Lower School 1:1 Psychosocial Assistant The Quad Preparatory School is looking for 1:1 psychosocial assistants in our Lower School program (Kindergarten-5th grade) for the 2026-2027 school year. As a psychosocial assistant, your main role is to implement psychosocial strategies and interventions with the student that you are paired with. This student will be a student in a Lower School classroom, so you will be working directly as a team with their Head Academic Teachers, their Psychosocial Teacher, and their Associate Teacher. In addition, you will be working collaboratively with your students' clinical team (counselor, occupational therapist, speech-language therapist, and possibly a learning specialist) to ensure that you are meeting your students' needs and creating a successful learning environment for them. If the following job requirements and experience match your skills, please ensure you apply promptly. Psychosocial assistants have the opportunity to receive mentorship and support from the Lower School Clinical Co-Head, classroom head and associate teachers, and the clinical staff, including licensed speech and language pathologists, occupational therapists, and psychologists. You will receive significant professional development and experience working with twice-exceptional youth while being mentored by veteran special education teachers and clinicians. Expectations: The Quad Preparatory School is looking for a 1:1 Psychosocial Assistant. Duties include: Work primarily with one assigned student to support all areas of learning, including academic content, psychosocial goals, and implementation of behavioral plans. Track psychosocial and executive functioning goals for assigned student; Engage in data collection to monitor psychosocial progress. Collaboratively write progress reports for assigned student. Ensure safety of student, through use of Crisis Prevention techniques. Support other students as instructed by supervisor; with classroom team, implement general classroom supports and routines. Assist with providing support for students throughout the day (e.g. during outdoor recess, academic work periods, specials, lunch and snack). Assist assigned student with transitions between classes and activities; includes use of visual timers, reminders prior to transitions, prompts and praise for transitioning. Implement instructional activities (provided by teachers) driven by student learning styles and multiple assessment alternatives, when students may need a break from group learning. Empower student to take charge of their learning by providing all necessary scaffolding and modeling, materials, and consistently maintaining a high level of expectation for student success. Demonstrate and apply working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation) in daily instruction and intervention. Apply executive function frameworks consistently in treatment planning, instructional support, and behavioral interventions. Collaborate with all academic and clinical staff members to support student in daily tasks and enrich learning experiences, and implement classroom-wide supports and routines as directed. Work cooperatively with school administrators, special support personnel, colleagues, and parents to deliver a fully-integrated, student-centered learning environment for assigned student. Apply evidence-based practices responsive to the intensity, complexity, and asynchronous development of gifted and twice-exceptional (2e) learners. Demonstrate curiosity and actively learn about the cognitive, social-emotional, and executive functioning profiles of gifted and 2e students. Participate 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. 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 elementary school-aged children Experience in crisis intervention Providing engaging instruction Effective oral and written communication A solid understanding of elementary school-aged children's academic, 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 Required Education and Experience: Bachelor's Degree Crisis management experience Work Environment: This job operates in a school setting. The school is located on the 4th floor of the building with an elevator. This role requires regular walking to various locations around the school and occasionally traveling to the Upper School campus approximately two blocks away. Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must be able to lift and/or move items above or around 100 pounds. Typing is required. 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 non-exempt position in an educational facility which 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. In general, though, hours are Monday-Friday 8am - 4pm. Compensation and Benefits: Compensation is dependent upon experience and degree obtained. At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) 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. All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. ADA/AAP/EEO Statement: 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. xywuqvp 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 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.