26-27 Lower School Psychosocial Teacher

The Quad Preparatory School•New York, NY

5d•$50,000 - $69,000•Onsite

About The Position

The Quad Preparatory School is looking for individuals to fill the role of Psychosocial Teacher in our Lower School program, working with students in grades 1-5, during the 2026-27 school year. Psychosocial teachers work in tandem with the head academic teachers 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.

Requirements

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
Bachelor’s degree in psychology, education, or related field
One year of paid experience working with children in grades 1-6

Nice To Haves

Experience working with twice-exceptional youth
Crisis prevention and intervention

Responsibilities

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 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.
Assist academic staff in psychosocial aspects of student interaction.
Provide explicit executive function (EF) scaffolding and instruction, including visual supports, pre-planning, and strategies for successful group work.
Model executive function and social communication skills, such as flexible thinking, self-monitoring, respectful collaboration, and shared interactive play.
Demonstrate and apply strong working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, emotional regulation) in lesson planning and intervention.
Apply evidence-based practices responsive to the intensity, complexity, and asynchronous development of gifted and twice-exceptional (2e) learners.
Engage in ongoing learning and professional development related to executive function, gifted education, and neurodiversity, informed by curiosity about individual learner profiles.
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.