Assistant Principal

Assistant Principal - ACES NEST Program

Shelton, Connecticut

Area Cooperative Educational Services (ACES) is seeking a collaborative, innovative, and experienced school administrator to serve as Assistant Principal of the ACES NEST (Nurturing Early Support & Transitions) Program located at Perry Hill School in Shelton, Connecticut.

The Assistant Principal serves as an educational leader, working collaboratively with the Director to promote a safe, inclusive, and engaging learning environment while supporting high-quality instruction and positive outcomes for young learners with autism and related developmental disabilities. The Assistant Principal serves as the primary on-site administrator for the NEST program and is expected to lead the day-to-day operations of the school with a high degree of independence. While working in close partnership with the Director, who provides oversight across multiple responsibilities, the Assistant Principal must exercise sound professional judgment, make timely decisions, and ensure the effective operation of the program while maintaining ongoing communication and collaboration with the Director. The Assistant Principal assists in overseeing school culture, continuous improvement efforts, instructional programming, and operational systems while ensuring compliance with all applicable federal, state, and agency requirements.

About the ACES NEST Program

The ACES NEST Program is a regional, multidisciplinary program serving young children, in Pre-K through grade 1, with autism and related disabilities. The program utilizes evidence-based instructional practices grounded in Applied Behavior Analysis (ABA) within a language-rich, highly supportive educational environment. Students receive individualized instruction designed to build communication, social interaction, adaptive behavior, school readiness, and early academic skills.

NEST is staffed by an experienced transdisciplinary team that includes Special Education Teachers, Board Certified Behavior Analysts (BCBAs), Registered Behavior Technicians (RBTs), Speech-Language Pathologist, Occupational Therapist, Physical Therapist, and related service providers who work collaboratively to ensure meaningful educational progress for every student.

The Assistant Principal will foster strong partnerships among staff, families, school districts, and community agencies while supporting the continued growth and success of this innovative early childhood program.

The Assistant Principal shall work collaboratively with the Director to:

• Ensure the success, growth, and achievement of all students by promoting high expectations for academic, communication, behavioral, social-emotional, and adaptive development.
• Serve as the primary on-site instructional and operational leader, independently managing the daily operations of the program while collaborating regularly with the Director to ensure continuity, consistency, and alignment with ACES priorities.
• Support the implementation of evidence-based instructional practices, Applied Behavior Analysis (ABA), and developmentally appropriate programming.
• Promote a collaborative, positive, and inclusive school culture for students, families, and staff.
• Assist in the supervision, evaluation, and coaching of certified, non-certified, and related service personnel.
• Lead and support continuous improvement efforts focused on instructional quality, student outcomes, and family engagement.
• Support implementation of curriculum, assessment, progress monitoring, and individualized instructional programming aligned with students' IEP goals.
• Ensure compliance with special education laws, IDEA, Connecticut regulations, and ACES policies and procedures.
• Assist in managing daily school operations, scheduling, staffing, transportation coordination, student safety, and crisis response.
• Participate in the recruitment, selection, onboarding, mentoring, and retention of highly qualified staff.
• Collaborate with multidisciplinary teams during Planning and Placement Team (PPT) meetings and support effective implementation of Individualized Education Programs (IEPs).
• Assist in developing and facilitating professional learning opportunities focused on early childhood special education, ABA practices, trauma-informed care, inclusive practices, and student behavior support.
• Utilize data to monitor student progress, evaluate program effectiveness, identify trends, and guide continuous improvement.
• Build strong partnerships with families through proactive communication, collaboration, and shared problem-solving.
• Support transitions into and out of the NEST program in collaboration with families, school districts, and community partners.
• Participate in the development and implementation of school and agency goals.
• Engage in ongoing professional learning and leadership development.

Supervision Responsibilities

Supervise school personnel as assigned, including certified staff, behavior support staff, paraprofessionals, and related service providers.

• Connecticut Intermediate Administrator Certification (092)
• Sixth-Year Degree preferred
• Minimum Master's Degree in Education, Educational Leadership, Special Education, or related field
• Preferred minimum of 2-5 years of experience in school leadership, administration, or supervisory role
• Experience working with students with autism spectrum disorders and/or developmental disabilities
• Experience supervising multidisciplinary educational teams
• Demonstrated success improving instructional practice and student outcomes
• Strong verbal, written, organizational, and interpersonal communication skills

Knowledge of

• Early childhood special education
• Applied Behavior Analysis (ABA) principles and educational implementation
• Special education law, IDEA, Section 504, and Connecticut regulations
• Individualized Education Programs (IEPs), PPT processes, and transition planning
• Connecticut Teacher Evaluation and Support models
• Educational leadership and continuous improvement practices
• Positive Behavioral Interventions and Supports (PBIS) and trauma-informed educational practices
• Data collection, progress monitoring, and instructional decision-making
• Student confidentiality and data privacy regulations
• Current instructional technology and assistive technology appropriate for young learners
• Department of Children and Families (DCF) reporting requirements and community supports

Skills in

• Coaching and providing meaningful feedback to improve instructional practice
• Building collaborative multidisciplinary teams
• Supporting staff through professional learning and reflective practice
• Utilizing student performance data to guide instructional and programmatic decisions
• Problem-solving and conflict resolution
• Managing school operations, staffing, scheduling, and resources
• Developing strong partnerships with families, school districts, and community agencies

Ability to

• Lead a specialized educational program independently while maintaining effective communication and collaboration with the Principal and agency leadership.

• Promote a positive, student-centered school culture
• Build trusting relationships with families and stakeholders
• Communicate expectations clearly and consistently
• Maintain emotional composure and effective decision-making under pressure
• Support safe school operations, emergency preparedness, crisis management, and required drills
• Foster collaborative partnerships across disciplines to improve student outcomes
• Lead change initiatives that support continuous improvement and agency goals