26-27 Middle School SPED History Teacher

Quadprep; New York (NY); Hybrid; USD 70,000 - 89,000; Full time

Benefits offered by this job

Health, Dental, and Vision coverage

Student loan repayment assistance

Retirement plan matching

Generous parental leave

Professional development opportunities

Job summary

Quadprep is seeking a Middle School SPED History Teacher for the 2026-27 school year in New York. The position involves creating engaging, differentiated lessons for neurodiverse students while collaborating with staff. Candidates must hold a Bachelor’s degree in history or a related field and have experience with upper elementary or middle school students. The role promotes professional development and offers generous benefits.

Qualifications

• Bachelor's degree in history, education, special education, or related field.
• Experience working with middle school or upper elementary students.

Responsibilities

• Plan and implement engaging history lessons tailored to student needs.
• Collaborate with colleagues to enhance the history program.
• Empower students to lead their learning through appropriate support.

Skills

Differentiated instruction

Communication

Teamwork

Patience

Education

Bachelor’s degree in history or related field

Tools

Google Classroom

Veracross

Job description

26-27 Middle School SPED History Teacher

Classification: Exempt

Annual Salary Range: $70,000 – $89,000

Reports to: Upper School Associate Director and Middle School Dean

Opening: 2026–27 School Year

At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.

Why Work at Quad Prep?

• Accredited School: Recognized as an outstanding school by NYSAIS.
• Inclusive community: Celebrated for who we are.
• Collaborative colleagues: Inspiring innovators working together to create personalized solutions.
• Engaging students: Students bring enthusiasm, deep interests, and curiosity.
• Deep professional learning: Dedicated development pathways, coaching, and a conference shaped by staff.
• Generous and comprehensive benefits: Health (Medical, Dental, Vision), Student loan repayment, Retirement plan matching, Group life & disability insurance, Generous parental leave, Earned parental leave.
• Work‑life balance: Ten‑month school year with average 33 days off, generous preparation periods, and dedicated time for collaboration.
• Private practice support: Reduced‑rate space for staff interested in private or tutoring practice after school hours.

Compensation and Benefits

• Health coverage: Medical, Dental, Vision
• Student loan repayment assistance
• Retirement plan matching
• Group life and disability insurance
• Generous parental leave
• School vacations and paid time off built into the calendar
• Professional development opportunities: First Year Support Program, Leadership Development Institute, tuition waiver for Certificate Program in Meeting the Needs of Twice‑Exceptional Students
• Health savings account (HSA), flexible spending account (FSA), pre‑tax transit and dependent care (DC FSA) accounts
• Support for private practice or tutoring at reduced rates

Responsibilities

• Plan and implement high‑quality, engaging history lessons differentiated to meet student learning needs.
• Regularly assess students and curriculum, adapt content and instruction, and communicate assessment results to parents.
• Subscribe to and implement the school’s philosophy of progressive and personalized education for twice‑exceptional children.
• Collaborate with K‑12 history teachers to ensure a vertically aligned history program.
• Support students during co‑curricular programming during the school day.
• Create and maintain an orderly, aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs.
• Maintain accurate records using the school’s learning management system and student portfolios.
• Empower students to take charge of their learning by providing scaffolding, modeling, materials, resources, and high expectations.
• Collaborate with academic and psychosocial staff to plan, integrate, and facilitate cross‑curricular, inquiry‑based projects.
• Communicate with parents and guardians via conferences, written reports, phone calls, and email.
• Follow school’s professional code and policies, conduct oneself in a way that promotes the mission.
• Utilize technology: Veracross, Google Classroom, Google Suite (Calendar, Drive, Docs, Sheets).
• Attend all faculty and staff meetings, professional development, and required special events such as Curriculum Night, open houses, and parent‑teacher conferences.
• Perform other duties as assigned.
• Love working with pre‑adolescents.
• Desire and ability to work with students with special needs.
• Knowledge, understanding, and strong interest in history.
• Ability to connect with pre‑adolescents.
• Lesson planning and ability to provide engaging, differentiated instruction.
• Effective oral and written communication.
• Solid understanding of adolescent academic, social, and emotional development.
• Maintain confidentiality and privacy.
• Ethical conduct.
• Time management and multitasking ability.
• Teamwork and collaboration.
• Patience and flexibility.

Required Education and Experience

• Bachelor’s degree in history, history education, elementary education, special education, or a related field.
• Experience working with upper elementary or middle school students.

Preferred Education and Experience

• Experience as an upper elementary or middle school history or special education teacher.
• Master’s degree in history education, special education, elementary education, history, or a related field.
• Special education training, including gifted education and twice‑exceptional youth.
• Secondary history, elementary education, and/or special education teaching credentials.
• Experience teaching twice‑exceptional youth.

Physical Demands

The employee is regularly required to talk and listen, stand, walk, and climb stairs. Occasionally lift or move items under 20 pounds. Typing 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 exempt position in an educational facility that is open eight hours a day. Teachers work ten months out of the year (late August to late June). Occasional evening or weekend hours may be required; anticipate at least three events throughout the year. Hours are Monday‑Friday, 8 a.m. – 4 p.m.

EEO Statement

The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We provide reasonable accommodations to people with disabilities. The School is an equal opportunity employer and does not discriminate based on 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.