The Quad Preparatory School·New York
Provide social-emotional and executive functioning support to neurodiverse students in grades 8-12 within seminar classes and the general school milieu. Collaborate with academic teachers to co-lead classes, map curriculum, and monitor individual psychosocial goals.
Upper School Psychosocial Teacher: Anticipated Opening for the 2026-27 School Year
Classification: Exempt
Reports to: Upper School Associate Clinical Director
$50,000 - $62,000
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.
Now in our 2nd decade, 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.
(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:
We function with an exceedingly deep degree of collaboration.
We are steadfast and are accountable to our students and each other.
We value continued growth and learning.
At Quad Prep, we dig deep to meet our mission.
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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 8-12, during the 2026-2027 school year. Psychosocial teachers work in tandem with the head academic teachers in seminar classes 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 Lower 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.
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, classes 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 seminar classes. An academic teacher and a psychosocial teacher/clinical staff member co-lead these classes 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 seminar classes 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
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.
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.
This is a full-time exempt position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians 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, anticipate at least three of these events throughout the year. In general, though, hours are Monday-Friday 8am - 4pm.
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, Inclusion, and Belonging Taskforce; our Staff Ambassador Program; and our Peer Mentorship Program.
Want to learn more about Quad Prep? Connect with us!
***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. ***
The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org.
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.
Requires a Bachelor's degree in psychology, education, or a related field and at least one year of paid experience working with children. Experience with twice-exceptional youth and crisis intervention is preferred.
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.
Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., open houses, Curriculum Night, Carnivale).
Perform other duties as assigned.
Market context
In New York, classroom teacher roles are typically shaped by steady school staffing needs and competition for educators who can demonstrate strong instruction and classroom leadership. This role is competitive because it calls for advanced chess knowledge, proven teaching experience, and the ability to manage multiple responsibilities while supporting student success. Review the AI-summarized requirements and benefits on this platform to save research time, then tailor your application to show concrete teaching results and leadership examples.
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