Jobs Opportunities at NAPSEC Member Programs


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Updated 12-11-17




Annandale, VA


Position Opening Announcement: Program Director ~ Annandale Campus

Applications are being accepted for this key leadership position within PHILLIPS Programs. The PHILLIPS School ~ Annandale Program Director, reporting to the President & CEO, will be responsible for all aspects of operation of a 200 pupil campus for students with emotional & behavior problems, learning disabilities and other school challenges. The Program Director also oversees a staff of 150. The Program Director will ensure that PHILLIPS values of integrity, compassion, commitment, individualization, effectiveness, safety and community are fully integrated into the Annandale program. The current Program Director is retiring after 46 years with the organization, 30+ as Program Director.


Key areas of responsibility to include:

  • Direction of education programs and related services

  • Supervision of faculty and administrative staff

  • Senior school official and liaison to parents and students

  • Oversee transition to public school or adult services

  • Manage school wide systems (i.e. IEPs, progress reports, budget, etc)

  • Hire Manager and oversee ESY program

  • Fiscal management, including participation in annual budget development

  • Regulatory compliance

  • External representation of program to professional community and community at-large

  • Liaison to LEAs and other outside professionals

 Required Credentials:

  • Master’s degree in education or special education

  • Special Education Certification

  • Significant professional experience within a special education school

  • Extensive supervisory experience  Experience with non-public special education school management and administration preferred

 Related Qualifications and Skills:

  • Be approachable, creative, supportive and open to staff

  • Understanding of strength-based behavior management approaches in working with special student populations; ability to convey positive and compassionate attitudes about students to others

  • Creativity and skill in developing innovative approaches to service delivery

  • Commitment to families and to forging meaningful partnerships with parents to help their children succeed in school

  • Excellent communication skills

  • Thoughtful decision making

  • Ability to lead others

  • Either have knowledge of or a willingness and ability to learn about community resources, both adult services and public school programs

  • Excellent interpersonal skills

  • Conscientious, detailed orientation toward administrative work

  • Demonstrated conflict resolution and creative problem solving

  • Demonstrated knowledge of federal education law, and applicability of IDEA and ESSA within a Virginia special education program

  • Ability to learn school compliance and regulation processes

 If you have a sincere interest, please send your letter of interest and resume to HR by January 16, 2018 close of business. Candidates will be interviewed by a panel of staff.




Mail: PHILLIPS Programs

Attn: HR

7010 Braddock Road

Annandale, VA 22003





Brookfield Schools

Cherry Hill, NJ




Brookfield Schools, a progressive private school dealing with learning disabled and emotionally disturbed students, is accepting letters of interest and resumes for the position of Executive Director.  The successful candidate must have a master’s degree, five years experience as a principal, a chief school administrator’s certification or eligibility to obtain this certification, and has obtained or is in the process of obtaining a doctoral degree.  Experience with emotionally disturbed students is preferred.


This is a 12- month position with a competitive salary and benefits package.  Starting date is June 1, 2018.


The administrative offices are located at Brookfield Academy, 1009 Berlin Road, Haddonfield, NJ. 



Please email or fax resume to:

Search Committee Brookfield Academy


Fax:  856-795-3009




Little Keswick School—Business Manager/Comptroller

About the School: Little Keswick School is a non-profit, special education therapeutic boarding school located outside of Charlottesville, Virginia with a rich history and a national and international reputation of excellence. For 54 years the school has provided individualized support for the academic, social and emotional growth of each student. Our small school provides nurturing relationships, intensive clinical interventions and an individualized education for 35 boys in our highly structured and safe environment. LKS accepts boys ages 9-15 at the time of enrollment from throughout the country and abroad who have a complex set of challenges and low average to superior intelligence.

Opportunity: Little Keswick School seeks a Business Manager/Comptroller who will have oversight for all financial components of the school under the direction of the Headmaster.  They are responsible for all recordkeeping, including ledger and bank account reconciliation. 

A successful candidate will: 

§  Have prior stable work experience as a Controller/Comptroller

§  Have software proficiency in QuickBooks, Excel, Word, and accounting software

§  Possess excellent decision and time management skills;  work under pressure and meet all deadlines

§  Possess effective verbal/written communication skills, solid mathematical skills, and strong organizational skills

§  Be organized, take initiative and be able to multi-task

§  Have meticulous attention to detail

§  Be able to maintain positive internal working relationships with department managers and the Headmaster

§  Be able to communicate effectively with parents, family members, staff, vendors, government agencies and the general public

§  Have compassion for and desire to work with families

§  Meet all health requirements including TB screening and pass criminal background checks

Specific Duties and Responsibilities include:

§  Accounts payable/ Accounts receivable

§  Payroll, Federal and State taxes, Year-End W-2s for small school (55 employees)

§  Year-end 1099 processing

§  Insurance including employee benefits and business auto, liability

§  Profit Sharing plan, coordination of all paperwork and annual payroll information

§  Annual budget

§  Journal entries

§  Preparation of monthly financial reports / Actual to Budget / Cash flow / Balance sheets

§  Monthly reconciliation of all bank accounts

§  Executive reporting and budget prep for board meetings

§  Plant Management


Education/Experience:   A Bachelor’s degree in accounting or business administration, or equivalent business experience. Minimum of six years business/bookkeeping experience required.

Working Conditions:  Casual, small office environment.

Benefits: Competitive salary commensurate with experience; Benefits include: Medical, dental, life insurance, tuition assistance; Profit sharing plan and voluntary 401K.

Application: Please send resume, cover letter, and at least 3 professional references to:

Hiring Date:  Accepting applications through fall of 2017 with an immediate start date.


Marc Columbus. M.Ed., Headmaster


Little Keswick School—Assistant Admissions Director

About the School: Little Keswick School is a special education therapeutic boarding school located outside of Charlottesville, Virginia with a rich history and a national and international reputation of excellence. For 54 years the school has provided individualized support for the academic, social and emotional growth of each student. Our small school provides nurturing relationships, intensive clinical interventions and an individualized education for 35 boys in our highly structured and safe environment. LKS accepts boys ages 9-15 at the time of enrollment from throughout the country and abroad who have a complex set of challenges and low average to superior intelligence.

Opportunity: Little Keswick School seeks an Assistant Admissions Director to join the admissions team who will report to the Director of Admissions and be responsible for the development, leadership and management of all admission and marketing functions at the school.

A successful candidate will:

§  Have experience working with adolescent students with social, emotional, behavioral and learning needs

§  Have adequate child development and psychological background to read and interpret psycho-educational
and neuropsychological testing

§  Have comprehensive special education and/or clinical knowledge to assess student complexity and fit

§  Have exceptional verbal, written and organizational skills

§  Have excellent phone skills and demeanor

§  Be able to listen to a client’s needs and respond appropriately

§  Have strong interpersonal skills with students and coworkers

§  Be able to learn the LKS program and explain the school effectively to parents and professionals

§  Have proficient technology skills including database management, social media marketing and website development

§  Be organized and able to multi-task

§  Be able to attend professional conferences

§  Be able to assist with event planning and services

§  Must possess initiative and judgment capabilities to support admissions, marketing, and student referrals

Key personality traits:

§  Have an engaging personality to provide campus tours and be the face of LKS at professional conferences

§  Be independent, flexible and able to take initiative

§  Enjoy meeting families, referring professionals and building relationships

§  Understand and navigate complex family dynamics

§  Have a passion for helping people and providing services to others

§  Be able to understand and implement student behavioral support

Education/Experience: A degree in special education or psychology is required and an advanced degree preferred; two or more years working in a therapeutic boarding school or residential program or other education related setting; prior work experience in admissions or as a clinical professional preferred. 

Benefits: Competitive salary commensurate with experience; Benefits include: Medical, dental, life insurance, tuition assistance; Profit sharing plan and 401K.

Application: Please send resume, cover letter, and at least 3 professional references to:

Hiring Date: Accepting applications through fall of 2017 with an anticipated start date of January 1, 2018 or sooner.

Contact: Marc Columbus, MEd, Headmaster, 434-295-0457,




Special Education Teacher

AchieveKids is a dynamic, non-profit educational organization with a rich 55-year history of providing non-public schooling in San Jose and Palo Alto, California.  We serve students with complex emotional and developmental challenges.  We focus on the skills and abilities necessary for our students to transition to progressively more independent learning and living environments. We strive to create joy in learning in order to enhance success beyond our doors. AchieveKids is an exciting place to work, and we have a lot to offer the right candidate.



This is a regular, full-time, exempt, day shift position that reports to the Director of Education.


We are seeking a mission driven and dedicated Special Education Teacher with a passion for innovation and collaboration to meet the needs of complex learners for our San Jose California School.   Individuals with positive perspectives, high-energy, and a desire to work in teams are a fit for this opportunity.   Our professional teams create rigorous and relevant integrated skill development programs that enable our students’ transition to less restrictive environments and find success within their communities.



 Special education teaching credential (mild-moderate or moderate-severe) and/or ability to obtain college internship.


Ability to collaborate with colleagues to maintain academic integrity of planned lessons and learning experiences for students.


Facilitate learning experiences, using a variety of methods that meet classroom needs.


Design and implement educational, social, and emotional learning experiences.


Ability to learn technology platforms that organize instructional materials and data gathering.


Strong behavior and classroom management skills.


·       Fingerprint clearance required (FBI & DOJ).


·       Clean California DMV record required.


·       Knowledge and ability to apply all health and safety regulations to minimize and mitigate risks in the provision of student care and environmental maintenance.


·       Critical thinking skills and the ability to work under minimal supervision.




·       Comprehensive medical, dental, vision, life, and disability insurance plan options


·       Retirement plan with company match


·       Tuition and professional development assistance


·       Health care and dependent care flexible spending accounts


·       Paid holidays, vacation, and sick time


·       A fun, positive, and strength-based learning environment!


Apply online at or fax resume to (650)204-6587.

For additional information, contact us at or (408)964-2910.



1212 McGinness Ave, San Jose CA 95127




Overbrook School for the Blind

Philadelphia, PA.


Position Title:                      Math Teacher - Part-Time


FLSA Classification:            Exempt; 2 Days Per Week


Reports to:                          High School Program Coordinator


Position Purpose:  To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contributes to their educational and social development.  The mathematic curriculum must be adapted based on the students IEP’s goals allowing students to learn at their own pace and build confidence with the content of the material. You will implement UEB, Nemeth Code and Assistive Technology in the daily lesson plans. 


Essential Functions:

  • Instructs students in math concepts, algebra and geometry.

  • Develops and implements instructional plans compatible with the school's Math curriculum.Incorporates UEB, Nemeth Code and technology in the daily lesson plans.

  • Administers math assessments to students and provides a report with results.

  • Prepares and maintains students IEP’s goals; collects data, assesses and maintains student’s math records.

  • Makes sure the assignment are clear; summarizes the main point(s) of the lesson at the end of the lesson and/ or instructional activity.

  • Participates in IEP/Team meetings to identify student’s needs, accommodations and IEP development related to student math needs.

  • Prepare weekly lesson plans and submit to the Program Coordinator weekly.

  • All other duties as assigned.



  • Bachelor’s Degree in Mathematics or Teacher of the Visually Impaired, preferred.

  • PA Certification in Mathematics (Gr 7-12) and Teacher of the Visually Impaired.

  • 1-3 Years of Experience with instruction at the high school level.

  • 1-3 Years of Experience teaching math to students with special needs and visual impairments, preferred.

  • Communication skills (oral and written) and confidence in conveying information to all types of members of the community, including teachers, administrators, other staff members and students.

  • Basic Computer Skills.

  • Ability to work as a team member and handle frequent interruptions.

  • Demonstrates good judgment and dependability.


Physical Requirements and Work Environment:

  • Requires prolonged standing, walking, twisting and squatting on a constant basis.

  • Able to lift a minimum of 50 pounds.

  • Repetitive motion of the finger, hands and wrist.



Position Title:                      Assistive Technology Teacher 


FLSA Classification:             Exempt 


Reports to:                           High School Program Coordinator


Position Purpose:  The Assistive Technology Teacher is responsible for the management of the classrooms which includes developing/modifying and implementing technology goals for the students, maintaining data and other instructional materials to meet IEP's goals.  Assists in identification of Assistive Technology devices and services to allow students to access and benefit from their program of education. The AT Teacher makes recommendations regarding the purchase, repair and replacement of devices. Plus maintain an inventory of Assistive Technology Equipment.


Essential Functions:

  • Instructs teaching staff and students on the use of assistive technology devices/programs.

  • Coordinates the delivery of assistive technology services with the classroom teachers, ParaEducators, Interveners and 1:1's.

  • Participates in IEP/Team meetings assisting in identifying student needs, accommodations, evaluation needs and IEP development related to assistive technology systems.

  • Consults with staff to incorporate technology into classroom lessons.

  • Coordinates SETT meetings with LEA to acquire assistive technology for students.

  • Maintains and makes recommendations for appropriate assistive technology for student.

  • Prepares and conducts trainings for instructional staff related to assistive technology devices, teaching strategies and accommodations.

  • Prepares and maintains accurate record of students IEP goals, collecting data, assessing and maintaining students record(s).

  • Prepares weekly lesson plans and submits to Program Coordinator weekly.

  • Keeps abreast of changing developments, trends, instructional and educational technologies.

  • Perform other duties essential to the position as requested by the Program Coordinator.


  • Bachelor's Degree in Education, PA Certified Teacher of the Visually Impaired.

  • Certification in Assistive Technology preferred.

  • Certification in Computer Technology preferred.

  • Demonstrates good judgment and dependability.

  • 1 - 5 years of experience with teaching technology to students who are visually impaired.

  • 1 - 5 years of experience with working with assistive technology with all age ranges (K-12). 

  • Experience working in a school setting.

  • Ability to deal effectively and appropriately with students, parents and other educational professionals regarding student concerns.


Physical Requirements and Work Environment

  • Requires prolonged standing, walking, stooping, twisting and squatting on a constant basis.

  • Able to lift a minimum of 50 pounds.

  • Repetitive motion of the finger, hands and wrist.

  • Requires physical exertion to manually move, lift, carry, pull or push heavy objects or materials.



Position Title:                       Reading Specialist Teacher - 3 Days Per Week


FLSA Classification:            Exempt; 3 Days Per Week


Reports to:                           High School Program Coordinator


Position Purpose:  To provide literacy instruction and enrichment to students in accordance with their individualized needs. Essential duties will include assessment of student literacy proficiency, direct student instruction, and consultation with coaching for teachers regarding best practices in literacy instruction.


Essential Functions:       

  • Participates in IEP/Team meetings identifying students needs, accommodations and IEP development related to students reading needs

  • Prepares and maintains student IEP goals; collects data, assesses and maintains student’s reading records

  • Consults with staff to incorporate teaching strategies into lessons

  • Prepares weekly lesson plans and submits to the Program Coordinator weekly

  • Develops and implements reading program to students with visual impairments

  • Administers reading assessments to students and provide report with results

  • All other duties as assigned


  • Bachelor's Degree in Teacher of Students with Visual Impairments or Special Education.

  • PA Certification in Reading, Teacher of the Visually Impaired or Special Education.

  • 1-3 Years of Experience with teaching students with visual impairments to improve their reading skills using current pedagogy

  • Knowledge and experience with teaching UEB

  • 1-3 Years of Experience with using assistive technology

  • 1-3 Years of Experience with working with high school aged students

  • Communication skills (oral and written) and confidence in conveying information to all types of members of the community, including teachers, administrators, other staff members and students.

  • Basic Computer Skills.

  • Ability to work as a team member and handle frequent interruptions.

  • Demonstrates good judgment and dependability.

  • Ability to deal effectively and appropriately with students, parents and other educational professionals regarding student concerns.


Physical Requirements and Work Environment

  • Requires prolonged standing, walking, twisting and squatting on a constant basis.

  • Able to lift a minimum of 50 pounds.

  • Repetitive motion of the finger, hands and wrist.



Position Title:                      School Age Itinerant Teacher for Visually Impaired


Status:                                  Full Time 10 Months-Instructional

                                              Possible Summer Hours for ESY

                                              32.5 Hours Per Week


FLSA Classification:           Exempt


Reports to:                          Early Intervention Program Coordinator


Position Purpose:               

Experience working with school age students at their designated school district providing strategies educational methods related to vision and other areas of development.  



  • Bachelor’s Degree in Visually Impaired, Master’s Degree a plus.

  • PA Certification.

  • Valid driver’s license and must have own car.

  • Experience collaborating with other disciplines a plus; Provide instructions in the use of low vision aids.

  • Excellent interpersonal, written and communication skills.

  • Ability to work with minimal supervision, conduct vision assessments, write reports and goals.

  • Must be flexible and reliable.

  • Able to lift a minimum of 50lbs.


ssential Functions:

1.    Assesses student needs and environmental barriers, identifies modifications and adaptations to best deliver instructional activities to actively engage students in meaningful learning experiences.  Monitor students in the use of learning materials and resources for use in educational activities.


2.    Plans and prepares materials and adaptations for appropriate subject and grade/age level and ensures maximum independence allowing for continuous student growth and achievement.  Evaluates, selects and modifies instructional resources to meet the students with varying backgrounds, learning styles and special needs.


3.    Communicates effectively, collaborates and consults with families and other classroom and special education teachers and specialized service providers in designing and implementing IEP/IFSP plans for students.  Participates in evaluations or re-evaluations as the teacher of the visually impaired.  Establishes and maintains positive relationships with students, parents and staff.


4.    Provides professional development to building staff.  Possibly conduct in-services for school staff on topics related to vision.  Serves as a resource for administration and staff.


5.    Provides Braille Instruction (reading and writing).


6.    Maintains accurate and complete records of students' progress. Develops and writes annual IEP/IFSP's, Re-Evaluation report and progress reports.


7.    Conducts specialized assessments that pertain to vision (ie: Functional Vision Assessments, Learning Media Assessments, DAP Assessments, etc.).


8.    Assesses changes in student needs, and offer plans for improvement.  Keeps current with developments in subject area, teaching resources and methods and making relevant changes to instructional plans and activities.


9.    Participates in meetings specific to the student's education program.

10.Understands and maintains boundaries and confidentiality with students, families and staff.


11.  Maintains data specific to travel, service logs, etc.


12.  Participates in school/program wide trainings.


13.  Perform other essential duties as assigned. Follow the rules and regulations of OSB’s handbook and guidelines.



Illinois Center for Autism

Fairview Heights, Illinois


Executive Director

Position Effective: January 3, 2018


Applications Accepted through July 31, 2017 or until position is filled.


The Illinois Center for Autism is celebrating 40 years of service to individuals with Autism Spectrum Disorder (ASD) and their families.  The current Executive Director will be retiring after 31 years of service, fulfilling this role for the past 14 years.  The Board of Directors is embarking on a search for the next leader.


The Illinois Center for Autism believes that each individual is unique and defined by possibilities and not limitations. Individuals have the right to education, training and/or services specifically designed to meet his/her needs in the least restrictive environment through the use of:


·       Innovative, research based methods and practices

·       An interactive and engaging atmosphere

·       Advocacy and choice to promote self-sufficiency and lifelong independence

·       A positive approach to maladaptive behaviors

·      Customized support services and training offered to individuals, families and the community

·       Services provided by qualified staff who receive ongoing, specialized training


The Illinois Center for Autism operates three programs: The Special Day School, Client/Family Support and Adult Services.


The Special Day School is Illinois State Board of Education approved and offers year round educational programming to students between the ages of 3 and 21 years old.  Client/Family Support provides advocacy, education and support to individuals with ASD and their families.  Adult Services includes facilitation of vocational skills training, independent living skills, transportation training and recreational/leisure activities.


Overview of the Position


Under administrative direction of the Board of Directors, will be responsible for the business and service operations of the Illinois Center for Autism.  This is a full time position and due to the nature of the responsibilities involved requires a highly fluid and variable workweek.  The Executive Director is expected to exercise effective utilization of time as a resource. 


Ensures the Illinois Center for Autism achieves its mission, is managed in accordance with Board approved policies, and remains in compliance with all applicable federal, state, local or accreditation statutes, rules and guidelines.


Serves as the Illinois Center for Autism’s liaison with pertinent agencies and community, establishing and maintaining relationships with outside funding, educational, advocacy, business, community, philanthropic, and professional organizations.


Travels between agency locations and various business functions locally, within the state and at the national level.


Oversees all aspects of the Illinois Center for Autism’s business, marketing, financial, and regulatory operations; strategic planning; and the day to day operations of the agency including facilities, personnel, and programs. 


Position Requirements


Minimum of a Master’s Degree and proven ability in public, mental health or administration, human services, education, or equivalent areas.


Knowledge of behavior principles as related to the delivery of human services, especially the care and training of people with autism spectrum disorder. 


Broad knowledge of special education. 


Interested Candidates:

Send a cover letter and resume to the ICA Search Committee by July 31, 2017 at



St. Elizabeth School

Baltimore, MD


Special Education Teacher

Full-Time Positions Available


St. Elizabeth School is a nonpublic, special education school serving students grades 1 – 12, ages 6- 21 in an eleven-month program.  The School is seeking a Special Education Teacher to join our dynamic team for the SES elementary/middle school program. 



Prepare and implement lesson plans to teach special education students in elementary and middle school grades.   



Bachelor degree minimum.  Master level applicant preferred.


K-12 special educator certification, or eligibility for certification.


Prior experience is preferred. 


Must be creative, organized, and highly motivated with the ability to work independently as well as work with a team. 


All candidates must pass a criminal background check and a pre-employment drug screening, and possess a willingness to drive their own or School vehicle for School business. 



Include competitive salaries and comprehensive medical, dental, vision, and life insurance, as well as short/long term disability insurance, professional development budget, 403b retirement savings plan, and paid time off. 


Send resume and cover letter to: Fax: 410-889-2356



Horizons School

Birmingham, AL


Job Developer and Coach


Are you seeking a position that makes a difference in the lives of young adults? 

Are you someone who wants to assist young adults as they pursue their dreams?


The Horizons School is seeking an experienced Job Developer and Coach who will…

  • Work as a member of a dynamic team to advise students regarding career aptitudes, job search methods, resume

  • preparation, internships and paid employment

  • Share professional experience and guide student development of job skills

  • Teach prevocational and vocational skills

  • Develop new opportunities for student internships and paid employment

  • Assist with successful job placement

Roles and Responsibilities: 

  • Assess student vocational wants, strengths, challenges and achievements

  • Monitor and facilitate development of student employment goals

  • Actively develop new internships and paid employment opportunities

  • Teach important prevocational and vocational skills for successful employment

  • Observing and coaching on-the-job skills:            

  • Job-specific and transferable skills

  • Hygiene/grooming for the workplace

  • Realistic appraisal of personal skills

  • Transportation skills via bus/cab

  • Business communication skills

  • Respond to needs of community employers, students, School faculty and families

  • Maintain accurate and confidential records

  • Prepare summary reports of student progress

  • Ensure safe working conditions for student employees


  • Undergraduate or graduate degree from an accredited institution

  • One to three years of experience with individuals with disabilities

  • Excellent communication and customer service skills

  • Knowledge of employee training practices and methods

  • Familiarity with federal and state employment practices

  • Exercises sound judgment and maintains positive work relationships

  • Skills to collaborate with faculty, staff and community employers

  • Flexibility in work hours and location. This position may require evening work.

  • Hold a valid driver’s license and proof of auto insurance

About Us 

The Horizons School is a non-degree transition program specifically designed to create personal, social, career independence and build self-determination skills for young adults (ages 18-26) with specific learning disabilities. The Horizons School, Inc. is a state licensed and nationally accredited post-secondary nonprofit school with attractive facilities conveniently located in Metro Birmingham, AL. In its 25th year of operation, The Horizons School proudly celebrates successes of its graduates and long-term relationships with students and families!


The Horizons School offers competitive wages and benefits such as paid vacation and sick leave, paid school holidays, employer paid individual health insurance, retirement plan, optional dental and vision plan, and professional development assistance.  To inquire about this position, contact Dr. Karen Dixon, Web: Phone: 205 322 6606, toll-free 800 822 6242.


The Horizons School is an equal opportunity program and does not discriminate against prospective or current students or employees on the basis of gender, race, color, religion, national origin, sexual orientation or disabilities pursuant to the requirements of the Rehabilitation Act of 1973, the Americans with Disabilities Act and other applicable statutes. 


Enjoy a rewarding career with The Benedictine School


The Benedictine School is a non-public school located on the Eastern Shore of Maryland. We serve students with Autism, Intellectual Disabilities, or Multiple Disabilities. Since 1959 the School has provided comprehensive services for and changed lives for countless individuals and their families through its day and residential program. The mission of Benedictine School is “Helping Children and Adults with disabilities to achieve their greatest potential.”


The Benedictine School is continually growing and has several positions available to meet the needs of our students:


The Behavior Specialist supports children and adolescents with developmental disabilities by guiding and supporting the school team through use of effective behavior assessments, behavior strategies, positive behavioral support plans, data collection and analysis of behaviors. The Education Assistant supports students who have developmental disabilities in the educational setting through all educational, vocational, and leisure activities. The Instructional Facilitator facilitates instruction through support for teachers and assistants throughout the school. This is accomplished through observation, research, modeling, direct instruction, and collaboration. This extends to IEP development and required school-wide assessments. The Speech Language Pathologist serves the communication development needs of students, within the total framework of the educational, vocational, social and daily living situations in which the student is expected to function. These services are most appropriately delivered through an interdisciplinary team process. The Crisis Team Assistant provides crisis intervention for students as needed during residential hours, and helps enhance the staff’s capabilities to manage student behaviors through training, suite observations, and incident report investigations/debriefings. The Direct Support Professionals for School Residential Community supervises, supports and provides direction to children and adolescents with developmental disabilities, assisting them with daily living skills and during recreational activities.


Please see our website for more information and for links to apply 



The Sonia Shankman Orthogenic School

Chicago, IL

Director of Transitional Services and Programs

Essential Functions: Although the Director of Transitional Services and Programs is the primary coordinator of all activities that result in a successful transition and follow up program, it is recognized that the overall responsibility and success of these activities rests on the entire school community as we endeavor to support our students and their families through the process of transitioning away from the school and into positive academic, employment and community based experiences. Nevertheless, the following objectives will be used to measure the outcomes and accomplishments of the Transitional Director's role in achieving results.


• Create and implement transition curriculum for internal trainings for staff, students and families; and,


• Provide input on revision of treatment planning documentation to ensure that transition planning is in alignment with best practices and that the mission and philosophy of the School are reflected in that process; and,


• Establish transition resource lists for staff and families to access; and,


• Provide transition 'therapy' groups for those students (and parents) who are preparing for transition from the program; and,


• Collaborate with dorm and case managers and school staff to expand home visit programs; and,


• Establish post- discharge protocol that enables follow up and expertise for students and families for at least one year; and,


• Collaborate with school personnel to expand transition activities, seminars and field trips available to the students; and,


• Formalize the college application process that includes school staff, families, students and ensuring a protocol that addresses that particular needs the students who attend the school (including, GPA, class rank, etc..); and,


• Train and supervise interns who can be of assistance in the transition planning process; and,


• Assist the School in maintaining connections with school alumni and their families; and,


• Develop an O-School transition checklist, based upon the various transition pathways, that can be accessible to all members of the school community; and,


• Exhibits ability to develop strategic plans and outline growth and development of the transitional department within the broader organization; and,


• Attend IEP, IAP, quarterly and other treatment planning meetings as appropriate.


Position Salary & Benefits: Salary is commensurate with experience. The Sonia Shankman Orthogenic School offers a comprehensive benefits package.


Qualifications: Master's Degree or Higher required in Education, Counseling or related field Minimum of 5 years of successful transition related work experience Previous management or leadership experience Demonstrated ability in all aspects of transition planning and facilitation including college preparation, family and community outreach, public and private school collaboration, IEP preparation Must possess superior written and oral communication skills Supports the Mission and Philosophy of the School Mental


Demands: Reading documents, detailed work, problem solving, language, stress, math, reasoning, oral communication, written communication, customer contact, multiple concurrent tasks, some interruptions; must be able to work with a diverse group of individuals.


Physical Demands: Attendance, bending at the waist, crouching, kneeling, lifting, carrying, pushing, pulling, reaching, twisting, writing, squatting, sitting (particularly for long periods of time), standing, handling (holding, grasping, turning or otherwise working with the hand or hands), fingering (picking, pinching, or otherwise working with the fingers primarily), walking.


Equipment Used: Computer, calculator, telephone, copier, postage machine and fax machines. The above statements are intended to describe the general nature and level of the work being performed by people assigned to this job. They not are an exhaustive list of all duties and responsibilities associated with it.


The Leslie Shankman School Corporation is an equal opportunity employer. All applicants are considered for employment without regard to race, color, national origin, religion, sex, age, marital or veteran status, or disability.


Willowglen Academy- New Jersey, Inc.

Teacher’s Aide

Willowglen Academy

8 Wilson Drive

Sparta, NJ 07871


Willowglen Academy - NJ. is excited to announce Teacher’s Aide positions at our DOE – Newton Campus program.


Position Details:   8:00am – 4:00pm Monday – Friday     Full-time


Job Purpose: 

Responsible for the overall treatment, quality of life and well being of the youths(s) assigned to his or her care. Must provide a safe, secure and therapeutic environment at all times while following company and licensing guidelines and Policies and Procedures. Is integral and actively involved with each youth’s active educational and treatment programming in order to assist each youth work towards a more independent vocational or habilitation situation and achieve their goals as stated in their IEP, BIP and IHP.



The candidate must:

 2 years working knowledge of needs of children and adolescents and an ability to maintain therapeutic atmosphere, as part of a team approach.                                




Provide for the health, safety, care, and location of all assigned youths until their supervision responsibilities are transferred to another appropriate staff member.


Serve as an appropriate role model for the youths, incl. appearance, language, and suitable responses to various situations.


Understand and follow the company’s philosophy, policies, program structure & routines w/ regards to youth treatment and care.


Actively involved and engaging in off-ground activities (class trips, appointments, transportation, etc.).


Supervise and participate with his/her assigned youth(s) in all scheduled activities.


Be aware of reporting responsibilities regarding abuse, neglect, exploitation and misappropriation. 


Regularly review, understand and implement all current, approved youth’s, IEP’s, ITP’s and BIP’s. 


Provide maintenance of youth and building security and safety


The anticipated start date for this position is ASAP.


To apply, please call Willowglen Corporate Office at 973-579-3700 or send resume to




St. John of God Community Services

Occupational Therapists, Physical Therapists,
Speech Language Pathologists and Special Education Teachers
Per Diem (Gloucester County)


St. John of God Community Services has been providing services to children and adults with developmental disabilities in South Jersey for over 50 years. St. John of God Community Services offers a broad spectrum of services, ranging from early intervention and day care to primary and secondary education and vocational services for adults.


St. John of God Community Services is seeking on-call occupational therapists, physical therapists, speech language pathologists and special education teachers to serve on Targeted Evaluation Teams through the agency’s Early Intervention program.  All Targeted Evaluation Team members will be based of St. John of God Community Services’ main campus in Westville, serving families in Gloucester County within the family’s natural environment.



·      Conduct the Battelle Developmental Inventory 2 (BDI2) to determine eligibility for Early Intervention Services using the BDI2 Mobile Data Solution for scoring in partnership with another professional member of the Evaluation Team. 


·     Utilize additional assessment tools to support eligibility for Early Intervention Services including by not limited to the Peabody Developmental Motor Scales, The Receptive- Expressive Emergent Language Test (REEL-3), and The Rossetti Infant-Toddler Language Scale, and the Ages and Stages Questionnaires (ASQ-3)


·   Write narrative summaries of evaluation observations including clinical concerns, medical history, family concerns, and next steps for learning.


·       Conduct parent interviews for additional information on the child’s development and the family’s needs. 


·       Develop the Initial Individualized Family Service Plan (IFSP) in partnership with the family and service coordinator for eligible children. 


·   Conduct discipline specific assessments for children currently receiving services through Early Intervention.


·     Conduct Annual BDI and Exit BDI assessments for children currently receiving Early Intervention services.



    Occupational Therapist: Licensed Occupational Therapist, State of New Jersey Department of Law and Public Safety, Division of Consumer Affairs, Occupational Therapy Advisory Council pursuant to N.J.S.A. and N.J.A.C.;


    Physical Therapist: Licensed Physical Therapist, State of New Jersey Department of Law and Public Safety, Division of Consumer Affairs, Board of Physical Therapy pursuant to N.J.S.A


    Speech-Language Pathologist: Licensed Speech-Language Pathologist, State of New Jersey Department of Law and Public Safety, Division of Consumer Affairs, Audiology and Speech-Language Pathology Advisory Committee pursuant to N.J.S.A. and N.J.A.C.;


    Special Educator: Bachelor’s degree or higher; AND certified by the New Jersey Department of Education as a Teacher with an endorsement as a Teacher of Students with Disabilities pursuant to N.J.S.A. and N.J.A.C.; AND has at least one year of documented professional experience with individuals from birth to five years of age who have developmental delays and disabilities; OR at least six (6) credits in infant and toddler or early childhood development


    Reliable transportation, a valid driver’s license and appropriate levels of automobile insurance.


    Three years of experience with children from birth to 3.


    Availability from 3:30pm and later preferred.


    Infant CPR and first aid certification preferred.


All therapists and teachers will be employed as needed, on a per diem basis.

 To learn more about St. John of God Community Services, please visit


Please submit a cover letter and resume to .  All emails should include “EI – Targeted Evaluation Team” in the subject line. Resumes and cover letters may also be mailed to the attention of the Human Resources Department at St. John of God Community Services, 1145 Delsea Drive, Westville, NJ 08093.



Occupational and Physical Therapists
Per Diem (Cumberland County)


St. John of God Community Services has been providing services to children and adults with developmental disabilities in South Jersey for over 50 years.  St. John of God Community Services offers a broad spectrum of services, ranging from early intervention and day care to primary and secondary education and vocational services for adults.


St. John of God Community Services is seeking on-call occupational therapists and physical therapists for the agency’s Early Intervention program.  All occupational therapists and physical therapists will be based out of St. John of God Community Services’ Damien O’Shea building in Pittsgrove, serving families primarily within Cumberland County.



·       Provides therapy and developmental services in accordance with the respective standards, methods and evidenced-based practices.


·       Provides family-centered sessions in the family’s natural environment (ie: home, day care center) for children between the ages of birth to 3 years old.


·       Work with interdisciplinary collaborative teams as required.


·       Documents progress and participates in developing IFSPs based on the needs of the child and the family.



·       Current American Occupational Therapy Certification Board certificate or a valid New Jersey Board of Physical Therapy License.


·       Reliable transportation, a valid driver’s license and appropriate levels of automobile insurance.


·       At least one year’s professional experience with children from birth to 3.


·       Availability from 3:30pm and later preferred.


·       Bi-Lingual (Spanish or ASL) a plus.


·       Infant CPR and first aid certification preferred.


Physical therapists and occupational therapists will be employed as needed, on a per diem basis.


To learn more about St. John of God Community Services, please visit


Please submit a cover letter and resume to  All emails should include “EI Therapists – O’Shea” in the subject line. Resumes and cover letters may also be mailed to the attention of the Human Resources Department at St. John of God Community Services, 1145 Delsea Drive, Westville, NJ 08093.




 (Arizona Centers for Comprehensive Education and Life Skills)

Phoenix, AZ


**Competitive Salary, Relocation Assistance, Comprehensive Benefits Package, Collaborative Work Environment and Small Class Sizes**


ACCEL (Arizona Centers for Comprehensive Education and Life Skills) is a private, nonprofit organization serving children and adults with developmental disabilities, including autism spectrum disorder, behavior disorders and intellectual disabilities. ACCEL provides a comprehensive instructional program using multisensory instruction, personalized attention to individual needs, customized research-based programming, social emotional skills, fundamental life skills, post-graduation career and job training.

We value qualified, enthusiastic candidates to join our team and share our commitment to assuring ACCEL is a place “Meeting Every Special Need.”


SUMMARY: Instruct students with physical, cognitive, and emotional/behavioral challenges by adapting and developing educational materials to meet the unique needs of students; strive to ensure that students reach their full learning potential.



- A, MOID, SLI – Life Skills 1st-4th

- A, MOID, SLI – Life Skills 5th-8th

- A, MOID – Life Skills 9th-12th

- MOID, Severe and Profound/OI



- Minimum of Bachelor's Degree in Special Education

- Valid Arizona Teaching Certificate with Special Education endorsement in the area being hired to teach

- For severe/profound classroom, certification required in Sever/Profound Disabilities OR Intellectual Disability and Orthopedic Disability

- One year classroom teaching experience preferred


See full job description at:


For more information or to apply, please contact:
Brittney Weber, ACCEL HR Coordinator, at or 602-619-1482
If you are interested in scheduling an interview, please send your resume to  Web Site:



St. John of God Community Services

Westville, NJ


St. John of God Community Services has been providing services to children and adults with developmental disabilities in South Jersey for over 50 years. St. John of God Community Services offers a broad spectrum of services, ranging from early intervention and day care, to primary and secondary education, to rehabilitative and vocational services for adults.


St. John of God Community Services is seeking a part-time day care/ preschool assistant at Here We Grow Learning Center. As a member of our staff, you will enjoy growing as a professional with a supportive and talented supervisory staff.



·       Provide active spaces for children to play, learn, and socialize.

·       Promote the health and safety of children and staff.

·       Supervise children inside and outdoors.

·       Lead or assist with activities.

·       Keep daycare areas pleasant and orderly.



·    High school diploma/GED required; 6 credits or more in Early Childhood Development or CDA preferred.

·       Prior professional daycare or preschool experience.

·       Knowledge of developmental milestones.


To learn more about St. John of God Community Services, please visit

Please submit a cover letter and resume to  All emails should include “Here We Grow Assistant” in the subject line. Resumes and cover letters may also be mailed to the attention of the Human Resources Department at St. John of God Community Services, 1145 Delsea Drive, Westville, NJ 08093.



St. John of God Community Services/Archbishop Damiano School

Westville Grove, NJ


Program Administrator for Early Intervention and Daycare

 St. John of God Community Services has been providing services to children and adults with developmental disabilities in South Jersey for over 50 years.  St. John of God Community Services and Archbishop Damiano School offer a broad spectrum of services ranging from early intervention and day care to primary and secondary education and rehabilitative and vocational services for adults.


St. John of God Community Services is seeking a full-time program administrator to oversee our Early Intervention Program and our Here We Grow Learning Center.  The program administrator will ensure all aspects of the Early Intervention Program and Here We Grow Learning Center meet regional, state, and federal guidelines.  He/she will also be responsible for promoting positive relationships with staff, students, families, school districts and community organizations.



 Keeps abreast of rules and regulations governing early intervention and nursery school programs.  Provides Executive Director and administrative team with timely information concerning current and best practices, policy updates and events affecting the quality and implementation of the agency's school programs.


Chart a culture of evidence-based service enhancements by exploring and evaluating new ideas to improve service levels and quality that will enhance


Supervises comprehensive programs and ensures opportunities for full partnership

and participation for families.  Facilitates parent/guardian education processes.


Ensures the Early Intervention program operates in compliance with Federal an


State Part C regulations governing Early Intervention programs.


Ensures Child Care/Preschool operates in compliance with all applicable

provisions according to the NJ Department of Children and Families Child Car



Manages and develops staff.  Assesses staff performances, training goals and

objectives.  programs. 


Provides Executive Director and administrative team with timely information

concerning current and best practices, policy updates and events affecting the quality

and implementation of the agency's school programs.


Prepares and submits departmental budgets.  Analyzes costs.  Manages expenditures

Establishes ongoing communication with referral sources, monitoring agencies,

community agencies and organizations and network associations.



* Certification/Degree in NJEI approved profession. Supervisory certification referred.


* Five or more years of experience with early intervention programs with prior

supervisory responsibilities.


* Ability to develop and maintain effective work relationships.


* Ability to direct the work of others.


The program administrator position is a full-time position.  To learn more about St. John of God Community Services, please visit


Please submit a cover letter and resume to  All emails should include “Program Administrator” in the subject line. Resumes and cover letters may also be mailed to the attention of the Human Resources Department at St. John of God Community Services, 1145 Delsea Drive, Westville, NJ 08093.



Teaching Assistant for Special Education

St. John of God Community Services is a recognized leader in special and inclusive education for students (preschool through secondary) with developmental disabilities and/or complex medical needs.  As a nonprofit, non-sectarian organization, we provide whole life learning services that support and challenge the individual. A division of an international non-profit, our suburban setting is located 15 minutes from Center City, Philadelphia and offers state-of-the-art resources.


St. John of God Community Services/Archbishop Damiano School is seeking a full-time instructional assistant. Our instructional assistants partner regularly with teaching and therapeutic staff to ensure a cohesive education program, promoting healthy development and growth.  We provide well-rounded experiences in education that include the use of iPads and SMARTBoards in the classroom, a science center, sensory gardens and fitness activities.



  • Works individually and in groups to provide students with the appropriate care and guidance.

  • Offers support, as needed, for meals and snacks, toileting and personal care/ life skill needs.

  • Encourages student learning and promotes development, social skills and classroom organization.


  • Must hold a high school diploma or have a GED with some college credits in a related field.

  • NJ Department of Education Certification as a substitute or CE/CEAS in Special Education/Elementary Education is preferred.

  • Must have the ability to safely lift and assist non-ambulatory students.

Instructional Assistant is a fulltime, 31 hours per week, position..  Regular hours are 8:30 a.m. to 3:00 p.m. on Mondays, Tuesdays, Thursdays and Fridays and 8:30 a.m. to 4:00 p.m. on Wednesdays.


To learn more about St. John of God Community Services, please visit


Please submit a cover letter and resume to  Resumes and cover letters may also be mailed to the attention of the Human Resources Department at St. John of God Community Services, 1145 Delsea Drive, Westville, NJ 08093.


Building and Facilities Manager

St. John of God Community Services/Archbishop Damiano School

(Part Time – 27 hours per week).


The Hospitaller Order of St. John of God has been providing services to children and adults with developmental disabilities in South Jersey for over 50 years.  St. John of God Community Services and Archbishop Damiano School offer a broad spectrum of services ranging from early intervention and day care to primary and secondary education and rehabilitative and vocational services for adults.


The Building and Facilities Manager is responsible for planning, directing, and overseeing building operations and services, as well as sustaining the agency’s commitment to people with disabilities by ensuring access to a safe and secure environment.


Key job responsibilities:


Plans, directs, and oversees facilities, equipment, buildings, grounds, and security to minimize interruption and improve efficiency.


Plans, budgets and schedules facility modifications, including cost estimates

Initiates preventive and predictive building maintenance.


Manages preventive maintenance of facility equipment, including HVAC and office equipment.


Manages capital projects.


Oversees agency-wide environmental health and safety and security programs.


Ensures operational continuity and safety preparedness.


Oversees and coordinates transportation services.


Develops and maintains annual departmental budget.


Maintains state, federal, monitoring and agency regulations and guidelines.


Manages the receiving and purchasing functions.


Monitors and manages contracts with all vendors who provide building and facility services.


Supervises renovations and additions.


Oversees grounds keeping.


Oversees the cleaning and maintenance of facility.




Bachelor’s Degree in Engineering, Facilities Management or related field.


Minimum 5 years comprehensive facilities management experience.


Eligibility or membership in related professional association(s).


Understanding of regulations governing buildings and facilities including

NJSA 18A and 6A.


Effective oral, written and interpersonal communication skills.


Eligibility or certification in school facilities management (CEFM).


To apply, please submit a resume and cover letter to the Human Resources Department at



Systems Administrator

St. John of God Community Services/Archbishop Damiano School. The Hospitaller Order of St. John of God has been providing services to children and adults with developmental disabilities in South Jersey for over 50 years. 


St. John of God Community Services and Archbishop Damiano School offer a broad spectrum of services ranging from early intervention and day care to primary and secondary education and rehabilitative and vocational services for adults.


The systems administrator plays a key role in the organization and is responsible for ensuring that the agency’s computer systems are well maintained and operate reliably. 


Key responsibilities of the position:


Provides hands-on system administration support, system maintenance and operations support


Performs daily system monitoring, verifying the integrity and availability of all hardware, server resources, systems and key processes, reviewing system and application logs and verifying completion of scheduled jobs such as backups technical support to the user community. 


Troubleshoots hardware and software issues and provides user training as necessary.


Maintains computer inventory. 


Responsible for the configuration and installation of new equipment and the reimaging and redeployment of older equipment.


Performs network monitoring and analysis, troubleshoots network problems, escalates problems to vendors


Makes recommendations for software and hardware enhancements


Diagnoses and corrects computer systems issues


Maintains, deletes, and sets up user accounts as required

Responsible for equipment purchasing – oversight, planning, procurement


Acts as primary liaison with vendors


Manages vendor support contracts


Updates and installs software applications; Provides application support for

Microsoft Office Suite and other products as necessary.


Develops and maintains technology plan for the agency


Performs website maintenance


Manages remote access and security


Develops and maintains operational, configuration, and other procedure


Participates in technical research and development to enable continuing innovation within the infrastructure




Bachelor’s degree with a technical major such as engineering or computer science


Microsoft certification, A+ or Net+ certification preferred


5-7 years system administration experience


Ability to communicate effectively with colleagues during troubleshooting and training


Ability to communicate information to the executive leadership team and make suggestions for how to improve operations as necessary


Performs job duties in keeping with the Mission, Philosophy and Values of St. John of God Community Services

To apply, please submit a resume and cover letter to the Human Resources Department at




Rockville, MD


Ivymount Corporation, a dynamic nonprofit organization focused on programs and services to benefit children and young adults with disabilities, is currently interviewing for a Director of Development and Communications.  The Corporation’s subsidiary organizations, Ivymount School; The Maddux School; Ivymount Outreach Programs; and Ivymount at the Stevens School are nationally recognized for exemplary evidence-based programs serving students and families from throughout the Greater Washington DC community.  Ivymount is seeking an experienced and creative professional to lead an established and successful development/communications team.  This individual reports directly to the Ivymount CEO and has the primary responsibility to grow private and corporate fundraising and to ensure sustained donor relationships.  In addition the ideal candidate will have extensive experience with major gifts cultivation, prospect research, strategic planning and communications that serves to advance public visibility and strengthen financial support across all programs.  Full time position with competitive salary and excellent benefits.  Interested candidates should click here to submit cover letter, resume, and writing sample to begin the application process.









Client Company


Matheny Medical and Educational Center is a special hospital, educational facility, and residence for children and adults with medically complex developmental disabilities.  In addition, it operates an outpatient medical and dental center and a system of five group homes that serve people with medically complex developmental disabilities.  The school provides an individually specialized educational program that combines academics and functional life skills for students from three to 21 years old.  The comprehensive outpatient center offers a variety of medical and dental services to meet the healthcare needs of people with all types of disabilities.    


Matheny’s Mission Statement is:  To provide exceptional care and an optimal quality of life for children and adults with special needs and medically complex developmental disabilities. Some of its noteworthy accomplishments include:


  • National recognition as a habilitation health care model that integrates medical, nursing, therapeutic, social and educational services and is the standard for comprehensive care for people with significant developmental disabilities.


  • Establishing the Matheny Center of Medicine and Dentistry that provides healthcare for both hospital residents and outpatients with disabilities from throughout New Jersey.    


  • Strengthening Matheny’s training and research affiliations with universities and medical schools throughout the United States to enhance the knowledge and improve the care of people with developmental and intellectual disabilities.  For example, Matheny is a teaching affiliate of Rutgers New Jersey Medical School offering training experiences for medical students.


  • Establishing a unique arts program that enables people with disabilities to create fine art, assisted by professional artist-facilitators.  The Arts Access Program is nationally recognized for enabling people with disabilities to creatively express themselves through the fine arts. The Robert Schonhorn Arts Center has a state-of-the-art gallery, art studio and performance art space to allow full participation in all arts disciplines.


Matheny’s beautiful, rustic campus in Peapack, New Jersey is home to 101 children, adolescents and adults with disabilities and residences for staff that are needed during off-hours and emergencies.  Its five group homes, located in New Jersey’s Somerset and Warren Counties, provide community-based residences for an additional 30 adults.  


Hospital Services


For over 65 years, Matheny has provided comprehensive inpatient care to children and adults with significant developmental disabilities and accompanying clinical conditions. In 1964, Matheny was licensed as a special hospital and in the 1980s, Matheny services evolved to include comprehensive care for children with more medically complex conditions as well. The inpatient beds have been at 100 percent occupancy for the past 20 years.


While the majority of patients at Matheny have cerebral palsy as their primary diagnosis, Matheny also has patients with spina bifida, Lesch-Nyhan Disease (LND) and a wide range of uncommon conditions such as Rett syndrome, Angelman syndrome, Cornelia De Lange syndrome, Wolf-Hirshorn syndrome and 4Q Deletion syndrome. Many also have a long list of associated clinical conditions such as vision and hearing deficits, seizure disorders, mental delays, and dysphagia, with resulting aspiration problems.  In addition, Matheny is internationally recognized for its treatment of patients with LND, which is a rare x-linked recessive disorder associated with cognitive impairment, high levels of uric acid in the blood, kidney involvement and the hallmark symptom of involuntary self-injurious behaviors. 


Along with the medical care of residents, the medical department provides primary care, subspecialty care, habilitative services, therapeutic care and it supports the other clinical departments (nursing, pharmacy and therapeutic services). In addition, the medical department provides health services to Matheny students and maintains an affiliation with Rutgers University – New Jersey Medical School. The nursing department serves residents and students with a focus on maintaining wellness and facilitating appropriate participation in Matheny’s therapeutic, educational, recreational, and community programs.


Educational Services


The Matheny School provides students with multiple disabilities an opportunity to achieve their highest potential through the development of Individual Education Plans (IEPs) that focus on tailored, attainable goals and objectives. The long-term educational goal is to prepare students for a smooth transition to community-based services and post-secondary functional programs.   


Matheny’s staff specializes in helping students achieve rigorous academic goals as required by the New Jersey Core Curriculum Content Standards and the Common Core State Standards.  Its therapeutic services are coordinated with the educational activities.  Therapists work closely with teachers to demonstrate therapeutic techniques that can be incorporated into the regular classroom routine. The following therapeutic services are offered within the educational program:


  • Occupational therapists address fine motor skills, visual perception and attending skills necessary for academic success, including sensory integration treatment and training with assistive technologies.


  • Physical therapists focus on gross motor skills such as balance, flexibility and gait and recommend adaptive equipment for the student and the classroom as needed.


  • Speech-language pathologists facilitate the development of speech and language skills that are critical for academic success and interpersonal communication. In addition, they offer training with augmentative communication devices and assist the staff and families of students with feeding and swallowing concerns.


  • Licensed clinical social workers conduct social skills groups for students on the autistic spectrum and for those with behavioral issues.


Matheny’s educational staff works within other schools as well.  In partnership with several public school districts, Matheny offers Solutions for Schools, a program that provides highly skilled, experienced professionals to work with special needs students at all ability levels. The program offers specialized evaluations, therapy services, home-based services, and assistance with the use of adaptive equipment and technologies.

Adult Day Services


Matheny operates two adult learning centers – one in Hillsborough, NJ and one at its Peapack campus.  Persons age 21 and older with medically complex developmental disabilities attend the day program up to five days a week, taking classes in a wide range of disciplines, from sensory activities to technology, residential skills and money management, while also participating in a variety of community trips and events.  As part of this program, persons served are taught the skills necessary for volunteering and for job placement.


Adult education programs are designed to instill a sense of self-respect and self-expression in Matheny’s adult residents and adult day health services patients.  Provided with the latest technology and community-based experiences, adults are encouraged to reach for life goals, continue their education and be better able to manage the challenges of community living.


Center of Medicine and Dentistry


The Matheny Center of Medicine and Dentistry provides care to both Matheny residents and to people with disabilities who live in the community.  In an attractive and welcoming environment, the Center’s services address the difficulty many people have finding doctors and dentists who are expert in the specialized care they need.  Over a decade ago, Delta Dental of New Jersey Foundation partnered with Matheny and the University of Medicine and Dentistry of New Jersey (now Rutgers) to provide state of the art dental services.  Additional services include: adaptive seating and mobility evaluations, neurology, optometry, physiatry, podiatry, pulmonary services, therapies, urology and women’s health.  The demand for these services will continue to grow as more individuals are placed in community settings.


Quality of Life Programs


Arts Access Program


Matheny’s Arts Access program empowers individuals with disabilities to create art without boundaries. Through the use of innovative systems and techniques, participants can take part in the visual, performing and literary arts. Regardless of their disability, clients are provided with the tools and materials needed to produce complete pieces of work. While freedom of choice is often limited in other areas of their lives, it is encouraged at Arts Access. Clients choose everything from the paint color and brush stroke to a dance or theatrical movement to the written word. The program makes this possible by bringing participants together with professional artist facilitators. The facilitators are working professionals in their area of expertise who have been trained to be the arms and legs of the disabled clients. They consciously maintain a sense of neutrality throughout the creative process. The facilitators provide a process for the client artists to create works that are purely their own.


Arts Access provides clients with a nurturing environment for expression; a chance to interact with other artists; and an opportunity for performance and exhibition. The Arts Access program is a vehicle through which disabled individuals can have their ideas, imagination and creativity come to life.


Music Therapy


Music therapists use various types of music to positively impact students’ and patients’ cognitive, physical, emotional and social skills, helping them realize their potential in society. Activities and techniques include improvisation, rhythm, songwriting, singing, chants, instrumental activities, live music and recorded music.


The music therapy program also makes it possible for patients to attend outside concerts and theatre presentations as well as musical entertainment at Matheny. During evenings and weekends, music therapy staff members are always available and on-duty, along with recreation therapists, to provide planned programs for residential patients.


Recreation Therapy


Recreational Therapy at Matheny provides a variety of opportunities and resources to improve physical, emotional, cognitive and social well-being. The recreation therapy program encourages development of leisure, social and community skills through purposeful leisure activities and community trips.


 In addition to leisure-based groups and community reintegration, the following adaptive sports teams are offered:


  • Track & Field

  • Bocce

  • Rhythmic Gymnastics

  • Adaptive Karate

  • Bowling

  • Power Wheelchair Soccer

  • Adaptive Skiing


In addition, several after school groups such as Exercise Club, Girl Scouts, Sensory Club, Playgroup and Horticulture, are available for patients’ participation. All of these activities are employed with the focus on promoting social interaction, self-fulfillment and independent leisure skills. Community trips take place daily to such destinations as local shopping malls, restaurants, movie theaters, sporting events, parks and museums. Patients assist in the planning of seasonal overnight vacations including an annual camping trip. Recreation Therapy plays a key role in the habilitation process by reinforcing skills developed in other areas of patients’ programs.


Leadership Transition at Matheny


Matheny has had a president and CEO for the past 16 years, who will retire in 2014, after a distinguished career of service to Matheny and the people it serves.  The board has embarked on a national search for the next leader.  


Additional information is available at:                                                       


Position Summary


Working in collaboration with the board of trustees and its committees, Matheny’s next top executive will be responsible for developing and implementing a strategic vision for the organization that responds to the quality of care and financial stability that is required to meet its mission.  Reporting to the chairman of the board, the CEO will be accountable for ensuring that the institution achieves its mission, is cost effective, and elicits the broad support of public and private stakeholders. 


The CEO will provide overall direction to a staff of 450 employees and will direct the activities of senior staff members including those who are responsible for Finance and Administration, Medical Operations, Nursing and Therapeutic Services, Education, Compliance, Human Resources, Development and External Affairs.  Matheny’s top executive will be responsible for seeking out opportunities for funding and strategic alliances with other associations and entities possessing similar and related interests.


If he/she meets the institution’s eligibility requirements, the CEO may access an appropriate adjunct faculty position at an affiliated academic institution.  


Major Responsibilities


The CEO will be called upon immediately to address the following key issues:

  • Identify and develop Matheny’s growth strategy to include a continuum of care delivery model consisting of special hospital facilities, additional group homes, apartments, and other community services.


  • Improve Matheny’s strategic positioning in its sector of the marketplace and pursue attractive strategic alliance opportunities.


  • Ensure the continued improvement of current services and programs of the organization.


  • Ensure that current sources of funding are secure, and extend fund raising activities to reach a broader spectrum of prospective supporters.

  • Develop programs for efficiency and effectiveness. Success depends on attention to staffing and the physical work environment to achieve efficiencies and care delivery, as well as improvements in support functions.


  • Initiate and improve leadership/staff development programs to ensure the viability of the next generation of management across multiple facilities.


  • Enhance the Public Relations effort, including strengthening branding and image, particularly in view of a planned upgrading, expanding and transitioning facilities and services.


Key Relationships


Reports to:                              Board of Trustees


Direct Reports:                        Vice President, General Counsel

        Vice President, Medical Affairs & Chief Medical Officer

        Vice President, Finance

        Director, Therapies

        Principal, Matheny School

        Director, Nursing

        Director, Social Services

        Department Heads including:


         --Adult Services

         --Arts Access

         --Center of Medicine and Dentistry

         --Community Services

         --Corporate Compliance


         --Health Information Management

         --Human Resources

         --Information Systems

         --Institute for Research


         --Public Relations

         --Rehab Technology

         --Risk/Safety Management

         --Volunteer Services          




Ideal Experience



    Fifteen years of healthcare experience in acute care and/or habilitation, ideally a clinician who has managed a P&L successfully.

    Knowledge and commitment to specialized population of developmentally disabled.  Experience in group home environment would be highly desirable.

    Knowledge of regulatory and compliance environments: State and Federal.  


    Demonstrated success in productive partnerships.

     Experience with multiple lines of services in inpatient and outpatient setting.

    Known for leading efficient, lean, accountable organizations.

    Strong communicator with both internal and external constituents, in shaping debate and outcomes but is also motivational and compelling.

    Financially astute leader in healthcare organizations who is fiscally responsible in support of mission driven activities.

    Experience in designing and building effective growth strategies.

    Can work with a board effectively to ensure success of organization.


Critical Competencies for Success


Strategic Vision and Innovation


An organization with a nationally renowned reputation, Matheny is being buffeted by the increasing pressure on the State Medicaid budget; creating a new fiscal reality.  A five-year strategic plan is being developed by the board, in cooperation with two major state agencies (Department of Health Services and Department of Children and Family Services), that sometimes have conflicting priorities.  The CEO must be able to, in conjunction with the board, craft an independent, strategic vision that reflects the new normal but forcefully defines a compelling vision for Matheny that addresses the needs, requirements, limitations and opportunities in the dynamic new environment going forward.


Matheny has an opportunity to become the unquestioned leader in serving the medically complex, developmentally disabled, with new and innovative models that address the realities of access, affordability, and outcomes.  This vision must go beyond negotiations with State agencies to define how Matheny will shape its own future.


Transformational Leadership


The CEO will be leading the organization in a transformational change that must address immediate external challenges, such as funding and an evolving healthcare reform environment that challenges the basic Matheny model.  The new CEO needs to be skillful in navigating the evolving views of short and long-term healthcare facilities.  The CEO will need to quickly prioritize the use of assets, assess the capabilities of the team for a changing model and prioritize the strategic focus on the institution.  The organizational structure must be aligned with strategy and designed to drive more efficient, encouraging innovation.  Decision making needs to be delegated appropriately, so that Matheny can respond quickly to challenges and barriers.  The CEO will create a culture of accountability that permeates the organization, and drives top performance.  The culture believes in its own “uniqueness,” which can be a rationale not to change.  The new CEO must be a leader who challenges potential complacency and creates a new sense of urgency and direction. 


Relationship Management and Influence


The CEO of Matheny will actively engage the various constituents; influencing decisions that advance or block the mission of the organization.  The CEO should be capable of building understanding and credibility with State regulatory agencies, legislators, community activists, the medical community and the board of directors.  Additionally, the CEO must identify and promote strategic and innovative partnerships and collaborations with mutually shared goals and priorities.  A clear, concise communicator, the CEO will be able to articulate a compelling story that captures the importance of the institution, and why it matters to a particular audience.  The results should be demonstrated by an increase in funding sources, including community, individual, corporate foundations, as well as governmental.  The CEO of Matheny should be someone who always has a “seat at the table” when critical decisions are made about the medically complex, developmentally disabled and who commands the respect of a wide variety of constituents.


Business Acumen


The CEO must bring passion to the mission but also experience with P&L management.  There are many business challenges and opportunities facing the new CEO.  Decisions need to be made around staffing levels in a new model, financial metrics and tools to drive performance and accountability.  Additionally, prioritizations must be made on facilities, infrastructure, expansion of services and capital investments.  The CEO must balance the mission with sound fiscal policy that enables the mission to succeed.



Amanda C. Fox    Office telephone:   312.396.3824

Consultant office fax:    312.822.0116

E-mail address:


Assisted by:  Kimberly Harvalis  312.396.3896


Deborah Prothrow-Stith, M.D.    Office telephone: 617.531.5730

Consultant office fax: 617.531.5732

E-mail address:


Assisted by: Kym Patrico   617.531.5740


Audrey Hellinger   Office telephone: 312.396.3807

E-mail address:



Eden Autism Services


Chief Clinical Officer (CCO, BCBA)



The Chief Clinical Officer (CCO) will lead Eden Autism Services in developing, overseeing, and evaluating its clinical services and programs. This position is responsible for defining and monitoring standards of care for all of Eden’s programs and services. This incorporates oversight and development of all clinical staff as well as maximizing employee/client outcomes by means of a comprehensive quality management approach. The CCO will manage a staff of three program directors, clinical interventionists, school consultants, and administrative staff. The CCO will report to Eden’s President  & CEO; be a member of the Senior Executive Team working to achieve the mission and goals of the organization as approved by the Board of Directors; provide high quality services and research in a fully compliant manner; and ensure the short- and long-term financial viability of Eden in a positive, team-oriented work environment.


The successful candidate for this position must be a leader and a passionate advocate for children, adolescents and adults with autism and their families. An ability to understand and remain current on autism research, resources and social service systems is essential. S/he will be a highly collaborative leader with the ability to successfully represent the organization internally and externally.



  • Board Certified Behavior Analyst (BCBA) Certification required.

  • Doctoral degree in psychology, education, special education, speech and language or related field preferred. Master’s degree with an exceptional track record will be considered.

  • Licensure in the associated field, if available, strongly preferred.

  • At least ten (10) years of post-graduate experience leading and supervising autism intervention programs clinically and fiscally, including relevant experience in working with individuals with severe and challenging behaviors.

  • At least five (5) years of experience managing clinical staff, including the development and implementation of effective systems for evaluating staff performance and maximizing efficiencies.

  • Experience with assessments and progress monitoring, including standardized instruments (e.g. ADOS, ADI-R, Vineland Adaptive Behavior Scales [VABS], Preschool Language Scale [PLS], Mullen Scales of Early Learning), behavioral assessments (Functional Behavior Assessment [FBA], Functional Analysis), and development of observational measures.

  • Demonstrated record of research experience (e.g. grant funding, publications).

THE ORGANIZATION:      Eden Autism Services

Founded in 1975, Eden Autism Services is a not-for-profit organization based in Princeton, New Jersey with a mission is to improve the lives of children and adults with autism and their families by providing a range of community-based services to meet specific needs throughout the lifespan. For nearly 40 years, Eden is recognized nationally for providing evidence-based autism services that include early intervention, individualized education, employment training and placement, and group residences, as well as a comprehensive outreach program that offers expertise and assistance to parents and professionals in the greater autism community. The organization has almost four decades of clinical experience and success in educating individuals with autism, and training family members, educators and other professionals in the best practices. To learn more about Eden, visit

The Chief Clinical Officer (CCO) will oversee the following programs:

  • The Eden School, a 12-month private educational program that incorporates behavior analysis  teaching techniques, and individualized curriculum tailored to each student’s specific needs and abilities;


  • Eden Adult Services, a licensed state agency providing fully supported and center-based employment programs and residential services that empower individuals with autism to live meaningful and productive lives.


  • Eden Outreach, a comprehensive outreach program that provides both in-network and private evaluation and intervention services, school district consultative services, and offers continuing education opportunities as a way to support and train educators and families.


  • Eden Assessment and Curriculum, which draws upon 40 years of clinical experience, and provides step-by-step instructions on how to effectively teach students with autism.



Raymond Hill School at

Klingberg Family Centers, Inc.

New Britain, CT


 Assistant Director of Education for Elementary and Middle School Programming


Position Overview

Assists in the management of the programs and activities of the Education Program to provide student education and academic and behavioral remediation in conjunction with the client treatment program to meet the overall objectives of the agency.


Capabilities Required 

The incumbent must possess soundly developed knowledge and understanding of, and experience in, the application of the fundamentals of the philosophy and practice of education, with emphasis on children in need of special education and related services; appropriate state certification; understanding of the field of human services; basic skills in teaching, communication, administration, and supervision; ability to affirm and advance the agency commitment to data-based programming; and the ability to affirm the philosophies, policies, goals and heritage of the agency, together with the ability to apply these philosophies and goals constructively in the performance of duties.


Essential Functions

Assists in planning, organization, and management of the special education program; recommends organization structure to meet program needs and objective.  Assists in staffing the Education Program; participates with the Director in the staff recruitment selection process; appraises the performance of assigned staff; recommends appropriate recognition; develops and assists in the individual plans for employee performance improvement.


Evaluates individual student’s performance and progress in terms of the Individualized Education Program through record reviews, teacher consultations, and direct classroom observations; participates in client treatment program reviews as appropriate.  As assigned, attends as the administrative representative Planning and Placement Team (PPT) meetings held at Klingberg Family Centers; reports educational information at PPTs , as appropriate. 


Oversees the establishment and maintenance of staff learning/lending library.  Assesses current curriculum and refines and develops in all areas as needed.  Collaborates with Assessment Specialist regarding additional curriculum needs.  Collaborates with Team Leaders regarding the purchasing of texts as well as other classroom supplies in order to assure appropriateness.  Collaborates with technology staff regarding related grants.


Supervises and evaluates all certified teachers working within the assigned school program.


Assists in the preparation of the Education Program budget.


Through collaboration with staff trainers facilitates the department development and implementation of training, and evaluation; facilitates the program integration of same with service provision of the entire agency; coordinates programs with those of other departments and with school and community groups as appropriate.


Works closely with managers and administrators of other Klingberg Family Centers programs to assure optimum relationships between education programs and client needs and treatment plans.


Assists in the review of Serious Incident Reports and other risk management/quality improvement information and provides feedback to staff regarding findings; reports significant risk management/quality improvement issues to agency administration; aggregates and reports routine risk management/quality improvement information, as assigned.


Reviews periodically with the Director, the results achieved by the school in such terms as numbers of students and courses, successful transfer to public system, contributions to client treatment; collects, aggregates, evaluates and reports quality improvement data, as needed.


Assists in assuring the constructive treatment of all students and the development of confidence, self-esteem, and life skills.  Counsels directly with students as necessary on school discipline and behavior problems; and with their families as appropriate.


Participates on Education management team, attending weekly team meetings.


Education/Experience Requirements

Certification in intermediate administration, as well as certification in general special education, in an area of a specific disability, or in pupil personnel services required; and two to four years experience in Special Education preferred.  Acquisition and maintenance of certification in Therapeutic Crisis Intervention and CPR/First Aid required.


Work Duration:       Eleven-month position.


Please send resume and cover letter to:  or mail to: 

 Jennifer Sawyer, Human Resources 

 Klingberg Family Centers, Inc.

 370 Linwood Street                                                

 New Britain, CT 06052



Lighthouse School

Clinical Administrator


Lighthouse School is a well-established not-for-profit human service organization dedicated to the treatment of children 3 to 22 years of age having complex poly diagnostic profiles.  Lighthouse services approximately 100 municipalities throughout eastern Massachusetts and southern New Hampshire and Maine and employs a trademarked treatment system called APEXÒ Biodevelopmental Technology.  The centerpiece of Lighthouse is its powerful culture, which provides a nurturing and healing environment for enrolled children and supports its cohesive interdisciplinary staff team.


This high level administrative position involves management of all aspects of the organization’s clinical treatment system including client based service delivery, integrated case management, individual/group therapy, team training and development and other elements of a large clinical department.  Candidate must have a Doctorate in Psychology or related field and at least 15 years of extensive clinical and administrative experience.  This is a full-time, 12-month position.


Our hours are Monday through Friday, 8:25AM to 5:00PM.  We follow the traditional 10-month school calendar with flexible summer hours.  We also offer a generous corporate sponsored pension plan, medical/dental insurance, 403(b) voluntary retirement plan, and a Flexible Spending Plan as part of our benefits package.  When applying, please send your cover letter and resume to and reference code:  CA0626.



The Deron School of NJ


School Admissions Supervisor


The School Admissions Supervisor will be an exciting opportunity for an experienced Special Education Professional to provide improved access to services for students with disabilities in private schools working under the auspices of The Deron School of NJ, Inc..  Successful candidates must have experience working in a special education setting, the ability to interact with diverse populations, excellent organization skills, and excellent follow through.




  • Screen all incoming requests for possible placements




Baltimore, MD


Psychologist III


Company Profile

Kennedy Krieger Institute, an internationally recognized institution dedicated to improving the lives of children and adolescents with disabilities through patient care, special education, research and professional training, has three openings for a Psychologist III in three separate locations of the Department of Special Education. This department offers services to students with disabilities, aged 3 to 21, in a nonpublic special education facility in a variety of settings in and around Baltimore, MD.  Responsibilities include:


Job Description

  • Coordination with behavior resource, educational and related service staff to assist with the development, revision and monitoring of Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).

  • Behavioral training to staff and program aides.

  • Development of Individualized Education Plan (IEP) Aide justifications and fade plans, and technical assistance to staff as needed.

  • Assistance with the direct supervision, training and coordination of behavioral services of selected Program Aides.

  • Informal consultation with school staff.



The Psychologist III must possess a doctoral degree in psychology from an APA-accredited program, with a predoctoral internship from an APA-accredited program and a postdoctoral fellowship with strong behavioral training. Two to four years of previous experience is preferred and psychological assessment skills are highly desirable. The successful candidate will be a licensed psychologist or license eligible in Maryland.  




To apply, please visit our employment website at:    Job ID 61054


Kennedy Krieger Institute is an Equal Opportunity Employer and does not discriminate against its employees or applicants for employment because of race, color, sex, religion, national origin, disability, veteran status, age, marital status or any other protected group status.


Kennedy Krieger Institute,  Baltimore, MD,


Salary - Commensurate with experience.

Web Site -




Des Plaines, IL




At a recent Joseph Academy Board of Directors’ meeting it was determined that there is a need for a new position in the organization.  For Joseph Academy to grow and become more financially sustainable, the Executive Director envisions certain potentials requiring a significant time commitment.  This has been a discussion for some time and will be a priority in the next five months.  Accordingly, the following represents the ideal set of leadership skills that a person would possess in order to become the Associate Director of Joseph Academy.




 A successful candidate for the position of Associate Director must be capable of following the moral, educational, and philosophical characteristics established over 28 years by the Executive Director.  The candidate must be able and willing to recruit, train, hire and develop a faculty that can sustain and maintain the greatness which is the character and strength of Joseph Academy and the various alternate programs such as STAR and TAAP.  The successful candidate must have demonstrated the resources to keep the vision alive, master the art of innovation within the motivational system seek new markets and increase the cutting- edge performance which is the Joseph Academy brand and competitive advantage.  Listed below are a number of key qualities essential for considerations and ultimately success:


  • Knowledge of the Rules and Regulations to Govern the Operation and Administration of Special Education in Illinois. This also pertains to Chapter 23 of the Illinois School Code.


  • Sufficient Certification and Licenses that are required by the Illinois State Board of Education including a Type # 75 Administrative Endorsement and preferably a LBS1 Type 10 Special Education Teaching Certificate.  The candidate may have consideration if he/she holds a Type #73 Supervisory Endorsement with the capability of obtaining the Type #75 within a reasonably short period of time.


  • A history of and passion for serving severely emotionally disturbed and behaviorally disordered children. Knowledge of best practices for teaching children with learning disabilities and other health impairments.  An array of problem solving skills, public relations acumen, and critical thinking expertise.


  • The candidate must have knowledge of contract negotiations, teacher evaluations, curriculum development and pre-vocational experiences designed for special needs youth.  This includes the proficiency of writing Individual Educational Plans, Functional Behavioral Analyses, and Diagnostic Assessments. The candidate should have a solid understanding of Transitional Law, and possess knowledge of due process procedures and the Federal Law IDEA. The successful candidate must possess certain intuitive skills at grasping the essence of family dynamics and abnormal psychological characteristics.


  • It is essential that this person have excellent written, verbal and technological skills in order to communicate all the facets of leading a unique group of highly specialized centers and motivating an extraordinarily gifted faculty.  It has become imperative to demonstrate articulate public speaking and presenting talents.  The use of technology, PowerPoint presentations and graphics are also required to display modern leadership and awareness building.


  • The person must possess a high level of confidence, integrity, energy, balance, people skills, a sense of humor, proven achievement and global orientation.  There is a high value on being able to present charismatic skills and to ignite passion in all employees both new and veteran. A person who would lead this “School of Hope” would need to be resilient, responsible, able to establish and maintain relationships, and resolve conflicts positively.


  • There is the need for the candidate to have excellent business awareness, a sense of the balance of debt-to-equity structure, financial strategic planning skills, fundraising, grant writing, non-profit regulations and general accounting principles.   The job requires some skills at investment management and long-range planning.


  • It is also essential that the candidate possess an excellent physical, emotional and spiritual health profile and show the capacity to effectively utilize Therapeutic Physical Interventions. It is preferable for a person in this position to be in optimal physical condition.  This position requires the person to teach others how to intervene and reduce potentially violent episodes and finesse situations where children are presenting dangerous threats to others. He/she must be a role model for the Joseph Academy family.


  • The candidate must offer the ability and willingness to work closely with the Executive Director and to display trust, humility and candor throughout times of duress and stress.  Remaining calm in crisis situations is essential.  A unique factor is that the person has been able to navigate through troubled waters and shocking challenges that life often throws into our paths. He/she should possess the ability to be clear and avoid misunderstandings.


  • The person needs to have a healthy family support system and wholesome personal lifestyle which can sustain him/her during periods of stress, disappointment and even apparent loss.  A positive mental attitude is necessary.


  • The candidate needs to be open, honest and candid while communicating directions and giving feedback.  He/she must be able to render constructive criticism and guidance while evaluating strengths and weaknesses.  Along with this is the need to relate to a wide variety of people to convey vision and set goals


  • A successful candidate needs to manage the Joseph “team concept”, and be effective at delegating authority to the right people.  This area requires the ability to thoughtfully make decisions and continuously evaluate a process of change and weigh all the factors pertaining to implementing innovations into the culture.



Associate Executive Directorship

Joseph Academy Incorporated, a nationally acclaimed special educational organization in Illinois, is creating a dynamic new position for a unique candidate.  In its 30th year this vibrant cutting-edge educational system seeks an Associate Executive Director.  The attached list of skills addresses the expertise that each candidate must possess.   The founder and current CEO will mentor and groom the successful Associate to foster a smooth transition.  Joseph Academy invites energetic applicants who display passion for and commitment to serving marginalized children and leading a talented faculty at four locations into the future.


Applications will be accepted via e-mail only addressed to: and must include the following documents:


A cover letter of introduction and expressed interest.


A professional resume/CV.


Copies of all professional certificates.


Three current letters of recommendation from supervisors.


The Joseph Academy application form which can be found under the Contact Us link on the website at   




Erda, UT


Mental Health Therapist


The Utah Youth Village is a very stable agency that has been providing care to children and their families for over 35 years.  We are currently looking for a full time Mental Health Therapist (LCSW, LMFT, LPC) to provide individual, family, and group therapy to adolescent girls and their families in our residential treatment center located in the Tooele area.  Alpine Academy is a division of the Utah Youth Village that is a small, family-style environment with an emphasis on individualized treatment through the use of a highly researched method for treating troubled teens.  We work with adolescent girls between the ages of 12 and 18.  Our girls come from all over the nation and from a variety of backgrounds.

This position offers a competitive salary and benefits package. Please visit our website  for more information about our program. Please send resumes to Nikki Preece at fax 435-843-5416 or call 435-228-0106.



Pittsfield, MA


Hillcrest Educational Centers is a private not-for-profit agency that provides a range of individualized and comprehensive clinical, psychological and special education services for children, adolescents and families in Berkshire County, MA and the Northeast. The students served by Hillcrest in nonresidential and residential programs have complex psychiatric, behavioral and/or developmental disorders, including autism, and a variety of high risk behaviors.


Hillcrest Educational Centers, with 4 sites located in the scenic Berkshire Hills of western Massachusetts, serves over 109 students and provides full and part time employment to over 500 staff. 24 hours a day, year round delivery of services allows for flexible schedules for students finishing undergraduate or graduate degrees.

Hillcrest Educational Centers offers extremely competitive wages and an outstanding benefit package that includes tuition assistance, medical, dental, life, disability, and retirement plan. 


We have career opportunities available for the following positions at both our Residential programs in Lenox and Great Barrington as well as our Autism Spectrum Disorder program:


Special Education Teacher - Must have MA certification or waiver eligible in Moderate Disabilities.


Registered Nurse - Position located at our Day Program in Pittsfield.  Position will work 32 hours a week, 9:30 am to 3:30 pm, Monday thru Friday.


Clinician - Provides individual, group, and family therapy to a primary caseload of 8-11 students.  Must be willing to work one weekend day per month and one evening per week to accommodate families’ needs.  Master’s degree required.  Must be licensed or license eligible.


Clinician- Autism Services Program -  Board Certified Behavior Analyst to work with a caseload of between 8 and 11 students in a growing ABA program for children with Autism Spectrum Disorders exhibiting intense behavioral difficulties.  Must be willing to work a flexible schedule meeting the needs of the children, families and staff in this growing program. Experience with severe behaviors preferred but not necessary.  Consideration will also be given to candidates who are not yet certified, but are eligible to sit the exam.


Youth Development Counselor - Ensures the safety, security and well-being of all students in the assigned area; seek opportunities to teach and facilitate growth of inner control through choices and decision making; function as member of the Treatment team (though not making decisions or representations pertaining to treatment issues, discharge planning or post-discharge arrangements).


To Apply:

Candidates may apply via our website  or can send a resume via email to or send mail a resume to 788 South Street, Pittsfield, MA 01201, Attention: Kristen Elcox, Employment Manager.