Director of K–12 Division and Transitional Program

About the role

The Quaker School at Horsham is a K–12 school serving students with complex challenges such as ADHD, learning disabilities, autism, expressive and receptive language disorders, and anxiety disorders. The school is expanding with a new wing and a new visual rebrand.

Responsibilities

• Lead the Meetinghouse Division, which includes kindergarten through upper school and the Real-World Ready transition program for young adults aged 18–22.
• Serve as the educational leader of the Meetinghouse Division, ensuring alignment with the school's mission.
• Work closely with the Sassafras Division Director and the Transition Counselor to maintain alignment across programs.
• Supervise and support approximately 20 faculty members in the division.
• Provide coaching, evaluation, and professional growth opportunities for faculty.
• Foster a faculty culture grounded in trust, clarity, and shared expectations.
• Lead regular faculty meetings and support collaboration across grade levels.
• Guide the division's curriculum and instruction, supporting teachers in implementing research-based practices.
• Maintain vertical alignment across programs and collaborate with other division leaders.
• Communicate with families and support productive parent relationships.
• Collaborate with the transition counselor to guide students moving into the Real-World Ready program.
• Support admissions and retention of mission-appropriate students.

Qualifications

• Bachelor’s degree required; advanced degree in education, special education, educational leadership, or a related field preferred.
• Experience in school leadership with responsibility for supervising and supporting faculty.
• Understanding of curriculum design, instructional practice, and program development.
• Experience observing, coaching, and evaluating teachers to support professional growth.
• Demonstrated ability to guide program implementation with clarity and consistency.
• Experience collaborating with families and supporting parent relationships in a school setting.
• Organizational ability to manage multiple priorities while maintaining clear systems and follow-through.
• Familiarity with research-informed approaches to supporting executive function and diverse learners.
• A relationship-centered leader who is visible, approachable, and present in the daily life of the division.
• A clear and thoughtful communicator who conveys expectations with consistency and care.
• A steady supervisor who supports faculty growth through coaching, observation, and encouragement.
• Comfort leading within a framework of predictability and support, providing structure while responding thoughtfully to the needs of faculty and students.
• Sound judgment and professionalism when navigating sensitive conversations and complex situations.
• A collaborative orientation and the ability to work productively with colleagues across divisions and departments.
• A commitment to fostering a faculty culture grounded in trust, respect, and shared purpose.
• Alignment with the mission of The Quaker School at Horsham and respect for Quaker values in practice.