Quad Preparatory School
Early Childhood Psychosocial Teacher (2020-2021 School Year)
Updated: February 13, 2020
Classification: Exempt
Reports to: Early Childhood Director, Associate Psychosocial Director of Early Childhood
The Quad Preparatory School is an alternative, non-profit, K-12 college preparatory school dedicated to the education of twice-exceptional students, bright and creative children who learn differently. Quad Prep is a young, fast-growing school founded in 2013 that is a vibrant professional and collegial learning community for employees.
The Quad Preparatory School transforms the lives of twice-exceptional people – those who are gifted and learn differently – by redefining the experience of school. Our personalized model fully integrates social and emotional learning with challenging academics, empowering our students to rise to the level of their extraordinary talents. Through our innovative programs we are leading a larger movement in service of both twice-exceptional people and society at large.
Our teachers, clinicians, and staff joined together to craft our statement of values, which we are proud to share:
Quad Prep is a kind and joyful learning community where everyone is celebrated for who they are.
We ignite students’ strengths and passions and allow for safe academic pursuit at the highest levels by learning from mistakes.
We are trustworthy and steadfast, and our high academic expectations challenge students to grow uniquely as people and in the way they learn.
We widen our students’ perspectives, giving them the tools to know themselves and find success in the future of their choosing.
We never give up on each other and are driven by the ethos of “not if, but how.”
The Quad Preparatory School is looking for psychosocial teachers looking to gain classroom experience in a special education setting in our Early Childhood program (K-1). Psychosocial teachers work in tandem with the two head teachers in a classroom which consists of approximately ten children, providing academic and social-emotional support to the students.
Psychosocial teachers have the opportunity to receive mentorship and support from the Associate Psychosocial Director of Early Childhood, classroom head and associate teachers and the clinical staff. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers and clinicians. Given the rapid growth of our school, we expect teacher vacancies in most years.
Expectations:
The Psychosocial Teacher is responsible for implementing psychosocial support during group activities and independent work times. These psychosocial supports are developed with the clinical team, Associate Psychosocial Director of Early Childhood and in consultation with academic teachers.
Empower students to optimize their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.
Coach students in utilizing psychosocial and executive functioning skills in group settings, work periods, and transitions. (Psychosocial teachers support the social, emotional and executive functioning skills necessary for carrying out academic assignments, and do not directly teach academic concepts and skills.)
Facilitate learning of self-regulation, anxiety management, social thinking and impulse control skills, in collaboration with the clinical team.
Establish and continuously monitor students’ individual psychosocial goals and strategies.
Assist academic staff in psychosocial aspects of student interaction.
Assist children with personalized projects and daily living skills as determined by their schedule.
Provide scaffolding that relates to executive function and facilitating successful group work (e.g., visual schedules, strategies for working in a group, pre-planning and pre-discussions prior to activities).
Actively model executive function and social communication skills such as consideration of others’ input, appropriate phrasing of personal opinions, and shared interactive play.
Work cooperatively with school administrators, colleagues, and parents to deliver a fully-integrated, student-centered learning environment for each individual learner.
Participate in all training and staff development modules, including reading required books and articles on cutting-edge 2E and other educational developments.
Perform other duties as assigned.
Competencies:
Love for working with children
Desire and ability to work with students with special needs
Ability to connect with early childhood/early elementary students (grades K-1)
Effective oral and written communication
A solid understanding of early childhood and elementary-aged children’s social, and emotional development
Attention to detail
Maintaining confidentiality and privacy
Ethical conduct
Time management and the ability to multitask
Teamwork and collaboration
Patience and flexibility
Work Environment:
This job operates in a school setting. The school is located on the fourth floor of a building with two elevators. This role requires working in various locations around the school and accompanying students to a local park for outdoor time.
Physical Demands:
While performing the duties of this job, the employee is regularly required to talk and listen. This position is very active and requires standing, walking, bending, kneeling, and stooping all day. The employee must occasionally lift and/or move items under 20 pounds. During fire drills, the employee, unless physically unable, will need to use the stairs to go to ground level from the fourth floor. Typing is required for composing emails and writing reports. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Position Type and Expected Hours of Work:
This is a full-time position in an educational facility which is open eight hours a day. Teachers work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required. In general, though, hours are Monday-Friday 8 A.M.-4 P.M.
Required Education and Experience:
Bachelor’s degree in elementary education, special education, psychology or a related field
Experience working with children in grades K-1
Preferred Education and Experience:
Experience with early childhood students
Experience working with twice-exceptional youth
AAP/EEO Statement: The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies.