Classification: Exempt 

Reports to: Upper School Associate Clinical Director 

Annual Salary Range: $45,000 - $50,000

At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world. 

As we enter our 10th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.

Why work at Quad Prep?

• ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation last year through NYSAIS.

• COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.   

• COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.  

• STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way!

• DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing.

• GENEROUS AND COMPREHENSIVE BENEFITS

• Health: Medical, Dental, Vision

• Student Loan repayment 

• Retirement Plan contribution

• Group Life Plan

• Disability Insurance

• Generous Parental Leave

• WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team, plan, and prep.

• PROTECTED TIME * Staffing permitted, we strive to provide coverage to allow you to learn from one another, participate in one of our special PD programs, conduct original research, develop special projects, and participate in our initiatives to create the culture YOU want to work in.  

• EXTRAS You can build a private practice or tutor onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff.

Who We Are

(If Quad Prep is for you, you'll read what's below and feel, "That's me!")

At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:

Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are:

• Passionate about our work and our mission

• Creative and excited about reaching each and every learner in new ways

• Excited to help create new, evidence-based best practices in this rapidly evolving field

• Able to set high expectations of both students and yourself and discover ways to meet them

Collaborative:  We function with an exceedingly deep degree of collaboration. You:

• Communicate effectively with colleagues

• Seek to understand yourself and others in order to welcome new perspectives 

• Are generous of spirit and willing to give and receive feedback and input freely

• Are kind, welcoming, and inclusive

Trustworthy:  We are steadfast and are accountable to our students and each other. You:

• Can be counted on to do what you say you will do

• Have a high level of ownership for personal and team results

• Can purposefully develop skills to find success in your work and our learning community

• Ask for support when you need it

• Project an unflappable, firm, and kind presence to our students

Constantly Learning and Growing:  We value continued growth and learning. You:

• Seek opportunities to learn and grow in your professional practice

• Support colleagues by sharing best practices and nurturing their learning

• Help the organization grow and improve by developing and sharing new ideas and approaches

Resourceful:  At Quad Prep, we dig deep to meet our mission. You: 

• Are highly effective and dedicated 

• Show initiative

• Display good judgment and sensibility

• Excellent at supporting students inside and outside theoom

Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are:

• Open to new ideas

• Nimble in fluid, changing environments

• Excited by growth, change, and innovation

The Quad Preparatory School is looking for individuals to fill the role of Psychosocial Teacher in our Upper School program, working with students in grades 6-12, during the 2022-23 school year. Psychosocial teachers work in tandem with the head academic teachers in seminars to provide social-emotional and relevant academic (e.g., executive functioning) support to students. Psychosocial teachers also provide social-emotional, self-regulatory, and executive functioning support to students in the milieu of the school day.  

Psychosocial  teachers have the opportunity to receive mentorship and support from the Upper School leadership team, academic head 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. 

Expectations:

• 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 seminars,s and during work periods and transitions. (Psychosocial teachers do not support academic concepts and skills, rather the social, emotional and executive functioning skills necessary for carrying out academic assignments).

• Facilitate projects and/or independent activities nurturing the talents and interests of individual students in collaboration with the academic teachers and clinical team. 

• Establish and continuously monitor students’ individual psychosocial goals and strategies.

• Assist students with personalized projects and daily living skills as determined by their schedule.

• Co-lead seminars. An academic teacher and a psychosocial teacher/clinical staff member co-lead theses and are equally involved in and are expected to collaborate on:

• Curriculum Mapping/Lesson planning

• Academic teachers and psychosocial teachers/clinical staff are expected to consistently meet and plan for the seminars with the goal of planning. 

• Psychosocial teachers are responsible for discussing specific strategies to be reinforced and psychosocial support plans for students with their co-lead academic teacher during this time (and during all-prep Friday meetings) so that both instructors are reinforcing the same social, emotional and executive functioning strategies and delivering the same support plan.

• Content for the class is derived from:

• The adjacent topics the academic teacher is instructing in during individual or group class time in the same subject area

• Concepts and activities relating to executive function and/or social-cognitive topics that fit well with an academic content area from the course syllabus

• 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)

• A topic or concept that is appropriate for all students in the seminar group

• Integrated lesson plan template created by both members of teaching team

• Instruction/class time:

• Psychosocial teachers actively participate in seminars by engaging in group discussion. Psychosocial teachers actively model executive function and social communication skills such as note-taking, consideration of others’ input, appropriate phrasing of personal opinions

• 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 middle and high school aged students (grades 6-12)

• Effective oral and written communication

• A solid understanding of elementary-aged and adolescent 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 fifth and sixth floors of a building with one elevator. 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 8am - 4pm.

Compensation and Benefits: 

Compensation is dependent upon experience and degree obtained. 

At Quad Prep you’ll have access to a full range of benefits, including medical, dental, and vision coverage; pre-tax transit and dependent care accounts; a 401K match and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.

You’ll engage with your colleagues in our ongoing staff wellness groups, relax at our game nights and happy hours, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, and Inclusion Taskforce; our Staff Ambassador Program; and our Peer Mentorship Program.

Required Education and Experience:

• Bachelor’s degree in psychology, education, or related field 

• One year of paid experience working with children in grades 6-12

Preferred Education and Experience: 

• Experience working with twice-exceptional youth

• Crisis prevention and intervention 

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.