. & School Social Work Association of America. (2024) National school work practice model 2.0: A framework for 21st century school social work practice. School Social Work Association of America. https://www.sswaa.org/ssw-model

Washington State Law

Social workers are still a growing profession in schools across the nation and within Washington State. In 2018, the legislature updated the RCW to include some new definitions and descriptions for school counselors, school psychologists, and social workers (School psychologists and social workers - Domains and roles RCW § 28A.410.044, 2018).

The purpose and role of the school social worker is to provide an integral link between school, home, and community in helping students achieve academic and social success. This is accomplished by removing barriers and providing services

  • Mental health and academic counseling
  • support for students and parents
  • crisis prevention and intervention
  • professional case management
  • collaboration with other professionals, organizations, and community agencies
  • advocacy for students and parents

Leadership and professional expertise

  • formation of school discipline policies and procedures
  • school-based mental health services
  • crisis management
  • implementation of social-emotional learning
  • other support services that impact student academic and social-emotional success

Share experience of being a conference for WASSWA when it was initially announced.

Reference

School counselors, social workers, and psychologists—Professional collaboration, RCW 28A.320.290 (2018). https://app.leg.wa.gov/RCW/default.aspx?cite=28A.320.290

School counselors, social workers, and psychologists—Priorities, RCW 28A.320.280 (2018). https://app.leg.wa.gov/RCW/default.aspx?cite=28A.320.280

School psychologists and social workers—Domains and roles, RCW 28A.410.044 (2018). https://app.leg.wa.gov/RCW/default.aspx?cite=28A.410.044

Important Theories in School Social Work

Your textbook describes theories that are important theories in school social work practice.

  • Systems approach
  • Ecological perspective
  • Strengths perspective
  • Developmental theories
  • Evidence-based practice
  • Attachment Theory
  • Intrapsychic Humanism Theory
  • Play Therapy
  • Crisis Theory

(Jarolmen & Bautista-Thomas, 2023)

Erik Erikson’s Stages of Development

I appreciate all of these theories. While the main focus of today’s session will be the syllabus, I wanted to spend a little time diving into some of it. I really like the framing of Erik Erikson.

Share about the presentation I did at parent night.

Industry vs. Inferiority: This stage usually occurs between the ages of 6 and 12. The child does good “work” at this stage. This entails both schoolwork and play outside their family. Their “work” is to develop skills in new tasks. (p. 14)

[Small Group Activity] Small groups discuss and then share back with whole group:

  • What if the student has ADHD or a disability
  • How does this impact the work we do with our clients
  • How do you see this with any current clients

Join the WASSW

I want to give you all a minute to consider joining the WASSW.

  • Free for students
  • Networking area and job posting
  • Trainings
  • Conference

https://www.wassw.org/why-join-wassw.html

Educational Staff Associate (ESA) Certificate: First-Time Application

This class has a unique aspect to it: when you finish the class, you will have completed one of the requirements for obtaining an ESA.

Info can be found at: https://ospi.k12.wa.us/certification/educational-staff-associate-esa-certificates

The process is:

  • Master’s degree in social work (official transcripts)
  • Complete an ESA course approved by the Professional Educational Standards Board (PESB).
  • Submit fingerprints for a background check if a valid certificate is not already on record
  • Pay the fee and apply at OSPI

ESA Course Approval Process: Required Competencies

Across this course, there is content for this course specifically designed (and approved) to provide the required content to be an approved ESA Course. The seven identified competencies are as follows:

A. Demonstrate an understanding of school and special education laws and policies (national, state, and local) and their application to decision-making processes in the educational setting.
B. Understand and demonstrate knowledge of working within the culture of the schools, creating an environment that fosters safety, health, and learning for the students.
C. Demonstrate knowledge of appropriate resources in the school setting.
D. Demonstrate knowledge of collaboration with team members which may include parents, teachers, administrators, and others to support learning outcomes for all students.
E. Demonstrate knowledge of how to support the outcomes for all students through strategies such as scientifically-based practices, collaborative teaming, and ethical decision making.
F. Use professional standards to inform professional growth planning.
G. Demonstrate an understanding of the use of human, community, and technological resources.

While these topics are broad and the content is interrelated across the course, there are some days and activities that have been specifically designed to address them. You can see the table showing which weeks and formats (e.g., in-person or asynchronous) we will focus on for each competency.

Required Outcomes Week Format
A. Demonstrate an understanding of school and special education laws and policies (national, state, and local) and their application to decision-making processes in the educational setting. 4 Async
B. Understand and demonstrate knowledge of working within the culture of the schools, creating an environment that fosters safety, health, and learning for the students. 3 Sync/Async
C. Demonstrate knowledge of appropriate resources in the school setting. 13 Sync/Async
D. Demonstrate knowledge of collaboration with team members which may include parents, teachers, administrators, and others to support learning outcomes for all students. 5 Sync/Async
E. Demonstrate knowledge of how to support the outcomes for all students through strategies such as scientifically-based practices, collaborative teaming, and ethical decision making. 6 & 8 Sync/Async
F. Use professional standards to inform professional growth planning. 11 Async
G. Demonstrate an understanding of the use of human, community, and technological resources. 9 Async

Reference

Professional transitions to public schools course work requirement, WAC 181-79A-224 (2021). https://app.leg.wa.gov/wac/default.aspx?cite=181-79A-224

Significant Assignments and Competencies

There are a number of activities and tasks that you will do to learn about and demonstrate these competencies.

First there four (five if you count forums) significant assignments this semester:

A-02 Ethical Decision-Making Video Presentation (A, E) A-03 School-Related Problem Factsheet (B, C, G) A-04 Social Policy Macro Issue (B, D, E) A-05 School Intervention Assessment and Plan (B, C, E, G)

These all fit within a few of the competencies.

In my application for PESB, I also described a number of other ways that you will learn about this content:

  • Forums
  • Course content (e.g., lecture, content, and assignments)
  • Special education law quiz
  • Exploring due process hearings (forum)
  • Role-play exercises (in class)
  • Developing a professional growth plan (forum)

MSW Program Competencies

This class is also a bit odd, in there is no key assignment but we are still looking at two specific competencies for this class.

EPAS 2022 Competency Behaviors (performance indicators) Assessment

Method(s)
Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice a. Summarize internalized racial bias by self-reflecting on personal history, power, position, and opportunities for change.

b. Utilize social work research, community-based education, social justice practices, policy analysis and advocacy, and/or non-profit administration and leadership to dismantle structurally racist practices and policies.
School Intervention Assessment and Plan
Competency 5: Engage in Policy Practice a. Examine social welfare policies at local, state, tribal, and federal levels to summarize best practice recommendations.

b. Assess social policy theory in the context of practice with diverse client populations and prepare recommendations for policy change.
Social Policy Macro Issue Assignment

Social Policy Macro Issue Assignment

National School Social Work Practice Model 2.0 - PD Activity

I wanted to come back to the model.

Again, the model has:

  • School social workers promote student and school well-being.
  • School social workers advance academics, mental health, social and emotional development, and school climate.
  • School social workers operate by working with the home, school, and community.
  • School social workers conduct their work through practice, research, policy, advocacy, and leadership.
  • School social workers are guided by our Code of Ethics, social work values, and the principle of equity.

Guiding Questions

Once your wheel is assembled, use it to generate reflective questions by combining terms across the wheels. These questions can be used to spark discussion, facilitate planning, or foster a deeper exploration of our profession. Encourage individuals or teams to create their own questions by spinning or selecting new term combinations.

For example:

  • In what ways can school social workers support academic achievement at home through direct practice?
  • How can school social workers enhance students’ social and emotional well-being within the school setting through research?

(Tan, 2025)

Reference

Tan, K, (2025) Bridging the gap: Reflection and Guidance on the SSWAA national practice model 2.0. https://www.sswaa.org/reflections-national-model