Presence
Presence Career Growth & Development in New York
This page summarizes recurring themes identified from responses generated by popular LLMs to common candidate questions about Presence and has not been reviewed or approved by Presence.
What's career growth & development like at Presence?
Strengths in structured development offerings and clinician-focused tools are accompanied by unclear promotion pathways and uneven execution of training and support. Together, these dynamics suggest the New York team can build clinical skills rapidly while longer-term advancement and consistent scaffolding may require proactive navigation.
Key Insight for Candidates
Defining pattern: Remote-first work defines New York experiences—development relies on Presence’s purpose-built teletherapy platform, CE/workshops, and active clinician community rather than in-office mentorship. This matters because some report isolation and uneven day-to-day support, so proactive engagement is essential for sustained growth.Evidence in Action
- Telehealth Institute training — Telehealth Institute orientation and trainings provide structured skills development in online therapy. New York clinicians gain consistent, role‑relevant learning and direct access to clinical experts, improving day‑to‑day practice and supporting sustained career progression.
- Lounge peer updates — The "Lounge" hub features weekly updates, therapy ideas, product tips, and peer support. New York employees rapidly trade best practices and tool tips, shortening learning curves and reinforcing continuous development in a remote‑first setting.
Positive Themes About Presence
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Training & Education Access: Colleagues in New York can tap self-paced continuing education courses, clinical workshops, and teletherapy training resources to support ongoing learning. Feedback suggests this structured programming helps clinicians deepen skills in online therapy and implementation.
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Skill Development Resources: In New York, teams leverage a clinician-designed platform with scheduling, documentation, and a robust content library, which streamlines planning and elevates therapy delivery. Feedback suggests these built-in resources accelerate day-to-day skill refinement.
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Challenging Assignments: New York clinicians are exposed to diverse student needs through large-scale, multi-district work that fosters faster development via varied cases. Feedback suggests this breadth creates meaningful practice opportunities at scale.
Considerations About Presence
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Opaque Promotions: In the New York cohort, advancement pathways appear undefined, with no public promote-from-within policy and notable external hiring for senior roles. Feedback suggests this lack of clarity can make career progression feel ad hoc.
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Lack of Learning & Training: Colleagues in New York may find the depth of training uneven despite marketed L&D, with some accounts describing training as thin in practice. Feedback suggests growth can depend heavily on role and manager.
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Insufficient Resources: In New York, inconsistent supervisory support, platform hiccups, and questions about indirect-time compensation can distract from development. Feedback suggests these support gaps can limit focus on learning.
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