Reports to :
Chief Psychologist and Director, Psychology Education and Training
Assistant Head of School
About The Quad Preparatory School
The Quad Preparatory School is an alternative K-12 college preparatory school dedicated to the education of Twice Exceptional Students- bright and creative children who learn differently. Here, students rise to the level of talent, instead of being kept down to the level of challenge, in a completely alternative program that truly molds itself to each child.
The Quad Preparatory School is a trailblazing organization that prides itself on exemplary education and clinical care in a creative yet rigorous way. Our unique model fully integrates explicit social and emotional learning with a rigorous academic curriculum, specially designed to engage and motivate our highly capable students to reach their potential—as independent thinkers, empowered and mindful adults, and innovators and contributors to communities of excellence.
The Quad Preparatory School is also a vibrant professional learning community for employees. Our culture is collegial, responsive, and warm - and we look forward to welcoming you to our school!
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
As a psychosocial teacher, you are responsible for implementing psychosocial supports in classroom and throughout the school. These classroom supports are developed with the clinical team and assistant head of school and in consultation with academic teachers.
Empowering students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.
Coaching of 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).
Facilitating projects and/or independent activities nurturing the talents and interests of individual students during psychosocial lessons and Core groups (Lower School) or Homeroom (Upper School) and group classes in collaboration with the academic teachers.
In collaboration with academic teachers, implementing integrated curriculum and instructional activities driven by student learning styles.
Taking the lead on creating a Student Profile for each student reflecting learning style and needs, strengths, interests, and psychosocial goals and strategies.
Collaborating with other staff members to identify and create psychosocial goals for each student
Track psychosocial goals for students using tracking spreadsheet
Model use of prompting (to support students in meeting goals) for other staff members
Initiate changes in psychosocial goals as needed
Co-lead Homeroom class (Upper School)
Develop, modify, teach, and implement lessons as created with larger team when appropriate
Facilitating students’ development of daily organizational, study and executive functioning skills
Collaborate with other Homeroom staff members to provide optimal support for each student
Co-lead seminar classes (Upper School).
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 find a reoccurring time each week to 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.
Psychosocial teachers also meet weekly with speech pathologist for supervision in integrating social-cognitive concepts
Goals related to social cognition closely relate to upper academics in some areas
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
Psychosocial teachers actively participate in seminar 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
Working cooperatively with school administrators, colleagues, and parents to deliver a fully-integrated, student-centered learning environment for each individual learner.
Participating in all training and staff development modules, including reading required books and articles on cutting-edge 2E and other educational developments.
Must be able to use GSuite, specifically Google Drive. In Upper School, must use Google Classroom for communication
Perform other duties as assigned.
Meet with parents/guardians to provide feedback on pupils’ progress at scheduled parent-teacher conferences and attending other meetings including Open Houses and other school functions.
Excellent Executive Functioning Skills
Attention to Detail
Maintaining Confidentiality and Privacy
Collaborative Team Work across disciplines
Work Environment: This job operates in a school setting. School is located on the 4th floor of building. This role requires regular walking to various locations around the school.
Physical Demands: While performing the duties of this job, the employee is regularly required to talk and hear. This position is very active and requires standing, walking, bending, kneeling, and stooping all day. The employee must frequently lift and/or move items over 20 pounds. During fire drills, employee will need to use the stairs to go to ground level from 4th floor. Typing required for composing emails and writing reports.
Position Type and Expected Hours of Work: This is a full time position in an educational facility which is open 8 hours a day. Employee will work 10 months out of the year.
Travel: No travel is expected for this position
Required Education and Experience:
Bachelor's in Psychology or related field
Preferred Education and Experience:
Masters in Psychology or related field
Crisis management experience preferred