Assistant Principal (Long Island City)

About this position For over 30 years, Gersh Autism has empowered students on the autism spectrum to reach their full potential. Serving individuals aged 5-21 across the U.S. and Puerto Rico, our network of K-12 schools provides personalized education tailored to each student’s unique learning style. We offer comprehensive therapeutic services—speech, physical, occupational therapy, and more—along with vocational training for older students. Our dedicated team collaborates with families to ensure academic, social, and emotional growth, preparing students for success beyond the classroom. At Gersh Autism, we are committed to helping individuals on the autism spectrum lead fulfilling, independent lives. Academy for Young Minds (AYM), powered by Gersh, Assistant Principal We are seeking an experienced Assistant Principal to join our brand‑new, state‑of‑the‑art school in Long Island City, NY. As an integral part of our leadership team, the Assistant Principal will work collaboratively with faculty, staff, and families to provide a structured, supportive, and inclusive learning environment for students aged 5‑21. This role requires strong leadership, problem‑solving skills, and a passion for fostering academic, social, and emotional growth among our students. Responsibilities Assist the Principal in the overall administration and management of the school, ensuring adherence to Gersh Autism’s mission and educational philosophy. Employee timecards through payroll system. Supervise instructional programs, evaluate lesson plans, observe classes and encourage the use of a variety of instructional strategies and materials consistent with research on learning and child development. Participate and document annual review meetings. Supervise and mentor teachers and support staff, providing guidance and professional development opportunities. Serve as an integral partner in the work of creating a positive school culture that promotes student engagement, behavioral support, and social‑emotional learning. Collaborate with therapists and educators to ensure cohesive and consistency across annual review reports that drives student placements for annual review meetings and impartial hearings. Monitor student progress and provide data‑driven recommendations for interventions and curriculum adjustments. Assist with scheduling, resource allocation, and operational planning to maintain an effective learning environment. Ensure compliance with local, state, and federal regulations regarding special education services. Engage in proactive communication with parents, guardians, and external stakeholders to foster strong school‑community relationships. Handle disciplinary matters with a focus on positive behavioral interventions and restorative practices. Participate in school events, professional development, and continuous improvement initiatives. Qualifications Master’s degree in Education, Special Education, Educational Leadership, or a related field. State certification in school administration or educational leadership (or eligibility to obtain certification). Minimum of 3‑5 years of experience in special education, preferably working with students with autism. Minimum of 3 years of experience in education management, administration, or leadership. Exceptional leadership, organizational, communication, and interpersonal skills to effectively manage staff, students and families. Experience developing and implementing IEPs, behavior intervention plans, and data‑driven instruction. Knowledge of evidence‑based practices for supporting students with autism. Ability to collaborate effectively with a multidisciplinary team. Excellent communication and conflict‑resolution skills. Familiarity with compliance standards in special education. Preferred Qualifications Experience in a leadership or administrative role within a special education setting. Training in crisis intervention and de‑escalation strategies. Physical Requirements Must be able to keep students safe from themselves and others and, in some cases, may need to implement CPI (therapeutic holds) procedures. Must be able to remove oneself from potentially harmful situations and, in some cases, be able to lift a child. Ability to stand, walk, bend, kneel, and move throughout the workday. Ability to lift (at least 50‑65 pounds), assist, and/or physically support students, which may include lifting or guiding students of varying sizes. Ability to physically intervene when required to ensure safety (per CPI training). Ability to remove oneself and/or others from unsafe situations quickly. Ability to maintain attention and focus in a dynamic, high‑stimulation environment. Ability to multi‑task and shift priorities quickly. Ability to exercise sound judgment and decision‑making, particularly in high‑pressure or safety‑sensitive situations. Ability to work effectively as part of a team and maintain professional relationships. Ability to perform duties under stress, including during behavioral escalations. Schedule 7:45 AM‑3:45 PM (and once a week until 4:00 PM for a team meeting). Benefits Health Care Plan (Medical, Dental & Vision) Retirement Plan (401(k) matching) Life Insurance (Basic, Voluntary & AD&D) Family Leave (Maternity, Paternity) Short‑Term & Long‑Term Disability Training & Development Salary starts at $100,000, depending on experience and certifications. Pay range: $100,000 – $100,000 per year (Queens LIC). #J-18808-Ljbffr Gersh Autism