Pupil Personnel Worker

ABOUT US

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students!

ABOUT THE APPLICATION PROCESS

Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes.

Please note that application submission will be available only through 11:59 PM on the date p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely .

Job Posting End Date:

10-07-2026

Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site.

DESCRIPTION

Pupil Personnel Workers (PPWs) support schools in identifying and addressing the factors that may interfere with students’ adjustment to the school environment and their academic success. Using a collaborative approach, PPWs work closely with school staff, families, and community agencies to coordinate services for students and their families. PPWs assess student and family needs through a comprehensive case management process that may include record reviews, home visits, parent conferences, and the development of social histories. They serve as advocates for students and families, ensuring they are informed about relevant rules, regulations, policies, and procedures. Pupil Personnel Workers collaborate with school staff, parents/guardians, and students to address a range of issues including attendance, academic support, social-emotional challenges, counseling needs, residency concerns, guardianship, enrollment challenges, homelessness, and foster care placement.

MINIMUM QUALIFICATIONS

Applicants must meet all qualifications below to be considered for the vacancy.

Education

• Master’s degree from accredited college or university in pupil personnel or a related field such as Counseling or Guidance Services, Education, Sociology, Social Work or Psychology.

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Certification/Licensure

Priority will be given to applicants who:

• Hold a current Maryland State Department of Education Pupil Personnel Worker certification/licensure.

Applicants may be considered who:

• Hold a current out-of-state educator certificate and are eligible for a Maryland State Department of Education Pupil Personnel Worker certification/licensure.

Out-of-state applicants are strongly encouraged to begin the application process for educator licensure with the Maryland State Department of Education in addition to uploading all required materials to your HCPSS employment application.

Experience

• Three years of successful teaching experience in Pre-K through 12th grade setting.

PREFERRED QUALIFICATIONS

The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don’t meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.

• Five years of experience in student services including supporting families and students in crisis, in areas such as attendance, homelessness, foster care, guardianship, case management etc.

• Five years of experience in supporting a school system program (afterschool program, school improvement team, SST student services team)

• Three years of experience partnering with local and state agencies that support families and students such as DHS, MSDE, local care teams, Bright Minds, Luminos.

ESSENTIAL POSITION RESPONSIBILITIES

The list below is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.

● Collaborate with school administrators to identify and address the programmatic and support needs of students and their families
● Provide comprehensive case management for students referred due to chronic attendance concerns, behavioral challenges, or learning difficulties
● Serve as a liaison between the home, school, and community agencies and organizations
● Participate in and provide consultation to the School Improvement Team and the school’s problem-solving team, and assist in the development of Section 504 Accommodation Plans
● Assist in the development and facilitation of workshops related to parenting skills, child development, child abuse and neglect awareness, and other topics that support student success
● Conduct home visits, as appropriate, to support student and family needs
● Provide intervention and support for students experiencing chronic attendance or discipline concerns, and support placement while providing ongoing resources for students in alternative educational settings
● Support cluster and school-based crisis teams with crisis intervention and prevention efforts
● Facilitate the enrollment and appropriate placement of students experiencing homelessness, students in foster care, those in informal kinship care, and students in other unique living situations
● Assist students and families in accessing essential resources, including clothing, school supplies, medical services, and other basic needs

ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES

The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.

Knowledge

• Deep understanding of the McKinney-Vento Act (homelessness), Section 504 of the Rehabilitation Act, and foster care/kinship care regulations.

• Mastery of physical, emotional, and social development stages, as well as the impact of trauma, abuse, and neglect on student learning.

• Familiarity with local social services, healthcare providers, and non-profits that assist with basic needs (food, clothing, medical).

• Knowledge of psychological first aid and school-based crisis prevention/response protocols.

• Understanding of attendance laws, disciplinary procedures, and the requirements for alternative educational placements.

Skills

• Expert ability to track, document, and manage long-term interventions for students with complex behavioral or academic needs.

• Skilled in bridging communication gaps between diverse families, school faculty, and external community agencies.

• Ability to create engaging curriculum and lead workshops for adults on parenting and child welfare.

• Proficiency in de-escalating tense situations during home visits or school-based disciplinary meetings.

• Using attendance and behavioral data to identify trends and inform the School Improvement Team's strategy.

Abilities

• The capacity to work effectively with families from diverse socioeconomic and cultural backgrounds without bias.

• Ability to contribute meaningfully to multidisciplinary teams (like the Problem-Solving Team) and influence programmatic changes.

• The ability to pivot quickly from administrative planning to direct crisis intervention or home visits as needs arise.

• Strong capacity for maintaining confidentiality and making high-stakes decisions regarding student safety and welfare.

ADDITIONAL REQUIREMENTS

Working Environment

• Work involves exposure to uncomfortable or unpleasant surroundings.

• This position will require occasional evening hours.

APPLICATION REQUIREMENTS

Complete applications must be submitted, and once your application has been submitted, you will not be able to add documentation or make any changes. Incomplete applications will not be considered.  Resumes will not be accepted in l