Reflections on NCSSW: By Joanne Hartle, LCSW, NCSSW

As a military spouse of 28 years, my career has often been spotty. My educational journey was similar, as I finally received my bachelor's degree from Wilmington University in Delaware while continuing my graduate studies at the University of Alabama all while managing three children and a husband who frequently deployed, with no family remotely nearby. Having lived in various states and in England, UK with the military, it has given me a deep appreciation for the flexibility of the social work field. I have managed to continue my career and pursue my education, even while moving every three years. When we moved to Virginia, I found that school social work fit perfectly with my life stage, especially with three elementary school-aged children, while aligning with my career goals. Continuing to get my clinical license and earning my certification in National School Social Work made good sense.

When I first heard about the opportunity to join a cohort in my school district, Fairfax County Public Schools, I felt both apprehensive and excited. This program was not just about certification; it was about the support of my peers and achieving something together. Initially, I had many questions about the certification process, wondering what it would do for me. However, I learned a great deal, particularly about advocacy. The process redefined my advocacy skills and taught me how, where, and to whom I should advocate, as well as the importance of doing so. It provided a framework for my practice, reminding me of the good work I have done and igniting a new excitement for the work I will continue to do in my school and community.

During my initial competency, I contemplated my daily activities and how to make my job interesting. I found myself questioning what artifacts I could use to support my work and what research was available. These were reflections I had never considered before. I considered what artifacts could support my efforts and explored available research that would capture my personal focus of utilizing trauma-informed, child-centered, and strengths-based approaches. I went to work each day, giving 110% and thinking outside the box, but I hadn’t fully appreciated the significance of my work until now. I tackled each indicator individually, working on one in the evening to avoid feeling overwhelmed. I chose topics based on my daily experiences, wrote about them, and gathered supporting artifacts and peer-reviewed articles. This approach made the process manageable and enjoyable.

The process has also pushed me to grow, requiring me to stay current with best practices, changes in education policy, and ethical standards. This ongoing learning keeps me sharp and better prepared to meet the complex needs of the students and communities I serve. Additionally, it has given me more confidence in my ability to advocate effectively for systemic change within schools and educational systems.

What I appreciate most is the personal validation. Becoming nationally certified reaffirmed my purpose in this field. It reminds me that the work I do matters, that I’m well-equipped to make a difference, and that I’ve earned the respect that comes with being a certified professional in school social work.

I would highly recommend pursuing certification as part of a cohort within your district, as I did, to support one another and share ideas. If that’s not possible, consider partnering with someone. I had a buddy, Sara Duckery, a middle school social worker. Although our day-to-day tasks were different, we learned from each other and encouraged one another to keep going. Having someone to lean on made the process more fun and interesting, which is something we all need at different stages of our lives – thank you to my cohort, and thank you, Sara!

By: Joanne Hartle, LCSW, NCSSW