Teamwork skills are crucial in my work as a Social Work Technician. Support staff were often left out of decisions, so I started hosting support-staff meetings (evidence 7.1). I open with a quick “what’s working/what’s not,” reflect back what I hear in plain language, and only then we problem-solve. When conflict shows up, I identify it, summarize both sides, and ask for one small step we’ll try this week. By organizing focused meetings, clarifying procedures, and coaching colleagues, I learned to lead by making space for every voice, restating for accuracy, and anchoring decisions to shared goals. These experiences helped me reflect on my leadership style, reminding me the value of listening, while encouraging collective decision making. I started closing meetings by highlighting one concrete win, which helped build momentum.
In addition to organizing support staff meetings, I regularly plan meetings with parents and school staff in my role as a Social Work Technician. I am often the liaison between families and school staff, as well as outside supports, when applicable. There have been numerous situations where tension between families and school staff has arose and I would act as a mediator between the two, advocating in the best interests of the student. This experience taught me to set the tone by opening with a shared goal for the student, then invite each person to speak while I paraphrase for accuracy. In moments of uncertainty, I ask clarifying questions rather than make assumptions. I follow up with emails to summarize the meetings and avoid misinterpretations and ensure clarity, this small habit has increased follow-through and reduced situations of “he said/ she said” later on. Facilitating these meetings has shown me the importance of effective communication, respecting diverse perspectives, and the ability to balance professional goals while meeting the needs of families and the requirements of the school.
Working in the public school system as a Social Work Technician, I was regularly made aware of situations where my students were potentially being abused or neglected. In this role, sometimes when colleagues received information regarding the safety of a student, they would inform me and ask me to contact Youth Protection (DYP). This became an ongoing theme and as education employees, all staff are mandated reporters. In an effort to encourage confidence in colleagues and work as a team, I took the initiative to coach colleagues on how to identify potential warning signs of abuse and what steps to take by collaborating with staff through emails, clarifying the process (evidence 7.2). I learned that proactive coaching helps prevent mistakes by sharing easy to follow steps, including key phone numbers, and consent language to help staff feel prepared in these situations. By clearly communicating the importance and the process I helped staff confirm their understanding of the collective goal that is keeping children safe. In addition to sending emails, I’ve facilitated the process by printing resources and placing them around the phones and staff computers, as well as committing myself to making myself available to support staff members who may be hesitant to report abusive situations by coaching them through their first call. Modelling the call with a hesitant colleague, going over the steps and staying with them during their call, built confidence and showed that reporting is a shared responsibility. I learned through this process how leadership can create a more trusting environment with more accountability and safety, while strengthening my facilitating and mentoring skills.
Furthermore, a reference letter provided by a former team member (evidence 7.3) supports the learning I gained throughout my experiences working as a team member and sometimes leader. Their observations reflect the growth I developed over several years of collaborating closely with colleagues as a Social Work Technician. The reference highlights qualities such as reliability, clear communication, and my willingness to support others, which align with what I have learned about effective team functioning. Seeing these strengths reflected back to me confirmed that the practices I developed, such as checking in regularly with staff, offering assistance during challenging situations, and maintaining calm, structured interactions, positively contributed to team confidence and cohesion. This external perspective reinforced the value of the skills I’ve worked to build and encouraged me to continue strengthening a leadership style rooted in empathy, consistency, and shared responsibility.
By planning and facilitating meetings, mentoring colleagues, clarifying procedures, and working within a team to collaborate, I have learned to engage others, manage conflict, and model values that contribute to a more supportive work environment that leads to more success. Practically, I learned that early intervention requires connecting those involved as soon as possible, translating needs across roles (family, school teams, resource services), and taking small steps fosters momentum by implementing realistic goals as a team. I have learned that leadership in Social Service Work is about empowering others, building trust between team members, families, and outside services, and working collectively to achieve shared goals while supporting others in achieving their personal goals. Practicing these habits have shown me how to participate in solid teamwork by strengthening my communication and following through with shared goals, and high level pieces including facilitating conversations, aligning diverse priorities, and shaping culture toward safety and accountability.
Evidence Relevant to Teamwork and Leadership
evidence 7.1 – Support Staff Meeting Plans
evidence 7.2 – Communication to Staff Explaining Duties and Steps of Reporting to DYP
evidence 7.3 – Reference Letter