Oshane Tobias, Social Worker
School Social Work is a specialized area of professional practice in the broad field of social work. School Social Workers are trained and qualified to analyze barriers to learning and achievement. School Social Workers develop and implement strategies to address and eliminate identified barriers. School Social Workers provide the vital link between the home, school, and community to provide support services that impact students’ academic achievement. School social workers help students increase academic success, improve interpersonal relationships, cope with crises, learn problem-solving skills, improve attendance, and build self-esteem. School social work promotes the academic mission of schools by fostering safe educational environments, having supportive, fair, and responsive policies, and emphasizing early intervention and positive behavioral interventions.
School social workers are trained mental health professionals with a degree in social work and are licensed by the NC Department of Public Instruction (NCDPI). School Social Workers help students improve their academic achievement and social, emotional, and behavioral competence. A school social worker employed in North Carolina must adhere to the School Social Work Professional Standards outlined by the NCDPI and to the professional National Association of Social Work (NASW) Code of Ethics demonstrating core values of service, social justice, dignity and the worth of the person, importance of human relationships, integrity, and competence. Each local educational agency hires School Social Workers within that specific school district.
Rose McGhee, Dean of Students and PBIS Coordinator
I am originally from Washington, DC. I enjoy cooking, decorating, and crafting. My favorites include the color purple, the movie “Lean On Me,” the book “I Know Why the Caged Bird Sings,” and the television show “Dateline.” I love drinking Mt. Dew, eating Japanese, watching basketball, the fall, and the subject of math. I also love to visit Grandfather Mountain.
Positive Behavioral Interventions & Supports (PBIS) is a set of tools and strategies designed to define, teach, recognize appropriate behavior, and address inappropriate behavior. It serves as a framework for establishing tailored school systems that promote student outcomes and academic success. PBIS is inclusive of the entire school, proactive in nature, and shifts the focus from negative behaviors and interactions to positive expectations and exchanges.
PBIS comprises four key components:
- Customized strategies to support student behavior, such as establishing and instructing on proper conduct
- Resources for educators in school covering behavioral norms, benchmarks, and guidance
- Using data to make informed decisions, forming the basis for addressing behavior issues
- Incorporating these components to promote school-wide results that enhance social skills and academic success
PBIS Core Values:
- We can teach appropriate behavior to all children effectively.
- Intervene early
- Use a multi-tier model of service delivery
- Employ research-based and scientifically validated interventions as much as possible.
- Monitor student progress to guide interventions
- Use data to make decisions
- Utilize assessment to monitor the fidelity of implementation.
- Cultivate a positive school culture
- Educate students in appropriate behavior
- Provide them with the support to sustain that behavior
- Improve academic performance
- Enhance safety
- Reduce problem behavior
Sgt. Shatel Coates, Resource Officer
School Resource Officers (SROs) serve as comprehensive resources in the schools to which they are assigned. The Center for Safer Schools' research-derived definition of an SRO is: a certified law enforcement officer permanently assigned to provide coverage to a school or a set of schools.
The SRO is specifically trained to perform three roles:
The SRO is not necessarily a DARE officer (although many have received such training), security guard, or officer who has been placed temporarily in a school in response to a crisis, but instead acts as a comprehensive resource for the school.