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The NYC Autism Charter School accepts resumes for classroom instructors and certified special education teachers on a rolling basis.

Intership Opportunities


Our next internship program will take place in the Spring of 2020. Interested candidates should send a cover letter and resume to Christina Secharan, Operations Manager:

Submission deadline: December 1st, 2019

Compensation: Unpaid


The NYC Autism Charter Schools internship program offers training opportunities twice per year. Interns are chosen through a competitive application process that involves submission of a written application and resume as well as an in-person interview. Individuals who are accepted to the program receive training in the principles of Applied Behavior Analysis, the teaching strategies informed by these principles, and how those strategies are tailored to meet the educational needs of students with autism. Interns go through rigorous didactic and hands-on training, working directly with students to develop a solid foundation for teaching children on the autism spectrum.

Clinical Supervisor


If you are interested in applying for a Clinical Supervisor position, please send a resume and cover letter to:


The Clinical Supervisor is responsible for providing support to the Head of School (with dotted line reporting to the Director of Transition and Community Outreach) regarding ongoing administration, assessment, and evaluation of educational programming across classrooms under his/her supervision.

The NYC Autism Charter School (NYCACS) is the first and only charter school in New York State exclusively dedicated to serving children with autism and their families. NYCACS offers year-round evidence based intensive instruction utilizing the principles of Applied Behavior Analysis (ABA).

This is an exciting opportunity to be part of a dynamic team working to provide each student with an education that will help them reach their fullest potential. NYCACS prides itself on its positive, diverse, and collaborative culture.


Staff Development

The Clinical Supervisor will assist in overseeing staff development in his/her assigned classrooms and, in this capacity will:

  • Participate in interviewing and selecting prospective teachers and instructors;
  • Participate in assignment of classroom staff;
  • Assist in developing and presenting staff training;
  • Provide direct supervision and training of staff on an established schedule;
  • Develop and deliver staff evaluations to relevant staff;
  • Oversee weekly classroom meetings on an established schedule; and
  • Accept staff call-outs, requests for personal time, and schedule coverage.

Student Programming

The Clinical Supervisor will oversee daily programming for students in his/her assigned classrooms and, in this capacity will:

  • Respond to calls for assistance with student behavior problems;
  • Conduct clinic meetings and assist Head Teacher in preparing agendas;
  • Participate in the development of IEPs;
  • Participate in planning meetings;
  • Ensure compliance with scheduled progress report timelines;
  • Oversee monthly program book evaluations;
  • Oversee development of Behavior Intervention Plans;
  • Ensure staff training and parent consent for all Behavior Intervention Plans
  • Ensure completion of annual student assessment measures (e.g., VB-MAPP, AFLS);
  • Prepare for and assist in presenting behavior intervention procedures and graphs to Human Rights Committee;
  • Assist in assessing classroom needs and selecting appropriate instructional materials;
  • Assist with preparing for and conducting meetings with parents as needed;
  • Interface with others in the larger school and local community around inclusive programming and community based instruction when appropriate and assist in overseeing such programming;
  • Coordinate cross classroom need (inclusion, coverage); and
  • Review requests for non-programming focused community outings (e.g., field trips).


The Clinical Supervisor will manage a number of administrative tasks as they relate to students in his/her assigned classrooms and, in this capacity will:

  • Manage parent clinic and other relevant observation logs;
  • Track progress of IEP objectives and home consultation visits;
  • Monitor and review home consultation notes according to a fixed schedule;
  • Ensure clean and organized classroom environments;
  • Ensure relevant recommendations from classroom meetings, clinic meetings, planning meetings, home consultations and Human Rights Committee meetings are implemented by staff in a timely manner;
  • Oversee email/phone correspondence with co-workers, parents, outside school personnel;
  • Participate in School Emergency Response Team meetings as scheduled;
  • Participate in manager meetings, meetings with other clinical supervisors, and meetings with relevant head teachers as scheduled;
  • Attend and participate in all staff meetings as well as all relevant in-service and training meetings;
  • Participate in daily arrival/dismissal routines; and
  • Review and approve classroom purchase orders.


Minimum Requisite Education, Knowledge, and Skills

  • Holds a NY State teaching certificate in special education or highly qualified according to NY State guidelines;
  • Holds a Masters degree in a relevant field such as education, psychology, or social work;
  • Is a Board Certified Behavior Analyst (BCBA) or has committed to complete all board certification requirements within two years of assuming the Clinical Supervisor role;
  • Is a Licensed Behavior Analyst in New York State or has committed to completing all New York state licensing requirements within two years of assuming the Clinical Supervisor role;
  • Has a minimum of three years experience working in a school setting for children with autism, the most recent year being in a supervisory capacity;
  • Demonstrates extensive knowledge of Applied Behavior Analysis;
  • Demonstrates the ability to work effectively with students;
  • Demonstrates knowledge about data-driven instruction and is able to modify instructional programs and methodologies based on analysis of student data;
  • Demonstrates the ability to work cooperatively with administrators, teachers, instructors, parents and other stakeholders;
  • Demonstrates the ability to plan, schedule, and prioritize multiple tasks simultaneously;
  • Demonstrates superior written and oral communication skills;
  • Demonstrates the ability to conduct meetings efficiently and effectively;
  • Demonstrates the ability to train and supervise teachers, instructors and, if necessary, contracted service providers;
  • Demonstrates the ability to design and develop standards-aligned curricula and IEPs;
  • Demonstrates knowledge of New York State learning standards and alternate performance indicators for special education;
  • Demonstrates knowledge of relevant special education laws and regulations; and
  • Demonstrates the ability to use relevant technologies.

Certified Special Education Teacher


Interested candidates for either of the NYC Autism Charter Schools should send a resume and cover letter to:


The Certified Special Education Teacher is responsible for the planning, implementation, and continuing evaluation of individualized skill acquisition programs and behavior reduction programs for all NYC Autism Charter School students within his/her classroom.

  • Ensuring that a variety of behavior analytic teaching methods are utilized with all students (e.g., incidental teaching, fluency training, discrete-trial teaching);
  • Ensuring that student motivational and reinforcement systems are managed correctly by all staff;
  • Attending all student clinic meetings and other relevant meetings with parents or outside professionals;
  • Conducting preference assessments for students in an ongoing manner;
  • Assisting with conducting Alternate Assessments;
  • Attending all Individualized Educational Plan (IEP) meetings for assigned students;
  • Conducting home visits for assigned students;
  • Collecting, summarizing, and evaluating data on skill acquisition programs and behavior intervention plans, including written reports and visual graphic displays of data;
  • Assisting with development, implementation, and review of Individualized Educational Plans (IEPs) for all assigned students;
  • Ensuring that book reviews are completed as scheduled;
  • Composing progress reports;
  • Supervising and providing training for assigned instructors;
  • Conducting weekly classroom meetings;
  • Ensuring that IOA data are collected on a regular basis across students;
  • Managing and organizing educational and teaching materials and environment.

Classroom Instructor


Interested candidates for either of the NYC Autism Charter Schools should send a resume and cover letter to:


Instructors are responsible for assisting with daily classroom activities and implementation of student education and intervention programs. Intensive training and ongoing support is provided. Bachelor’s degree preferred — minimally working toward a Bachelor’s degree (preferably in the field of education or psychology).

  • Collecting, summarizing, and evaluating data on student programs, including written reports and visual graphic displays of student data;
  • Conducting preference assessments for students in an ongoing manner along with using and managing motivational systems;
  • Assisting in development, implementation, and review of skill acquisition and behavior reduction program for all assigned students;
  • Participating in student clinic meetings;
  • Using a variety of behavior analytic teaching methods (e.g., incidental teaching, discrete-trial instruction, prompt and prompt fading methodology).

Social Media Intern

Position Summary

NYCACS is seeking a New York-based Social Media Intern to help expand our organization’s presence on Twitter, Facebook, Instagram, Snapchat and other social media platforms that might expand and enhance our visibility. In helping us grow our social media presence, you will be supporting our goal of increasing autism awareness and acceptance through content efforts for NYCACS, while working with our Executive Director to look for opportunities on other platforms and innovative ways to reach new supporters. You will also help us find fresh ways to build public support for NYCACS and its mission.

  • This is a 20 hour per week (flexible), unpaid summer/fall internship.
  • You will be responsible for:
    • Setting up a presence on various social media platforms,
    • Writing content and capturing images for posts,
    • Linking platforms when possible, and
    • Organizing an access manual and schedule for future posts.
  • The position reports to the Executive Director and will work closely with the Executive Administrative Assistant.
  • Applicants may be able to receive college credit for this internship.

  • Currently working/earning credits toward a Bachelor’s or Master’s degree.
  • Experience in a social media or engagement role, with proficiency in Facebook, Twitter, Instagram, and Snapchat
  • Excellent writing skills with a knack for distilling stories into short, compelling copy for a digital audience.
  • Hands-on experience with social media tools.
  • Strong Photography/Videography skills preferred
  • Demonstrated ability to work effectively on multiple projects simultaneously, set priorities, organize time, and identify resources for projects as needed.
  • Must be available to travel to multiple locations (Bronx and Manhattan)