26-27 Upper School Mental Health Counselor/Social Worker

The Quad Preparatory School•New York, NY

1d•$60,000 - $75,000•Onsite

About The Position

The Quad Preparatory School is looking for mental health counselors or social workers to join our team of Upper School clinicians in the 2026-27 school year, providing effective, integrated school-based counseling. The counselor will carry a caseload of students in grades 6th through 12th. The counselor’s role may include supervising psychosocial teachers and psychosocial interns and externs. The clinical team at Quad Prep is highly collaborative, a trait that the counselor must uphold to provide personalized support to each enrolled student. Clinical supervision will be provided by a licensed psychologist or mental health counselor.

Requirements

Master’s degree in mental health counseling, social work, or related field
New York State license in professional field, or qualifications to work toward licensure and New York State limited permit to practice professional field
School-based experience with middle school/high school population
One year of paid experience with students who have emotional/social/learning differences
Knowledge of evidence-based treatment, particularly CBT and DBT
Interpersonal style that builds consensus and compels constructive problem solving

Nice To Haves

Experience working with twice-exceptional youth

Responsibilities

Provide individual and group counseling to students, and provide psychosocial support in integrated contexts throughout the school day.
Co-lead social cognition and academic seminar groups, and provide psychosocial guidance in classrooms.
Co-teach seminars with academic teachers according to the school’s integration model (with the counselor’s role being provision of integrated psychosocial concepts/lessons that fits with academic content or context; academic content is provided by the teacher).
Provide risk assessments with necessary supervision.
Before the start of the school year, along with students’ teams, identify goals for each student to begin tracking immediately upon commencement of the school year; develop a Daily Report Card as necessary to allow for tracking of goals.
Collaboratively revise individual student goals as needed.
Supervise psychosocial teachers and/or interns as assigned; ensure supervisees’ responsibilities and data tracking of students.
Demonstrate working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation).
Apply EF frameworks consistently in treatment planning and intervention.
Demonstrates curiosity and actively learn about the cognitive, social-emotional, and EF profiles of gifted and twice-exceptional (2e) learners.
Apply evidence-based practices that reflect the intensity, complexity, and asynchronous development common in gifted populations.
Engage in ongoing professional development related to EF, gifted education, and neurodiversity.
Keep progress notes of sessions with students and contact with parents/outside providers.
Schedule monthly collaborative calls with each student’s outside providers and student’s parents (all parties on the same call) and coordinate with students’ outside providers and parents outside of monthly calls as needed.
Actively participate in weekly supervision meetings.
Advise and coach teachers and staff in regards to each child's individual therapeutic needs, the psychosocial curriculum and psychosocial clinical best practices; collaborate with other clinicians on students’ teams to determine the best approach for each student.
Competently utilize GSuite, specifically Google Drive.
Perform other duties as assigned.