Careers

The Sassafras Program is an autism support program that is based on the premise that students need to build positive relationships, feel positive emotions and develop a sense of control and purpose in order to learn. It offers students a predictable structure and a supportive environment, with academic engagement tailored to meet each child’s specific needs.

• Support the academic and behavioral needs of one student with complex challenges within a small, autistic support classroom.

• Deliver appropriate learning experiences for students with disabilities, providing direct and indirect support in a positive environment and employing special educational strategies and techniques to improve the development of behavioral and academic skills.  

• Teach socially acceptable behavior and reinforce student’s social skills

• Maintain and collect daily student data. Prepare reports as requested.

• Implement behavior plans as appropriate

• Provide crisis intervention, as needed, for students including use of Safety-CARE techniques for physical restraint as a last resort. 

• Model compassionate and ethical conduct across all settings.

 

Requirements:  High School diploma or Associate’s degree 

 

Status: Full-time, 10 months

Annual Salary:  $31,600

The Sassafras Program is based on the premise that students need to build positive relationships, feel positive emotions, and develop a sense of control and purpose to learn. It offers students a predictable structure and a supportive environment, with academic engagement tailored to meet each child’s specific needs. The students of the Sassafras program have difficulty regulating externalized behaviors that frequently result in social, emotional and academic dysfunction in a general education setting. The Sassafras Program aims to reduce the overall intensity, frequency and duration of behaviors such as aggression, property destruction, elopement and inappropriate language.

• Under the direction of the Sassafras Director and along with the classroom teacher, support the academic and behavioral needs of 6-8 students with ASD and other complex challenges, in a highly structured classroom that focuses on behavior regulation, social skill acquisition, and academic success
• Deliver lessons designed by the classroom teacher, develop main and supplemental activities and collect academic progress data for a small group
• Collect daily behavioral data, along with the students’ 1:1s, and enter into the designated behavioral health software program
• Review behavior plans and other relevant (e.g., instructional) materials developed by the behavior team for the students to facilitate consistent implementation and monitor outcomes appropriately.
• Collaborate, implement and maintain evidence-based practices and Positive Behavior Support Plans (PBSPs).
• Implement and facilitate integrated ABA-inspired approaches with attention to positive reinforcement that supports behavior reduction outcomes.
• Maintain a high level of collaboration with the classroom staff and the Behavior Support Team.
• Daily and weekly family communications, as outlined by school guidelines.
• Provide crisis intervention, as needed, for students including use of Safety-CARE techniques for physical restraint as a last resort.
• Model compassionate and ethical conduct across all settings.
• Assist students with self-care needs, such as eating, dressing and toileting.

Requirements: Bachelor’s degree required

Over the years, TQS has recognized the need to responsibly and appropriately invest in
technology, in a way that complements its student-centered, high-touch educational
program. TQS deploys MacBooks to its faculty, and iPads and Chromebooks to students
depending on the grade level. Meanwhile, classrooms have digital whiteboards and other
adaptive, assistive, and instructional technologies.

TQS seeks an IT director, a new position that will oversee and manage all IT/ IS operations,
systems, and support. The IT director is taking over from a third-party managed services
provider (MSP), which has been supporting the school for many years but will be departing
at the end of this calendar year. This is a hands-on leadership role with no direct reports,
but the school understands the need to leverage outside support for major system upgrades
and installations. The IT director will report to the CFO. The school is eager for the new IT
director to start late fall of 2024, so that a graceful handoff can occur with the outgoing MSP.

SPECIFIC DUTIES
Systems Management

• Oversee and evaluate the deployment of all hardware and software in terms of migration, rollout, customer satisfaction, performance, and asset management. 
• Identify, suggest, and implement improvement to the application system environment, including processes, functions, and database structures.
• Administer the school’s network, servers, data storage, phone system, A/V installations, printing systems, and other IT infrastructure, and ensure that these and other technology systems are delivering a reliable service and meeting the needs of faculty, staff, and students.
• Interface with other departments to provide essential data services and report management.

Faculty, Staff, & Student Partnership

• Serve as the school’s technology project manager for upgrades and transitional initiatives, both school-wide and within specific departments.
• Design and deliver essential technology training for faculty, staff, students, and parents.
• Be a visible presence and hands-on support partner to ensure that requests for technology assistance are addressed in a timely and professional manner.
• Provide A/V planning and support for on-site events and meetings, some of which occur on the evenings and weekends.

Technology Leadership

• Under the direction of the CFO and in partnership with other school leaders, engage collaboratively with long-term technology planning and strategy.
• Evaluate emerging technologies in support of current, as well as future, academic and operational needs.
• Manage the technology budget and general operations of the technology program.
• Report directly to the CFO and perform other duties as assigned.

QUALIFICATIONS AND QUALITIES
Professional Qualifications

• Possession of a bachelor’s degree
• Experience coordinating or managing technology projects and initiatives, preferably in an educational institution
• Experience administering data systems or enterprise applications
• Prior experience supporting IT operations, including: security, networking, backup disaster and recovery planning, risk management, or hardware deployment

Leadership & Personal Qualities

• An eagerness to step away from the office and seek out colleagues across campus, in the spirit of cultivating meaningful and supportive relationships
• Curious passion for technology, and a highly skilled problem solver
• Excellent budgeting skills with the ability to plan strategically and cost-effectively, as well as prioritize resources
• Exceptional communication skills: written, verbal, presentation, and training
• An understanding of the unique technology needs of an independent school supporting students with complex challenges
• A commitment to the mission and core beliefs of The Quaker School at Horsham
• Capability to lift up to 25 pounds and access hardware in hard-to-reach spaces

Salary: $110,000/year

TO APPLY
For more information please visit the following link, which contains the job opportunity
statement and complete application instructions.

www.EdTechRecruiting.com/jobs/TQS/technology

Opportunity Statement

The students at TQS in grades K-12 have struggled in traditional schools and come with a pressing need for a safe learning environment where they can confidently face the challenges of learning. These students have a mix of disabilities: ADHD, learning disabilities, autism, expressive and receptive language disorders, and anxiety disorders. At TQS, we use the latest findings from educational research to guide our curriculum and nurture our students’ inherent curiosity and desire to learn.

• Deliver prepared lessons within a classroom setting of 8-10 students with complex challenges: managing student behavior, following class activities, routines and procedures to provide for the optimal learning of all students.

• Provide 1:1 support to an assigned student.

Requirements:  Bachelor’s degree preferred

Status: Per diem

Rate: $35/hour

The Social Emotional Learning Teacher provides opportunities for students to learn, practice and demonstrate social-emotional skills within academic contexts. The teacher will be responsible for teaching academic and social-emotional learning lessons to students using evidence-based strategies.

• Teach assigned courses within a classroom setting of 8-10 students with complex challenges: developing lesson plans, managing student behavior, supporting students’ emotional and academic needs, evaluating student learning profile and learning needs, establishing class activities, routines and procedures to provide for the optimal learning of all students.

• Employ special education strategies and techniques during instruction to improve the development of language, cognition and memory and instruct students in the area of social and emotional learning using a variety of techniques such as project-based learning, multi-sensory learning, differentiated instruction and repetition to reinforce learning and to meet students' varying needs and interests.

• Establish clear objectives for all lessons, units and projects and communicate those objectives to students and families in our school learning management system.

• Assess growth of students, prepare reports and keep appropriate records to include attendance, checklists, progress monitoring data, ratings forms, and other record keeping activities as necessary. Use this information to differentiate instruction and to create daily or weekly family communications, as outlined by school guidelines.

• Work with the TQS learning community stakeholders to communicate social and emotional learning strategies.

• Provide crisis intervention, as needed, for students including use of Safety-Care techniques for physical restraint as a last resort.

 

Requirements:  Bachelor’s Degree; postgraduate coursework or training in SEL 

Salary: $52,000