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Job Description Qualifications Purpose & Scope: Responsible for assisting Virginia Hospital Center Physician Group offices and departments with financial and operations management, Fills in for managers across multiple departments during vacations and vacancies. Supports managers in practices during administrative staff vacancies. Education: An associate degree in health systems management or in a related field is preferred or equivalent experience is required. Experience: One year of medical office experience is preferred. Certification/Licensure: None. AWARDS & RECOGNITION * Received a ‘High Performing' designation in U.S. News & World Report’s 2024 list of maternity hospitals across the United States. This survey was based on factors most important to parents when choosing the hospital to deliver their baby. * Received a top ranking in the U.S. News & World Report’s Best Hospitals list for 2023-2024. The report ranked hospitals in 15 adult specialties as well as national and regional rankings. VHC Health is proud to be ranked second in Northern Virginia, 4th in the Washington, DC metro region, and 5th in the Commonwealth of Virginia, out of 121 hospitals ranked * Received an “A” grade in the spring of 2024 in the Leapfrog Group’s ranking for hospitals. The Leapfrog Hospital Safety Grade gives 3,000 “general acute-care hospitals” a grade based on certain measures surrounding patient safety. * VHC Health ranked as one of the top hospitals in the region, according to the prestigious annual rankings released by U.S. News & World Report. VHC Health tied for fourth place alongside George Washington University Hospital and Johns Hopkins Medicine-Sibley Memorial Hospital. * VHC Health’s Outpatient Pavilion Parking Garage has been awarded the prestigious International Parking and Mobility Institute (IPMI) 2024 Apex Award for Stand-Alone Facility Design. * VHC Health ranks as Best-in-State for 2024 in Virginia by Newsweek. The first ranking of its kind, this survey ranked the leading hospitals in the United States based on four data sources. VHC Health ranked as #5 in Virginia and was in the top three in the Washington, DC, metro region. * VHC Health received 5 stars (the highest) in the Centers for Medicare and Medicaid Service’s Quality rating. We were one of only 381 hospitals nationwide to achieve the prestigious five-star rating. * The Commonwealth of Virginia renewed VHC Health’s 2021 accreditation as a Level II Trauma Center. This underscores the hospital’s commitment to excellence as a community provider of comprehensive medical services and to acutely injured patients. * VHC Health’s cancer program received Accreditation with Commendation from the American College of Surgeons’ Commission on Cancer Accreditation. This recognition demonstrates VHC Health’s dedication to providing our community with the highest quality cancer care. OUR COMMUNITY * Living in Northern Virginia, one of the best places to live near D.C., you can have it all: a lucrative job at a forward-thinking company – plus access to the country’s greatest historical sites, a bustling café culture, active nightlife and concert going, a thriving wine region, seven professional sports teams, and a mild four-season climate with year-round kayaking, biking, and hiking. We offer some of the best public and private schools in the nation and access to 60 colleges and universities. In fact, we are the most educated region in the country. Here, there are no compromises. NOVA is one of the best places to live and work in the country. * Arlington is home to the Pentagon, and the Arlington National Cemetery. * Home to more than 100 U.S. and global corporate headquarters, including the 6th highest number of Fortune 500 companies. * Northern Virginia is one of the fastest growing and most diverse communities in the United States * Fairfax County has many of the highest ranking schools in the nation according to U.S. News and World Reports. * Arlington County also offers outstanding schools - about 94 percent of all graduating high school seniors in Arlington go on to attend college. * Two major airports with direct flights to 109 domestic and 60 international destinations. * Northern Virginia has many recreational and community amenities including: over 89 miles of biking/jogging trails, 167 public parks, approximately 14 community centers, 7 live stage theaters, 8 libraries, and 652 restaurants. * Minutes to the Kennedy Center, Smithsonian Museums, Tyson’s Corner, and Wolftrap National Park for the Performing Arts * Whether you choose to live in Arlington County, Fairfax County, City of Alexandria or in any of the other great areas in the DC area, you will have little problem in finding a location that is right for you. We look forward to hearing from qualified candidates interested in joining us in a highly collegial environment where the patient is at the center of what we do.

Job DescriptionSalary: $50-55 Job Summary: We are seeking a compassionate, team-oriented Licensed Graduate Social Worker (LGSW) to provide community-based, person-centered behavioral health services under the Mental Health Rehabilitation Services (MHRS) program in Washington, D.C. The LGSW will deliver rehabilitative and clinical support services to individuals with mental health diagnoses, in accordance with DBH regulations, under the supervision of a licensed independent clinician (LICSW or LPC). Key Responsibilities: Clinical Services • Provide psychosocial assessments, individual and group counseling, and skill-building interventions under clinical supervision., • Develop and implement individualized treatment plans in collaboration with the client and clinical team., • Deliver community support services, including life skills training, symptom monitoring, and crisis intervention., • Support clients in achieving goals related to housing stability, employment, and independent living., • Coordinate care across systems (e.g., primary care, schools, housing, probation)., • Provide referrals to community-based resources and follow up to ensure continuity of care., • Participate in clinical supervision, case conferences, and staff development meetings., • Comply with DBH MHRS documentation standards and ethical guidelines of the social work profession., • Education: Masters degree in Social Work (MSW) from a CSWE-accredited institution., • Licensure: Active LGSW license in the District of Columbia., • Experience: 12 years of experience in mental health, community services, or related fields preferred (internships count)., • Skills:, • Knowledge of DSM-5, trauma-informed care, motivational interviewing, • Strong written/verbal communication and organizational skills, • Ability to work collaboratively across disciplines and with diverse populations, • Must have a valid drivers license and access to reliable transportation for community visits., • Position may require evening/weekend hours., • Clinical supervision toward LICSW provided at no cost, • Competitive salary based on experience, • Professional development support

Job Description Job Description Grade/s: PreK3 - 8 (Special Education Teachers are typically assigned to a grade band/s as determined by need) Direct Supervisor/s: Campus Principal This posting is for the 2026-2027 School Year. Center City Public Charter Schools (Center City PCS) empower our students for lifelong success by building strong character, promoting academic excellence, and generating public service throughout Washington, D.C. In this endeavor, we are committed to attracting, developing, and retaining one of the best faculties in the District. Center City staff are teachers, mentors, and leaders, and they play an important role in ensuring each of our students maximizes their potential. Our network serves over 1,400 students annually across our six campuses in the District, with a staff of over 250 dedicated individuals. Special Education teachers work under the direct supervision of the campus principal and receive additional support from the Student Support Services Department at Central Office. Special Education teachers are expected to help create an inclusive environment, set high expectations, and deliver targeted instruction for students with disabilities. The ideal candidate is highly knowledgeable about the Common Core State Standards and research-based instructional strategies for diverse learners. General responsibilities include, but are not limited to: * Use various sources of data for purposes of IEP development and amendments, developing lessons, and determining students’ progress toward goals; write IEP progress reports using student data describing progress toward goals * Plan and deliver meaningful instruction in and outside the general education classroom that aligns with grade-level Common Core standards, mapped backwards to target students’ present levels of performance. * Write and implement IEPs that are designed with student, parent, and general education teacher input, various data sources, target priority skills, and include meaningful accommodations and classroom supports. * Deliver targeted instruction to students individually or in small groups; use data to track and communicate student progress, and propose adaptations to IEP programming.g * Support development of behavior intervention plans (BIPs) or informal behavior systems; hold students accountable to high behavioral expectations while supporting their social-emotional development * Engage families meaningfully to discuss their child’s progress and include input on IEPs, evaluation decisions, and Secondary Transition Plans. * Engage parents and families in their child’s academic success by fostering an ongoing relationship centered around hopes and dreams. * Work collaboratively with general and special education teachers to plan and deliver the general education curriculum * Work collaboratively with general education teachers to ensure they implement accommodations and supports for students as outlined in their IEP * Participate in the Center City PCS learning community via PLC’s, campus/district professional development, and weekly campus-based grade-level planning sessions * Reflect on teaching by accepting ongoing informal feedback and implementing changes based on that feedback * Follow school-wide procedures for attire, behavior, and punctuality (teacher hours are 8:00 AM -4:00 PMM) * Attend and participate in occasional school events outside of regular school hours Qualifications * Master’s Degree in Special Education (preferred), or a related field * Licensure in Special Education, or plans to obtain licensure in Special Education * Strong familiarity with the Common Core Coherence Map for Math, with experience teaching the Eureka Math curriculum preferred * Minimum of 3 years of teaching experience (five years preferred) * Extensive knowledge of best practices in classroom management, instructional strategies to support diverse learning needs, and use of data to support instruction, with evidence of growth * Working knowledge of EasyIEP, Microsoft Word, Excel, PowerPoint, and Google Drive strongly preferred * Must have working knowledge of federal and local special education laws * References that reflect a high standing with past employers * Able to lift to 10 pounds and able to stand for long hours * Must be able to show proof of full vaccination against COVID-19 Benefits Center City PCS offers the following benefits to all full-time employees. * The employer subsidizes medical, Dental, and Vision insurance premiums * 401 (k) Retirement Plan with employer match * Pre-tax Flexible Spending Accounts * Life and Disability Insurance * Paid sick and personal time off This description is intended to describe the type of work being performed by a person assigned to this position. It is not an exhaustive list of all duties and responsibilities required by the employee. Center City PCS is an Equal Opportunity Employer. Center City PCS is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. That enables us to meet our mission and values better while serving students and families throughout Washington, DC. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply. For more information about our schools, please visit our website .

Job DescriptionSalary: $46,800- $74,034/annually based on experience Position Description PE Teachers/Interventionists play a critical role in supporting the holistic development of every child. Reporting to the Assistant Principal, they provide high-quality instruction and/or targeted interventions that align with the schools vision and support both student growth and equity-focused outcomes. Major Duties and Responsibilities Designs and delivers high-quality, inclusive enrichment experiences • Develops and implements culturally relevant and developmentally appropriate lessons in PE, • Incorporates Montessori values and materials where appropriate to deepen student engagement, • Plans units that reflect ABAR (Anti-Bias/Anti-Racist) principles and elevate the traditions, histories, and voices of all students, • Encourages student agency, choice, and reflection in the creative process, • Delivers small-group or individual instruction in literacy and/or math, • Uses data and observation to identify learning needs and monitor student growth, • Works collaboratively with classroom teachers to support academic follow-up during the work cycle, • Participates in MTSS meetings and aligns interventions to school-wide goals and progress monitoring protocols, • Establishes a joyful, respectful learning environment where students feel seen, safe, and valued, • Contributes to the reinforcement of school-wide expectations and rituals, • Builds meaningful relationships with students that support social-emotional learning, • Meets regularly with classroom guides, coaches, and leadership to align on goals and student progress, • Participates in professional development, including ABAR, SEEL (Social, Emotional, and Equity Learning), and content-specific learning, • Seeks feedback and coaching to improve instructional practice, • Maintains student records, intervention logs, and instructional materials Additional Responsibilities • Participates in school operations such as arrival/dismissal, recess, and field trips, • Maintains classroom organization and care of materials and spaces, • Bachelors degree required; relevant certification or endorsement in content area preferred, • Minimum of two years of teaching or intervention experience in an urban or public charter setting, • Experience with the Montessori Method strongly preferred, • Demonstrated commitment to equity, inclusivity, and ABAR-aligned teaching practices, • Deep belief in Lee Montessoris mission and core values, • Strong classroom management and student relationship-building skills, • Collaborative, flexible, and solution-oriented, • Culturally responsive and equity-driven mindset, • Excellent organizational and communication skills, • Willingness to learn and grow with feedback, • Demonstrated commitment to joyful, child-centered instruction

Job Description Early Childhood Special Education Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a Lead Teacher in Early Childhood, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team Early Childhood includes 6 schools in Washington, DC, serving grades PreK3 to Kindergarten. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy.Individualized Education Program (IEP) Case Management, • Serve as a case manager for students with Individualized Educational Plans (IEP’s) on your assigned caseload, • Create and update Student IEP One-Pagers that summarize IEPs for school colleagues, • Progress monitor IEP goals for students on your assigned caseload, • Complete and distribute quarterly Progress Reports for students on your assigned caseload, • Ensure students on your caseload receive mandated accommodations on classwork and assessments, • Collaborate with related service providers toward IEP implementation for students on your assigned caseload, • Attend and actively participate in all IEP Team Meetings for assigned caseload, • Complete required documentation (i.e., IEP Present Levels of Performance, Analysis of Existing Data, IEP Goals, Draft IEP Services) for assigned caseload, • Close out required documentation in the special education database (as assigned), • Collaborate with the student support team regarding school-based special education referrals, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter.#ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR xVPvsKN3on

Job Description School Health and Compliance Intern Job Summary The School Health and Compliance Intern role is an integral part of the Operations/Health Team, ensuring KIPP DC students are compliant with required school health regulations. The intern will gain valuable experience in the field of education and contribute to the success of KIPP DC's mission. This is a summer intern role that runs for 9 weeks (June 1, 2026 - July 31, 2026), based on KIPP DC campuses with an anticipated start date of June 1st, 2026. About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community. About the team The Health Team is a small but mighty group dedicated to ensuring that all families in Washington, D.C. have access to high-quality school health services. We are passionate about providing excellent customer service to families and supporting them with daily health operations and processes. The team is collaborative, close knit, and prioritizes ensuring all students and families have a red-carpet customer experience the entire year. About the Role The School Health Intern will have the opportunity to learn about KIPP health process from start to finish. They will work closely with health suite staff and Compliance Managers to support health projects. The intern will have a peek into the experience of what it takes to be part of a child’s village on their education journey. It is perfect for the detail-oriented person who wants to contribute to the behind the scenes work of what it takes to get schools fully compliant, healthy, and ready for children to learn. This is a non-exempt position and will report to the Director of School Support & Service. Location and Type of Work As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support which requires this position to be fully on-site. This role is currently required to be on-site or in schools during regular work hours. Responsibilities • Immunization Compliance (40%), • Analyze vaccinations records for clarity and accuracy, • Upload new records to the online PowerSchool system, • Outreach to immunization-non-compliant student families using text/call templates, • Document outreach in IZ Tracker, • Health Records Analysis (30%), • Work with health suite staff and Compliance Manager to identify expired or incomplete medical action plans (MAPs), • Outreach to non-compliant families using text/call templates, • Document outreach in Student Medication Tracker, • Update Student Medication Tracker as needed, • Analyze and upload Universal Health Certificates to online portal, • Outreach & Communications (25%), • Outreach to non-compliant families using text/call templates, • Document outreach in health trackers, • Post fliers around campuses, • Health & Wellness Events (5%), • Assist with setup and breakdown,, • High School Diploma and/or GED Equivalent, • Currently enrolled in an undergraduate program, • Ability to lift up to 15 pounds, • Ability to stand frequently, • Commitment to Students and Schools: Demonstrates commitment to education reform, believing in every child's potential for success and prioritizing students, schools, and the essential role of families., • Strategic Thinking and Problem Solving: Finds creative solutions to challenges that achieve broader goals of team and organization., • Project Management: Sets a high bar for own work and supports others to achieve desired team outcomes., • Communications and Influence: Demonstrates adept communication skills and influence to advance work by adjusting content and style., • Teamwork: Contributes to a supportive team culture, fostering diverse work styles and maintaining a high performance standard., • Trust and Collaboration: Establishes and nurtures effective relationships with a diverse set of stakeholders to support the best outcomes for our work., • Cultural Humility: Advances KIPP DC’s commitment to anti-racism by creating a diverse, equitable, and inclusive environment for all stakeholders. Please note that the program will follow the KIPP DC HDQ holiday calendar which includes two unpaid holidays: Juneteenth (June 19) and the 4th of July observation (July 3), giving you time to celebrate and recharge. Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR IACNCFsYig

Job DescriptionPosition DescriptionA Rocketship Special Educator, known as an Education Specialist, is a full time position that reports to the Principal. The Education Specialist will work with one or more school sites, and will be responsible for managing the IEP caseload for Rocketship students who require special education services as outlined in their IEPs. The role of the Education Specialist is to improve student outcomes through targeted academic and behavioral support. Rocketship's collaborative learning environment reaches well beyond the classroom. Annual teacher home visits, monthly parent community meetings, and a vibrant parent volunteer network create solid relationships, a rich school culture and a devoted community that propels student achievement. Special Education Teachers report to their Principal or an Assistant Principal.Our Ideal Candidate: • Resilient and flexible to meet the needs of our students and families, • Commitment to the mission and vision of Rocketship Public Schools, • Coachable and open to feedback to help with growth, • Partner & collaborate with multiple stakeholders to work towards eliminating the opportunity gap, • Believe that this work is hard, but worth itEssential Functions:, • The essential functions of this position include, but are not limited to the following:, • Ensure that all students realize rigorous academic goals outlined in their IEP along with our core content. Our goal is that each Rocketeer grows at least 1.5 years., • Collaborate with school team, families, and related service providers for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum., • Provide one-to-one or small group instruction, direct services and push in or pull out instruction as required by IEP, • Co-teach with general educators and related service providers to ensure inclusive education practices for all students, • Coordinate referral and assessment procedures and facilitate the coordination of IEP team meetings and the implementation of special education services (Speech, Occupational therapy, etc.), • Evaluate students’ academic abilities for the purpose of collaboration with team members to create and implement the best educational program like the diagnosis of learning disabilities, development of intervention plans for foundational needs and/or student progress, • Collaborate with Psychologists and Related Service Providers for evaluations and when needed, administer academic assessments. Review and interpret the results to determine our learners’ strengths and areas of need for initial, annual and triennial IEP meetings., • In collaboration with general educators, provide accommodations and/or modifications to learners with disabilities to provide access to grade level content and demonstrate her or his true understanding on assessments as determined by the IEP teamStudent and Parent Partnership:, • Instruct students for the purpose of improving their success in assigned basic academic subject areas of reading, writing and/or math, • Draft and write professional and compliant IEPs,facilitate IEP meetings and ensure our online IEP system and school based files are compliant and reflect a Rocketeer’s Individual Education Program, • Develop Behavior Support Plans (BSPs) or Behavior Intervention Plans (BIPs) as needed, • Manage student behavior for the purpose of providing a safe and optimal learning environment, • Engage with families on academic and behavioral goals and transparently share student progress so that both parents and teachers own each child's successes and challenges.Rocketship Professional Culture:, • Collaborate with General Educators to engage families and school communities through various meetings (IEP, Parent Conferences, In Service Training, Staff Meetings etc.), • Provide leadership for ensuring full compliance with legal requirements as prescribed by federal law under IDEA (Individuals with Disabilities in Education Act 1997) and IDEA (Individuals with Disabilities in Education Improvement Act, 2004) as well as state laws and regulations, • Collaborate with families as educational partners and provide ability awareness as needed, • Meet all professional obligations and proactively communicate when changes come up, • Exhibit a high level of honest and humble self-reflection owning good and bad outcomes, • Effectively respond to and implement constructive feedback, • Communicate effectively with colleagues and contribute to positive staff culture, • Collaborate with all staff members to ensure that all students have consistent and well-coordinated supportRequired Qualifications:, • Bachelor’s degree, • Preferred: knowledge of curriculum, education code and special education law/policies

Job Description Speech Language Pathologist Job Summary The Speech language role is an integral part of the Student support team, ensuring that students receive the necessary support to overcome communication challenges. This role focuses on identifying and addressing speech, language, and communication difficulties that may impact a student's ability to succeed academically and socially. Related service provider salaries are exempt and start at $82,620 and increase with years of experience. Please see the salary scale here. Related service providers can earn up to $4,000 in renewal add-ons to their base salary each year they return to KIPP DC. This is a Full-time, fully on-site role that will support multiple campuses, with an immediate start date. About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the team A school-based Speech-Language Pathologist (SLP) plays a crucial role in supporting students with speech, language, and communication challenges. They assess and diagnose issues such as articulation, language delays, stuttering, and social communication difficulties. The SLP works closely with teachers, parents, and other school staff to develop individualized plans that promote student success in both the classroom and social settings. Through targeted therapy and interventions, they help students improve their communication skills, enhance academic performance, and build confidence in their ability to engage with peers and teachers. About the Role While SLPs focus on the specific needs of their assigned schools, they are also part of a larger network of SLPs within the region. This network allows for collaboration, sharing of resources, and professional development opportunities, ensuring consistency in service delivery and access to a broader range of expertise and support across schools. Location and Type of Work This is an exempt position and will report to the Director of Student Support. As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support which requires this position to be fully on-site. This role is currently required to be on-site or in schools during regular work hours. Responsibilities Service Delivery: 70% • Provide speech and language therapy to special education students in groups and as individuals per their Individual Education Plans, • Provide intervention to students through response to intervention including small groups and classroom intervention, • Serve students with swallowing disorders as it relates to the school setting, • Provide appropriate individualized programs of therapy to meet individual students' needs and correct existing speech or language impairments, • Conduct speech, language and hearing screenings, • Conduct speech/language evaluations, • Serve as a resource to school staff members in the development of a balanced program for oral communication and speech, language and literacy development, • Participate in Multidisciplinary team meetings and responsibilities. Attend meetings, write progress summaries on present levels of performance, and propose IEP goals., • Assist and guide teachers in observing, describing and referring suspected and identified speech and language impairments, • Assist in the proper referrals of students to agencies and specialists in the community as appropriate, • Keep thorough records for each student receiving therapy or other school provided speech-language services, • Demonstrate strong pedagogy, • Implement the school-wide student management policies within classrooms and everywhere on campus, • Exhibit positive rapport with students, • Create and foster a positive learning environment, • Establish and maintain strong communication lines with all parents, • Be available for Open Houses, Parent-Teacher Conferences and other events involving parents, • Assist in the development of curriculum standards and mapping, • Maintain a neat, clean classroom environment and a professional personal appearance, • Serve on school committees as needed, • Perform clerical duties, as required, relating to textbooks, instructional supplies, student reports and records, attendance reports, etc, • Master’s in an accredited speech language program., • Commitment to working with limited access to quality educational opportunities., • Experience/strength in phonemic awareness and reading remediation., • Experience working in a public/charter school., • Experience working in an urban school., • Ability to lift 10 pounds, • Ability to stand frequently, • Commitment to Students and Schools: Demonstrates commitment to education reform, believing in every child's potential for success and prioritizing students, schools, and the essential role of families., • Strategic Thinking and Problem Solving: Finds creative solutions to challenges that achieve broader goals of team and organization., • Project Management: Sets a high bar for own work and supports others to achieve desired team outcomes., • Communications and Influence: Demonstrates adept communication skills and influence to advance work by adjusting content and style., • Teamwork: Contributes to a supportive team culture, fostering diverse work styles and maintaining a high performance standard., • Trust and Collaboration: Establishes and nurtures effective relationships with a diverse set of stakeholders to support the best outcomes for our work., • Cultural Humility: Advances KIPP DC’s commitment to anti-racism by creating a diverse, equitable, and inclusive environment for all stakeholders., • At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Related service provider salaries are exempt and start at $82,620 and increase with years of experience. Please see the salary scale here. Related service providers can earn up to $4,000 in renewal add-ons to their base salary each year they return to KIPP DC., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter. Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR PwQWTQg0zC

Job DescriptionSalary: $18.11 - 23.92 / Per Hour POSITION: Dedicated Aide (DA) REPORTS TO: Dean of Culture Bridges is seeking a passionate Dedicated Aideto support students with special needs in our inclusion and non-categorical self-contained classrooms. The Dedicated Aide will assist with specialized instruction and related services for students in grades Pre-K3 5th grade. The types of students with special needs who have Dedicated Aides assigned to them include: students with autism, pervasive developmental disorder (PDD), developmental delays in one or more areas, intense behavioral challenges, multiple learning problems, and other related disorders. Bridges classrooms are rooted in the principles of ABA/VB to guide instruction and classroom management. Supervision is provided to all teaching team members by a certified BCBA practitioner. ABA or VB experience is desired, but not necessary to apply for the position. Training in classroom-based ABA and VB will be provided. The position is a 10-month position. Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: • Responsibility, • Engagement, • Acceptance, • Creativity We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges Graduate • Is a unique and independent individual who is prepared to pave their own path., • Self-advocates through their preferred communication modalities., • Welcomes diversity with inclusion, openness, acceptance, and respect for others., • Demonstrates empathy and a desire to help and support others in need., • Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals. RESPONSIBILITIES INCLUDE • Collaborate with the Lead Teacher in the management of a non-categorical self-contained/inclusion classroom for high-level special needs students., • Implement prescribed care plan and assist with all Adaptive Daily Living Skills (ADLS) (toileting, cleaning, feeding, positioning) and assistive technology., • Maintain the safety of students and act as a positive role model., • Support assigned student(s) with physical and academic support during instruction., • Regularly collect data to track students progress in 4 program areas: curriculum, IEP, ADLS, and ABA/VB (if applicable)., • Follow Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully., • Collaborate with the Lead Teacher, special education service providers (speech, PT, OT), ELL teacher, School Nurse, and Assistant Teachers to address student needs in the classroom., • Assist in incorporating student(s) into all aspects of the academic environment., • Support the creation of a classroom culture and environment that develops and nurtures the emotional, cognitive, and social abilities of the students., • Contribute productively to the school as a whole., • Attend and participate in school events outside of regular school hours., • Adhering to the 8:00 a.m.-4:00 p.m. work day, • Regularly attends work and adheres to all attendance policies., • Be on time for classes, duties, team meetings, and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal., • Participate in weekly Professional Learning Community (PLC) meetings., • Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions., • Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return., • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals., • Reading provided school information and adhering to all deadlines., • Respond to all emails within 24 hours or the next business day., • Create and maintain a physically and emotionally safe environment for students., • Communicate respectfully with students, staff, and families at all times., • Model, practice, and discuss respectful, unbiased, and effective communication with students., • Have a High School Diploma or GED, High School Diploma & passed the ParaPro Exam, AA or 60 credit hours, BA or MA., • Child Development Associates' credentials and/or coursework in early childhood education/human development are strongly preferred., • Experience working in special education and/or with individuals with autism/severe behavioral and academic issues is strongly preferred., • Have prior work or volunteer experience with children or students with special needs., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community-minded., • Be committed to their learning, including training in ABA/VB., • Demonstrate strong skills in partnering with families., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community-minded., • Be committed to their own learning., • Have excellent time-management skills, attention to detail, and the ability to work independently., • Have a passion for urban public schools. $18.11 - 23.92 / Per Hour Hourly rate is based on educational level, certification(s), and years of experience. The successful candidate will be contracted on an hourly basis. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks, and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401 (k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

Job DescriptionSalary: Salary starts at $59,995- 100,222 and will be commensurate with degree and years of experience Job Opportunity: Resource Room (Self-Contained Classroom) Guide Location: Washington, DC Department: Student Support Application Deadline: Until filled Employment Type: Full-time Expected Start Date of Position: August 2026 Reports to: Special Education Coordinator Compensation: Salary starts at $59,995- $100,222 and will be commensurate with degree and years of experience FLSA Status: Exempt About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter Schools mission is to provide diverse families in Washington, DC, a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through an uncompromising application of the time-tested Montessori instructional model. We support prevention through early learning, support and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our schools work. We are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: As part of our continuum of services for students with disabilities, Breakthrough Montessori provides a self-contained classroom known within our school community as the Resource Room. The Resource Room is a structured and supportive learning environment designed for students with disabilities who require significant levels of specialized instruction and support. This setting is grounded in our commitment to academic, social, and emotional success for all learners and includes strategies to integrate students within both the Resource Room and their general education classrooms when appropriate. The Resource Room Guide plays a vital role in supporting our highest-needs students as they develop the skills necessary to thrive in their Montessori classrooms. This position is designed for a credentialed special education professional who will serve as the lead instructor in this specialized setting, with a focus on academic, functional, and social-emotional growth. Under the direction of the Special Education Coordinator, the Resource Room Guide will implement research-based interventions and strategies to help students access Montessori materials and build the skills needed for success in inclusive learning environments. Responsibilities include delivering both individualized and small-group instruction (two or more students), tailored to each students specific needs. Students are generally grouped by age or skill level, in alignment with Montessori classroom age bands (ages 36, 69, and 912). Flexibility, responsiveness to student needs, and strong collaboration with the broader instructional team are essential for success in this role. Essential Functions and Responsibilities: The Resource Room Guide is a 10-month position. Typical working hours are Monday 8:00am-4:30pm and Tuesday-Friday from 8:00 am-4:00 pm. Responsibilities include the following: • Demonstrate consistent attendance and punctuality to ensure continuity of instruction and student support., • Manage a caseload of students with IEPs, providing specialized, small group, and individualized instruction aligned with IEP goals and lesson plans., • Attend and actively participate in IEP meetings; develop and update IEP goals based on student needs., • Maintain accurate records, including service logs, goal progress, benchmark assessments, and behavior documentation in compliance with IEP requirements and Special Programs., • Coordinate with related service providers and collaborate with general education teachers to support student progress, particularly for part-time Resource Room attendees., • Conduct ongoing assessment of student needs alongside service providers., • Maintain a safe, clean, and developmentally appropriate learning environment, adhering to Montessori guidelines and established cleaning schedules., • Support students physical, personal care, and safety needs, including feeding, toileting, hygiene, and escorting students as required., • Foster students social behaviors, self-help skills, and independence in accordance with their individual needs., • Participate in staff development, meetings, special events, and in-person professional learning opportunities., • Maintain prompt and regular in-person attendance., • Perform other duties as assigned by school leadership., • Maintain the confidentiality of student and family information. Required Competencies and Qualifications: • Experience working with students with Autism Spectrum Disorder (ASD), including implementation of individualized supports and strategies, • Strong commitment to the schools mission and to anti-bias/anti-racist pedagogy, • Ability to maintain confidentiality of student and family information, • Proven ability to work collaboratively within a diverse team of educators, • Self-starter with the ability to manage responsibilities independently, • Willingness to learn and incorporate Montessori materials and philosophy into practice, • Experience collaborating with classroom teachers and instructional assistants, • Excellent organizational, interpersonal, and time management skills, • Strong oral and written communication skills, • Experience engaging with families from diverse cultural and socioeconomic backgrounds Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelors degree in applicable field required, • Special Education certification and/or degree required, • Montessori experience preferred, • Experience in the field of special education and with academic interventions Benefits: We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid COVID sick leave, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • Paid leave for the observation of a religious holiday Breakthrough invests heavily in the professional development (PD) of our faculty through: • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • A Continuing Education grant program that provides grantees up to $20,000 to complete Montessori teacher training, an advanced degree or other license. Other benefits include: • Health, dental, vision Breakthrough Montessori PCS is an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job DescriptionAbout the School Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions. Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus. About the Position DIVISION: Lower School REPORTS TO: Lower School Principal SUPERVISES: N/A DATE: August 17, 2026 FLSA: Exempt TYPE OF ROLE: Full-time COMPENSATION: Salaried (based on experience) BENEFITS: Eligible Note: Applications will be reviewed on a rolling basis. Georgetown Day School seeks a Lower School homeroom teacher for the 2026-2027 school year. Rich content, creative pedagogy, and authentic relationships are essential components of a GDS classroom. The ability to provide those elements, work collaboratively with colleagues, and place students’ interests and experiences at the heart of the classroom are essential components of the job. The Lower School homeroom teacher is responsible for teaching math, language arts, and social studies, as well as being the primary point person for students and their families. As a diverse and inclusive school dedicated to preparing our students to live and work in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting. Primary Duties and Responsibilities * Creates a safe, collaborative learning environment that aligns with the school’s equity-driven mission. * Works collaboratively with colleagues to design and implement high-quality, engaging learning experiences. * Fulfills duties of the homeroom teacher * Delivers math, literacy, and social studies lessons to approximately 16 students * Assesses student work using standards-based grading * Leads daily Morning Meeting and other aspects of Responsive Classroom * Emails weekly homeroom newsletter to families * Attends weekly grade level planning, student support, and faculty meetings * Assists the class with transitions from one class to the next * Provides supervision and activities during Choice Time * Attends Assembly with assigned homeroom class * Ensures attendance is taken and communicates clear dismissal plans for students * Supervises students during assigned duties * Understands different communication styles and modifies classroom interactions accordingly. * Uses positive behavior interventions and support practices. * Uses observations/assessment data to inform teaching and improve learning, and to set individual learning goals. * Leverages technology, in support of the learning community. * Responds positively and restoratively to student needs and to student interactions. * Engages the parent community through consistent and clear communication about curriculum, school life, and each child’s personal learning journey. Secondary Duties and Responsibilities * Chaperone field experiences which may include an Outdoor Education overnight * Additional duties outside this description may be assigned as necessary. Qualifications Education and Experience * A B.A. in elementary education, early childhood education, or a similar discipline is required. * A Master’s degree is preferred. * 2 years or more of teaching experience at the elementary school level is required. * Responsive Classroom training and experience implementing the approach are preferred. * Orton Gillingham training preferred. * Writing Revolution training preferred. * Experience supporting students receiving special education services is preferred. Skills * Create a safe and collaborative learning environment that aligns with the school’s equity-driven mission. * The ability to work collaboratively with colleagues to design and implement high-quality, engaging learning experiences. * Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability) and experience working with a diverse student population and incorporating that knowledge into their culturally and historically relevant instruction. * Familiar with, and committed to, standards-based assessment, grading, and reporting. * Familiar with, and committed to, the use of positive behavior interventions and supports. * The ability to continually use diagnostic (e.g. Fountas and Pinnell), standardized, formative, and summative assessment data to inform teaching and improve learning, and to set individual learning goals. * The ability to respond positively and restoratively to student needs. * Flexible, innovative, and solution-focused. * Committed to leveraging technology in support of learning. * A shared commitment to ongoing professional learning. Americans with Disability Specifications Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Work Environment Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. D.C. Wage Transparency Act Disclosure Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year, and each year of experience equates to approximately $1000 to 1500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability). For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: To Apply Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: . To find out more about the school, candidates should visit our website at . For full-time, permanent roles, a summary of employee benefits are available on the GDS website: As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

Job DescriptionSalary: Salary starts at $39,000 - $65,195 and will be commensurate with degree and years of experience Job Opportunity: Montessori Assistant- Elementary Location: Washington, DC Department: Academics Application Deadline: Until filled Employment Type: Full-time Expected Start Date of Position: August 2026 Reports to: Assistant Principal (Primary or Elementary) Compensation: Salary starts at $39,000 - $65,195 and will be commensurate with degree and years of experience FLSA Status: Exempt About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter Schools mission is to provide diverse families in Washington, DC, a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We will serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through an uncompromising application of the time-tested Montessori instructional model. We support prevention through early learning, support and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our schools work. We are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: Under the direction of the Assistant Principal, the Montessori Assistant- Elementary works with the classroom Guide as they plan and provide appropriate learning experiences for students. They assist the Guide in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; works within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors appropriate use and care of equipment, materials and facilities. Essential Functions and Responsibilities: The Montessori Assistant- Elementary is a 10-month position. Typical working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Knowledge of the nomenclature associated with Montessori materials and an understanding of how to support children with their use, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Observe student activity and base lesson support on observed needs and interests as well as knowledge of previous lessons given, • Participate in weekly group coaching meetings, • Ability to complete record-keeping tasks for the needs of the individual child as well as the group, • Ability and openness to being trained by the Lead Guide to maintain consistent limits and freedoms for students according to the Montessori method, • Knowledge of literacy programming and the ability to support reading growth through multiple methods as needed, including working with students individually or in small groups, assessing the reading level, and reinforcing skills or concepts presented by the guide, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the Montessori approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building Required Competencies and Qualifications: • Have a firm commitment to upholding the schools mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Ability to communicate effectively with parents, • Excellent oral and written communication skills, • Fluency in a language other than English is a plus Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelors degree required, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant Benefits: We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid COVID sick leave, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • Health, dental, vision, • Retirement (Vanguard Retirement), • AFLAC, • Educator wellness groups, facilitated by a clinical psychologist. For information on Breakthrough Montessori PCS, including more information on employee benefits and our company culture, visit our website at . Breakthrough Montessori PCS is an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job Description Join the fast-growing team of clinicians at Alpha & Omega Kids Developmental Services. Great salary, benefits, and flexible part/full time schedules. We are servicing children in New York City and Northern Virginia. Alpha & Omega is seeking qualified Certified Behavioral Analysts. At Alpha we offer small case loads, strong administrative support and bonus potential paired with growth and leadership potential for our BCBA's. The primary function of the Board-Certified Behavioral Analyst (BCBA) is to plan, develop, and monitor variety of behavioral support service delivery options to meet the needs of clients diagnosed with Autism Spectrum Disorders (ASD) and/or other behavioral and social/communication challenges. The BCBA also consults with team members regarding pro-active, educational, programming, and behavioral supports; develops and implements comprehensive treatment plans; and collaborates with team members, related services providers, families, and other agencies as appropriate. EDUCATION AND TRAINING REQUIREMENTS · Master's Degree or PhD · CPR and First Aid · Safety Care EXPERIENCE REQUIREMENT · 2+ years of BCBA experience preferred. · Strong clinical skills and experience demonstrating excellence in problem-solving, collaboration and clinical competencies in providing services to students with disabilities and their families. · Prior experience working with students with severe social, communication and behavioral deficits. · Knowledge of best practices in the treatment of autism and experience working with individuals with autism and their families. CERTIFICATES, LICENSES, REGISTRATION · Criminal background check that is free of felonies or any offenses involving child abuse, sexual abuse, domestic violence and/or drug or alcohol related charges. · Valid driver's license, clear traffic abstract and proof of car insurance · Active BACB Certification · Licensed as a Behavior Analyst in the state of Virginia SPECIAL KNOWLEDGE, SKILLS AND ABILITIES REQUIRED · Excellent verbal and written communication skills. · Strong clinical skills and experience demonstrating excellence in problem-solving, collaboration and clinical competencies in providing services to students with disabilities and their families. · Able to lead and direct paraprofessional staff in various environments, such as schools, homes and community. · Able to give and receive instruction or direction to/from others. · Able to respond effectively to the varied needs of the students, families, staff and other multidisciplinary team members. · Uses good judgment and maintain effective boundaries when sharing information about company with county staff. · Other providers, and members of the community. · Ability to collaborate with multiple disciplines and agencies is required. · Knowledge of and experience with HIPAA compliance is required. · Initiative and the ability to work independently is required as is flexibility and the ability to take direction. · Experience supervising employees and students is required. · Reliable, dependable team-player. · Ability to prioritize and manage time effectively. SUPERVISES · New Hire Therapist · Registered Behavior Technician 1, 2, 3 COMMUNICATION AND CONTACT · Requires routine contact with supervisor · Requires contact both inside and outside the organization. Normal courtesy, tact and discretion is required. · Requires regular contact with other departments, and persons and organizations outside the organization to complete tasks Job Types: Full-time Compensation Package: * Hourly pay $110 .00 Schedule: * Choose your own hours * Monday to Friday * Weekends as needed Education: * Master's Degree License/Certification: * BCBA Licensure * LBA Licensure

Job DescriptionAt Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential and it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. Our Multi-Tier Systems Support (MTSS) Team serves all students, including across all disabilities (mild, moderate, and severe), through an innovative approach that includes coaching and deep partnership with our general education partners, integrated special education (ISE) partners, school leaders, and related service providers. To best serve our Rocketeers and meet their needs, we work to serve students across all areas of need: academic, social-emotional, and behavior. Position Summary: Rocketship School Psychology Interns are responsible for providing both direct and indirect support to students, families, and staff members in order to ensure high quality programming for students with disabilities. Based in Washington DC and reporting to the Manager of Psych Services, the School Psychologist Intern, will play a critical role in ensuring we are meeting our Child Find obligation. At Rocketship Public Schools, our psychs and psych interns serve a small number of elementary schools. A typical day includes attending pre-referral meetings, initial/triennial assessment, behavior consultation, direct and indirect support of students receiving social emotional intervention, and supporting school leaders in implementing MTSS systems. Our schools utilize a meaningful inclusion model for special education, so an integral part of the day-to-day work is supporting teams in creating plans that allow all students, regardless of disability, to spend the majority of their day in the general education classroom. Essential Functions: • Duties will include, but not be limited to:, • Lead psycho-educational and formal behavior assessments; write quality, compliant assessment reports., • Attend IEP meetings; present assessment findings to the team., • Assist in the implementation of assessment recommendations as needed., • Participate in the pre-referral process and provide consultation to school teams regarding intervention supports for struggling students., • Work with parents to build knowledge of disability and inclusive support for students with disabilities., • Assist in providing consultation and advice to administrators, teachers, and parents regarding the general and special educational programs as appropriate., • Assist in coordinating, communicating and seeking consultation with community agencies as appropriate., • Maintain a compliant practice., • Participate in frequent, direct and indirect, supervision with Rocketship’s Manager of Psychological Services as well as other members of the school psych team, • Some campuses may require consultation, collaboration, creation, and implementation of 504 plans, • Some campuses may require additional consultation around social emotional and behavioral systems and structures, • Some campuses may require additional counseling and other intervention supports, • Perform other duties as assigned or requested by the Senior Manager, School PsychologyQualifications:, • Enrollment in a Masters and Credentialing Program for School Psychology (NASP highly preferred), • Bilingual, Spanish (preferred), • Experience working in Multi-Tiered Systems of Support (highly preferred), • Experience working with elementary-age students (preferred), • Experience working with students with a range of disabilities (learning disabilities, emotional and behavioral disorders, autism, etc.) (highly preferred), • Excellent written and oral communication skills, • Commitment to Rocketship’s special education inclusion model and overall mission to close the achievement gap within our lifetime., • Thrive in a fast-paced, dynamic work environment Ability to be flexible and adaptive in a work environment that is still evolving., • Perform a variety of specialized and responsible tasks: maintain records, establish and maintain cooperative working relationships with students, parents, other school personnel, meet schedule and compliance deadlines., • Possession of a valid California driver’s license (or applicable state equivalent): willingness to provide own transportation in conduct of work assignments as you will be required to travel from site to site to work with students and faculty at all sites.Additional Details:, • The School Psychologist Intern position will be on the site-based staff calendar, which includes paid time off for holidays and traditional school breaks., • Salary is competitive for the area based on education and experience.

Job Description 2026-27 Mental Health Practitioner About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community. About the Role KIPP DC is looking for a dynamic, committed and flexible mental health practitioner to become part of a vibrant educational community. KIPP DC Mental Health Practitioners (MHPs) are responsible for delivering effective, high-quality, interventions that are data driven. MHPs advocate for policies, programs, and services that respect diversity, address individual needs, and support the inherent dignity and worth of all students, families, and school personnel. We are looking for team members that will drive the social, emotional, and behavioral well-being of our students and families through a responsive continuum of services to ensure academic growth. Standard work hours are Monday through Friday from 7:30 am to 5:00 pm two times per week, and 7:30 am to 4:00 pm three times per week. This role is an exempt position and reports to the school leader and the Mental Health Leadership Team. This position is for the 2026-27 school year. Key Responsibilities Service Delivery 35% • Provide group and individual behavior support services (BSS) for Special Education students as outlined by the Individualized Education plan to address social-emotional issues impacting educational progress, • Provide counseling and/or behavior support services to general education students, including those with 504 Plans, to address social-emotional issues impacting educational progress, • Engage in regular progress monitoring via student and classroom observations and assessment to assess student response to interventions and inform goal development and service delivery, • Respond to acute mental health crises and safety concerns, conduct risk assessments, and provide appropriate intervention and postvention services to students and families., • Develop and manage student behavior intervention plans (BIPs), monitor progress, and collaborate with school-based behavior analysts and teachers to ensure fidelity to plans, • Acts as a team member who supports mental and behavioral health programming at the Tier 1, Tier 2, and Tier 3 levels of the Multi-Tiered Systems of Support (MTSS)., • Complete all necessary special education paperwork for special education meetings, • Complete all necessary communication with students and families about safety, risk assessments, community-based referrals, and clinical interventions., • Log progress notes with all of the required information about the student’s specific IEP goals, responses to the designated interventions, and plan for upcoming sessions, in a timely manner, • Serve as 504 case manager for all students with a 504 plan. Complete paperwork, monitor implementation of accommodations, provide behavior support services when applicable, and log notes when applicable., • Collect data to track plan fidelity and monitor progress towards goals for IEPs, Tier 3 plans, and BIPs., • Consult and collaborate with school leaders, teachers, families, and student support team members to offer prevention and intervention strategies to resolve learning and behavioral challenges of students., • Support stakeholders in understanding the integration of child development, student academics, and social-emotional functioning., • Demonstrate a positive, collaborative, problem-solving mindset with students, parents/guardians, educators, administrators, community members, and colleagues., • Work directly with Community Based Organizations to make referrals for students in need of mental health services., • Serve as the school liaison to social service agencies in the surrounding community., • Act as the School-Based Homeless Liaison, identifying and supporting families that are in need of permanent housing through completion of referrals and fulfilling identified needs., • Participate in mediations, manifestation determination reviews and hearings, and due process proceedings as it relates to students on caseload., • Participate in school Open Houses, Parent-Teacher Conferences and other school events engaging parents outside of normal operating hours.Qualifications, • Master's Degree in social work or professional counseling. (Required), • Licensed Graduate (Required) or Independent (Preferred) Social Worker or Professional Counselor by the DC Department of Health (DOH), • Commitment to working with students with limited access to quality educational opportunities. (Required), • Experience working in an urban public school. (Preferred), • Pass all background check requirements under the School Safety Omnibus Amendment Act of 2018. (Required) Compensation and Benefits • When it comes to compensation, at KIPP DC we strive for clarity, equity, and to be highly competitive. We look at compensation benchmarks in schools across DC. Mental Health Practitioner salaries are exempt and start at $71,475 and increase with years of experience. Please see the salary scale here. Mental Health Practitioners can earn up to $5,000 in renewal add-ons to their base salary each year they return to KIPP DC., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter., • All employees who use public transit through WMATA are eligible for pre-tax deductions for transportation costs., • Teachers are provided with a laptop computer for work, • Social work or professional counseling supervision hours towards independent licensure, in-house, • In-house CEU workshops towards licensure renewal, • Reimbursement of licensure renewal fees.#ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR Gup78XxWVn

Job Description Middle School Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a Middle School Teacher at KIPP DC, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. Middle School Teachers may be content-specialized (for example, English, math, science, social studies, or specialty electives). About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team Our Middle Schools include 6 schools in Washington, DC, serving grades 5th-8th. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community Secondary roles (middle and high school) include content-specific instruction in courses such as ELA, math, science, social studies, and electives. Special Education Teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings. Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy.Professional Collaboration, Development, and Feedback- 20%, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR QR7hGt03Cr

Job DescriptionDescription: About The SEED School of Washington, D.C. The SEED Foundation () was created in 1997 to establish college-preparatory urban boarding schools that prepare secondary students, both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first public college preparatory boarding school. The school currently serves 250 students in grades 9-12. In 2015, 100% of SEED’s seniors were accepted to a four-year college or university. All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of an average of 15-18 students per resident advisor for afternoon and evening routines such as academic study hall, house meetings, SPARKS, and other structured activities. We provide a safe and caring 24-hour boarding experience. Our relationship with parents/guardians is essential to the success of their scholar while at SEED. About The SEED Network: SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at . Position Overview: The English teacher will create an atmosphere that fosters active student participation in the learning process. Instruction should be balanced, giving students an equal opportunity to progress through the Common Core standards as well as practice those skills through active reading, writing, and discussion. Essential Duties & Responsibilities: • Provide an engaging learning environment conducive to student success., • Promote and support a program with promotion based upon standards mastery., • Lesson plan, assess, instruct, monitor, and report student progress for course., • Take student attendance., • Communicate knowledge in an interesting, stimulating, and effective manner, using a variety of instructional methodologies, curriculum resources, and materials., • Examine student assessment data to inform decision making and to guide and improve instruction., • Promote high levels of learning in an engaging and effective manner., • Integrate literacy strategies into the instructional framework., • Differentiate instruction to reach all learners., • Plan, organize, and deliver appropriate lessons for assigned area(s) of responsibility, and submit lesson plans to principal on an as requested basis., • Establish and maintain a classroom atmosphere conducive to learning., • Collaborate with fellow teachers on planning, professional development, and standards-based curriculum and common assessment design to contribute to the continuous improvement of instruction at the school., • Assess student’ learning in a professional manner and communicate students’ progress to parents and fellow teachers to facilitate future instruction., • Identify special needs of students and seek additional support, as needed., • Maintain and submit necessary records, progress reports, and grade reports., • Provide final grades and progress reports to administration, as necessary., • Participate in faculty meetings, workshop, staff development programs, and other sponsored activities., • Communicate with administration and parents, as necessary., • Assist in data analysis and professional development planning and delivery to support the School Improvement Plan and the Professional Learning Plan., • Serve as a member of the School Improvement Team., • Participate in professional learning by attending seminars and workshops to improve instructional practice and positively affect student achievement., • Participate in summer programing including direct service to incoming and returning SEED youth and curriculum work with colleagues., • Assist in general building supervision and discipline of students outside of the classroom., • Adhere to the professional and ethical standards as outlined in the SEED PCS Staff Handbook.Requirements:, • Bachelor’s Degree in English, Journalism, Education or related field., • Experience working in Urban Education., • Praxis II passing score required in the content area., • Master’s in related field and/or prior teaching experience highly desired., • Knowledge of K-12 teaching standards and frameworks., • A love for working with young people., • A commitment to diverse and inclusive community., • A passion for teaching in an innovative, experiential, and student-centered environment., • Ability to work collaboratively and effectively with students, parents, faculty, and staff., • Personal qualities including resilience, approachability, and kindness., • Excellent technology skills and experience integrating technology into the curriculum.

Job Description Middle School Math Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a Middle School Teacher at KIPP DC, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. Middle School Teachers may be content-specialized (for example, English, math, science, social studies, or specialty electives). About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team Our Middle Schools include 6 schools in Washington, DC, serving grades 5th-8th. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community Secondary roles (middle and high school) include content-specific instruction in courses such as ELA, math, science, social studies, and electives. Special Education Teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings. Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy.Professional Collaboration, Development, and Feedback- 20%, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR JralbA9esa

Job DescriptionAbout the School Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions. Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus. About the Position DIVISION: Middle School DEPARTMENT: Science REPORTS TO: Middle School Principal SUPERVISES: N/A FLSA: Exempt TYPE OF ROLE: Full-time START DATE: August 17, 2026 COMPENSATION: Salaried (based on experience) BENEFITS: Eligible Note: Applications will be reviewed on a rolling basis. Georgetown Day School, an independent, co-ed day school in Washington, D.C., seeks a dynamic and engaging Middle School science teacher for the 2026-2027 school year. Primary responsibilities include teaching four sections of science and serving as an advisor. The ideal candidate will have a background in the natural and physical sciences. Deep knowledge of one’s subject, enthusiasm for teaching middle schoolers, and a willingness to collaborate with colleagues are the hallmarks of the GDS MS faculty. Primary Duties and Responsibilities * Teach four sections of middle school science. * Design and implement innovative and rigorous science lessons that align with the Next Generation Science Standards (NGSS) * Develop assessments to monitor student progress and provide frequent constructive feedback * Lead laboratory and investigative activities, ensuring safety protocols are followed * Serve as a middle school advisor, supporting the academic and social well-being of a small group of students, and steward the family/school partnership * Attend additional meetings and responsibilities beyond school hours, as needed * Attend grade-level trips as assigned Additional Responsibilities * Fulfill other duties as assigned Qualifications Education and Experience * Bachelor’s degree is required * Concentration in Biology, Chemistry, or Physics, or a related discipline in Science Education, is preferred * Master’s degree is preferred * 3 or more years of teaching experience strongly preferred * Significant experience working with early adolescents is strongly preferred Skills * * Encourage critical thinking and inquiry-based learning through engaging and interactive lessons * Create a supportive and inclusive classroom environment by reaching diverse learning styles and supporting culturally responsive learning * Communicate effectively with families, guardians, teachers, and others in the school community * Have enthusiasm for teaching middle schoolers and an appreciation for collaborating with colleagues Americans with Disability Specifications Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds. Work Environment: Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate. D.C. Wage Transparency Act Disclosure Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year, and each year of experience equates to approximately $1000 to 1500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability). For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: To Apply Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: . To find out more about the school, candidates should visit our website at . For full-time, permanent roles, a summary of employee benefits are available on the GDS website: As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

Job DescriptionSalary: $57,500-$88,500/Per Year Bridges is seeking a Special Education Lead Teacher for an elementary level non-categorical self-contained classroom for students with high level special needs. $1000.00 dollar sign on bonus for new hires!!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: • Responsibility, • Engagement, • Acceptance, • Creativity We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges Graduate • Is a unique and independent individual who is prepared to pave their own path., • Self advocates through their preferred communication modalities., • Welcomes diversity with inclusion, openness, acceptance, and respect for others., • Demonstrates empathy and a desire to help and support others in need., • Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. RESPONSIBILITIES INCLUDE • Plan and manage an elementary non-categorical self-contained classroom with high level special needs students and assistant teachers., • Develop and implement the classroom discrete trial instruction, social skills instruction, and behavior plan implementation in collaboration with the lead teacher under the supervision of the BCBA, • Contribute to Social/Emotional progress reports and IEP development under the supervision of the BCBA, • Assess student progress regularly using VBMAPP Milestones, Transitions, and Barriers assessments., • Regularly collect data to track students progress in 3 program areas: curriculum, IEP, and ABA/VB., • Complete quarterly progress reports (IEP progress reports and curriculum progress reports)., • Collaborate with related service providers, special education coordinator, curriculum coordinator, ELL Teacher and student parents to plan for student needs., • Implement and maintain students Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully., • Participate in the IEP process by writing present levels, IEP goals, and providing thoughtful reflections during team meetings., • Coordinate with general education teachers to create opportunities of inclusive learning., • Support the creation of a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students., • Engage parents and families in their student's learning and acting as an ambassador for the school in the community., • Contribute productively to the school as a whole., • Attend and participate in school events outside of regular school hours., • Adhering to the 8:00 a.m.-4:00 p.m. work day, • Regularly attends work and adheres to all attendance policies., • Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal., • Participate in weekly Professional Learning Community (PLC) meetings., • Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions., • Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return., • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals., • Reading provided school information and adhering to all deadlines., • Respond to all emails within 24 hours or the next business day., • Create and maintain a physically and emotionally safe environment for students., • Communicate respectfully to students, staff and families at all times., • Model, practice and discuss respectful, unbiased and effective communication with students., • Education, • Bachelor's Degree (required), • Master's Degree in Elementary Education and/or Special Education (preferred), • Certification in Special Education (preferred), • Passed the Praxis SPED exams (preferred), • Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred., • Be a strong classroom manager., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community minded., • Be committed to their own learning including training in ABA/VB., • Excellent time-management skills and ability to work independently., • Passion for public schools. Salary range: $57,500-$88,500/Per Year View Teacher Pay Scale Here Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401-(k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

Job Description About Sasha Bruce Youthwork (SBY) Sasha Bruce Youthwork (SBY) is the leading provider of homeless youth services in the DC Region. Through the holistic integration of its Pillars of Opportunity, Sasha Bruce is able to provide safe homes, life skills, workforce & education, and health & wellness to meet the unique needs of homeless youth. For more than 45 years, Sasha Bruce has implemented innovative interventions aimed at bringing an end to youth homelessness in the DC region. Today, its programs in DC and Prince George’s County, MD, reach over 6,500 runaway, homeless, abused, and neglected youth, and their families. About Philip Reid Philip Reid is a joint 90-day shelter and extended transitional housing program for up to 24 youth through the age of 24. The short-term shelter allows young people to stay up to 90 days before they are placed with a longer-term housing program through the CAHP system. For the ETH side, chronically homeless youth can stay up to six years, depending on their age and are supported with intensive case management services in order establish a level of stability and self-sufficiency. Position Summary The Behavioral Health Clinician will report to the Program Manager of Philip Reid and regularly check in with the Clinical Team. They will respond to the behavioral health needs of program participants, provide on-site counseling and clinical support. Qualifications • Required License/Certification: Master’s degree in social work, counseling, psychology, or a related field. Licensure to practice psychotherapy in Washington, DC, independently or under supervision (LGSW, LICSW, LGPC, LPC)., • Preferred: 3-5 years of experience providing services in behavioral health, addiction treatment and mental health; experience providing behavioral health services in a primary care setting or in the community; experience working with the homeless population;, • A minimum of 2 years of extensive experience with at risk youth;, • Competency in crisis intervention and de-escalation;, • Modalities may include Family Systems, CBT, Somatic Experiencing, Group and EMDR;, • Provision of LGBTQ affirming, de-pathologized care;, • Strong communication and organizational skills required; and,, • Reporting to the Program Manager, this is a full-time, exempt level position. All candidates must possess a valid driver’s license and have reliable transportation; pass the required clearances; and provide any additional information regarding previous records, if necessary. Duties and Responsibilities • Provide a range of clinical services to youth including individual, group and family therapy using methods and modalities appropriate to the client;, • Deliver individual crisis intervention to clients on site; de-escalate and stabilize clients;, • Facilitate psycho-education groups on-site, utilizing evidence based practices on various topics including substance abuse, coping skills, mental health and wellbeing, and other related subjects;, • Assess the therapeutic needs of clients and create treatment and safety plans that are person-centered through a collaborative, goal-oriented process with youth and staff, particularly addressing identified behavior modification needs, • Assess eligibility for ongoing community based services; collaborate with families, schools, law enforcement and emergency services, and other agencies and community partners to coordinate and facilitate services outlined in treatment plan to clients;, • Complete service documentation in client case records within 24-48 hours of the service; maintain accurate, complete, and confidential case files, written documentation, reports to track client progress and outcomes and all other necessary clinical documentation;, • Participate in regular team consultation meetings, staff meetings, trainings, conferences, regular supervision and community outreach events as required;, • Complete all required trainings on an annual basis;, • Participate in clinical supervision with the Sasha Bruce Clinical Team;, • Availability in evenings and weekends as needed;, • Other duties as assigned by the Program Manager, the Chief of Programs or their designee; and,, • Must have a commitment to ending youth homelessness, racial equity, inclusion, and issues central to Sasha Bruce Youthwork’s mission. Perks and benefits of this position: • Competitive Salary: Attractive compensation that is at the top end of industry standards., • Clinical Supervision and Mentorship: Regular clinical supervision meetings and mentorship from experienced professionals to support your growth and development., • Small Caseloads: Manageable caseloads to ensure high-quality care and reduce burnout., • No Billing or Productivity Quota: Focus solely on providing high-quality care without the pressure of billing requirements or productivity quotas., • Professional Development Opportunities: Access to continuing education, training, and workshops to enhance your skills and advance your career., • Supportive Work Environment: Join a collaborative and positive community of professionals who value teamwork and mutual support., • Flexible Work Schedule: Required to work on-site for 40 hours per week and be available to clients during their program hours. Outside of these parameters, you have the flexibility to set your own hours or opt for a 4-day work week with 10-hour shifts., • Comprehensive Health Insurance: Full coverage including medical, dental, and vision plans., • Paid Time Off: Vacation days, paid federal holidays, and sick leave to ensure you have time to recharge., • Employee Assistance Program (EAP): Access to confidential counseling and support services for personal and professional issues.

Job Description This posting is for the 2026-2027 School Year. Center City Public Charter Schools (Center City PCS) empower our students for lifelong success by building strong character, promoting academic excellence, and generating public service throughout Washington, D.C. In this endeavor, we are committed to attracting, developing, and retaining one of the best faculty members in the district. Center City staff are teachers, mentors, and leaders, and they play an essential role in ensuring our students maximize their potential. Our network serves over 1,400 students annually at our six campuses across the District, with a staff of over 250 dedicated individuals. Center City Public Charter Schools (Center City PCS) seeks a passionate and dedicated Middle School Science Teacher for the 2025-2026 school year. This role offers an exciting opportunity to guide students through inquiry-based learning and hands-on experiments, fostering curiosity, critical thinking, and a deeper understanding of the natural world. You will be essential in preparing students for future academic pursuits by making science engaging, relevant, and inspiring. Responsibilities: Instructional Planning & Delivery: * Plan and deliver daily, differentiated science lessons aligned with the Next Generation Science Standards (NGSS) and the FOSS curriculum. * Facilitate inquiry-based learning, fostering students' ability to ask questions, design experiments, and analyze results. * Design and implement assessments to measure student understanding and scientific literacy. * Use high-quality questioning techniques to engage students and encourage thoughtful scientific discussions. Classroom and Student Management: * Establish and maintain a classroom environment that fosters curiosity, respect, and academic rigor. * Set clear behavioral expectations to ensure a positive, productive learning environment. * Manage classroom procedures to optimize instructional time and student engagement. Data-Driven Instruction: * Analyze student performance data to inform instructional strategies and interventions. * Differentiate instruction based on student needs to ensure measurable academic growth. Collaboration & Professional Development: * Participate actively in Professional Learning Communities (PLCs), professional development sessions, and collaborative planning meetings. * Reflect on teaching practices and incorporate feedback to improve instruction continuously. * Collaborate with colleagues to develop cross-disciplinary projects and share best practices. Family & Community Engagement: * Build meaningful relationships with parents and families to support student learning and development. * Maintain open communication regarding student progress, successes, and areas for growth. Operational Responsibilities: * Maintain accurate and up-to-date student records. * Follow school policies regarding behavior, attire, and punctuality. * Participate in school events beyond regular hours as needed. Qualifications: * Bachelor’s degree in science, engineering, or a related field (required) * Passing Praxis scores (required) * Minimum of 2 years teaching experience (preferred) * Familiarity with Next Generation Science Standards (NGSS) and inquiry-based learning practices (preferred) * Proven ability to assess student learning and foster academic growth * COVID-19 vaccination required * Strong communication and classroom management skills * Paid sick and personal time off This description is intended to describe the work a person assigned to this position performs. It is not an exhaustive list of all duties and responsibilities required by the employee. Center City PCS is an Equal Opportunity Employer. Center City PCS is an anti-racist organization that values diversity, equity, and inclusion. This enables us to better meet our mission and values while serving students and families throughout Washington, DC. BIPOC, women, gender-expanding, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply. For more information about our schools, please visit our website, .

Job Description Advanced Behavioral Health, Inc. is looking for mental health therapists to provide consultation and advocacy, program development, and therapy services to students and families within PG Community Schools. ABH is a family centered mental health program that offers a wraparound approach to treatment. We specialize in Psychiatry, Off-Site Counseling Services, On-Site therapy, and Therapeutic Mentoring. If you share our mission and vision, we invite you to join a team that wants to make a difference within the community. Sign-On and Retention Bonuses: $5,000 or $6,000 if Bi-Lingual, English/Spanish Compensation: $63,500 - $85,000 based on licensure, experience, and if bilingual Spanish Job Types: W2, Full-Time Location: Prince George's County Essential Functions: • Comply with CARF/COMAR/HIPAA/State compliance regulations., • Comply with EMR and uphold the 48-hour documentation standard., • Prevention and Advocacy, • Provide consultation to school staff and parents to facilitate student educational, social, and emotional growth., • Obtain information concerning the effects of the environment, including family, cultural, and economic disadvantages that may be adversely affecting student progress., • Collaborate with the Response to Intervention (RTI) team to develop plans of assistance for students at risk of academic and/or behavioral difficulty., • Liaise with school and community service agencies involved with students., • Serve as the home-school-community liaison responsible for effective resource utilization and positive relations with stakeholders. Serve as a mediator within the school., • Conduct needs assessments., • Plan for support services both within and outside the school., • Facilitate special support groups, i.e. students with incarcerated parents, grief and loss, divorce, teen parents, conflict resolution, etc. as needed., • Provide individual and group counseling, • Facilitate workshops for staff, school administrators, and parents., • Interface with parents to provide psychoeducation and present opportunities for them to learn how to support their student(s)., • Serve as a member of the multi-disciplinary team (MDT) and participate in all related meetings (MDT, IEP, manifestation, etc.), • Conduct clinical evaluations and other related assessments for initial evaluations and re-evaluations., • Collaborate with teachers within the classroom setting to implement student support services., • Collect data for the purpose of monitoring social/emotional progress and evaluating effectiveness of services., • Provide technical assistance on strategies that improve outcomes for special education students., • Coordinate the design and implementation of behavior intervention plans and functional behavior assessments. Keeping thorough records and progress notes of each student receiving services., • Completing student progress reports., • Attend monthly department meetings., • Master’s degree in psychology, social work, counseling or related discipline., • Licensed in the state of Maryland as a LMSW, LGPC, LCPC, LCSW-C., • A minimum of two (2) years of work experience counseling in an urban school/setting with a track record of high student achievement preferred., • Ability to conduct clinical interviews and write comprehensive social history evaluations., • Ability to administer, interpret, and analyze related assessment instruments. Demonstrated understanding of managed care concepts and willingness to provide treatment and work within that system., • Sensitivity to the cultural and socioeconomic dynamics present among the practices service population(s)., • Ability to manage, delegate and manage multiple tasks with completing deadlines and priorities., • Ability to be proactive and work in a fast-paced environment while ensuring clinical integrity and quality of services provided to clients and their families. Bilingual (Spanish) a plus., • Excellent active listening skills., • Excellent interpersonal and communication skills., • Retention and Attendance Bonus Plan Agreements, • Medical, Dental, Vision, • 401(k) Retirement Plan with Employer Match, • Dependent Care Flexible Spending Accounts (FSAs), • Voluntary Term Life Insurance, • Employer Paid Basic Life Insurance, Short-Term Disability, Long-Term Disability, • Voluntary Insurance Policies: Accident, Cancer, Critical Illness, Hospital Confinement, • Employee Assistance Program (EAP), • PTO and Paid Holidays, Floating Holiday, Paid Birthday, • Company Paid CEU's, • Company Sponsored Certifications Join our team and make a difference! Powered by JazzHR HGZacLGjL1

Job Description Qualifications Purpose & Scope: Responsible for the overall management of a physician office, one geographic site. Provides operational management of the department, revenue cycle management, supervision of staff, facility management, and support to physicians. Works closely with Director of Operations and Lead Physician to plan, direct, and coordinate all non-patient care activities. Education: Bachelor's degree in business, management, healthcare administration, or in a related field is preferred or equivalent experience is required. Experience: Two years of healthcare/medical -primary care/office experience is preferred. Certification/Licensure: None. Awards & Recognition: * Received a ‘High Performing' designation in U.S. News & World Report’s 2024 list of maternity hospitals across the United States. This survey was based on factors most important to parents when choosing the hospital to deliver their baby. * Received a top ranking in the U.S. News & World Report’s Best Hospitals list for 2023-2024. The report ranked hospitals in 15 adult specialties as well as national and regional rankings. VHC Health is proud to be ranked second in Northern Virginia, 4th in the Washington, DC metro region, and 5th in the Commonwealth of Virginia, out of 121 hospitals ranked * Received an “A” grade in the spring of 2024 in the Leapfrog Group’s ranking for hospitals. The Leapfrog Hospital Safety Grade gives 3,000 “general acute-care hospitals” a grade based on certain measures surrounding patient safety. * VHC Health ranked as one of the top hospitals in the region, according to the prestigious annual rankings released by U.S. News & World Report. VHC Health tied for fourth place alongside George Washington University Hospital and Johns Hopkins Medicine-Sibley Memorial Hospital. * VHC Health’s Outpatient Pavilion Parking Garage has been awarded the prestigious International Parking and Mobility Institute (IPMI) 2024 Apex Award for Stand-Alone Facility Design. * VHC Health ranks as Best-in-State for 2024 in Virginia by Newsweek. The first ranking of its kind, this survey ranked the leading hospitals in the United States based on four data sources. VHC Health ranked as #5 in Virginia and was in the top three in the Washington, DC, metro region. * VHC Health received 5 stars (the highest) in the Centers for Medicare and Medicaid Service’s Quality rating. We were one of only 381 hospitals nationwide to achieve the prestigious five-star rating. * The Commonwealth of Virginia renewed VHC Health’s 2021 accreditation as a Level II Trauma Center. This underscores the hospital’s commitment to excellence as a community provider of comprehensive medical services and to acutely injured patients. * VHC Health’s cancer program received Accreditation with Commendation from the American College of Surgeons’ Commission on Cancer Accreditation. This recognition demonstrates VHC Health’s dedication to providing our community with the highest quality cancer care. OUR COMMUNITY * Living in Northern Virginia, one of the best places to live near D.C., you can have it all: a lucrative job at a forward-thinking company – plus access to the country’s greatest historical sites, a bustling café culture, active nightlife and concert going, a thriving wine region, seven professional sports teams, and a mild four-season climate with year-round kayaking, biking, and hiking. We offer some of the best public and private schools in the nation and access to 60 colleges and universities. In fact, we are the most educated region in the country. Here, there are no compromises. NOVA is one of the best places to live and work in the country. * Arlington is home to the Pentagon, and the Arlington National Cemetery. * Home to more than 100 U.S. and global corporate headquarters, including the 6th highest number of Fortune 500 companies. * Northern Virginia is one of the fastest growing and most diverse communities in the United States * Fairfax County has many of the highest ranking schools in the nation according to U.S. News and World Reports. * Arlington County also offers outstanding schools - about 94 percent of all graduating high school seniors in Arlington go on to attend college. * Two major airports with direct flights to 109 domestic and 60 international destinations. * Northern Virginia has many recreational and community amenities including: over 89 miles of biking/jogging trails, 167 public parks, approximately 14 community centers, 7 live stage theaters, 8 libraries, and 652 restaurants. * Minutes to the Kennedy Center, Smithsonian Museums, Tyson’s Corner, and Wolftrap National Park for the Performing Arts * Whether you choose to live in Arlington County, Fairfax County, City of Alexandria or in any of the other great areas in the DC area, you will have little problem in finding a location that is right for you. We look forward to hearing from qualified candidates interested in joining us in a highly collegial environment where the patient is at the center of what we do.

Job DescriptionDescription: About The SEED School of Washington, D.C. The SEED Foundation () was created in 1997 to establish college-preparatory urban boarding schools that prepare secondary students, both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first public college preparatory boarding school. The school currently serves 250 students in grades 9-12. In 2015, 100% of SEED’s seniors were accepted to a four-year college or university. All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of an average of 15-18 students per resident advisor for afternoon and evening routines such as academic study hall, house meetings, SPARKS, and other structured activities. We provide a safe and caring 24-hour boarding experience. Our relationship with parents/guardians is essential to the success of their scholar while at SEED. About The SEED Network: SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at . Position Overview The Clinical Social Worker/School Counselor plays a pivotal role in fostering the academic, social-emotional, and career development of students in a public charter school setting. This position champions student well-being and collaborates with students, parents, teachers, and administrators to create a supportive and inclusive learning environment. Essential Duties & Responsibilities • Preventive work with students, staff, and families, • Providing consultation to school staff and parents to facilitate student educational, social, and emotional growth., • Obtaining information concerning the effects of environment, including family, cultural, and economic disadvantages that may be adversely affecting student progress., • Working collaboratively with the Student Support Team (SST) to develop plans of assistance for students at risk of academic and/or behavioral difficulty., • Coordinating school and community services., • Conducting risk assessments., • Planning for support services both within and outside the school., • Facilitating special support groups, i.e. students with incarcerated parents, grief and loss, divorce, teen parents, conflict resolution, etc. as needed., • Serving as a mediator within the school., • Communicating with other agencies involved with students., • Attending court hearings as a DC Public Schools representative., • Providing individual counseling., • Providing group counseling., • Providing psychoeducation., • Serving as a member of the multi-disciplinary team (MDT)., • Conducting social work evaluations and other related assessments for initial evaluations and re-evaluations., • Providing related services as prescribed by Individualized Education Plans (IEPs), including social skills, life skills, and transitional skills that can be transferred from school to community., • Participating in MDT, IEP, manifestation determination, and other related meetings., • Working collaboratively within the classroom setting to implement student IEPs., • Collecting data to monitor social/emotional progress and evaluate effectiveness of services., • Providing technical assistance on strategies that improve outcomes for special education students., • Coordinating the design and implementation of behavior intervention plans and functional behavior assessments., • Keeping thorough records of each student receiving services., • Completing student progress reports.Requirements: Essential Competencies and Qualifications • Master’s degree in Social Work (MSW)., • District of Columbia Government, Department of Health Professional License, which must be renewed every two (2) years by obtaining the required continuing education units:, • Licensed Graduate Social Worker (LGSW) and Licensed Independent Clinical Social Worker (LICSW), • At least two (2) years of work experience as a Social Worker in an urban school/setting with a track record of high student achievement., • Ability to administer, interpret, and analyze related assessment instruments.

Job DescriptionAt Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential. And it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. The Occupational Therapist will work across multiple (3) Rocketship school sites under the direct supervision of the Director of Student Services. Rocketship's occupational therapists are responsible for providing both direct and indirect support to students, families, and staff members in order to ensure high-quality programming for students, particularly those with disabilities. Key Responsibilities Essential functions: • Lead specialized evaluations related to sensory-motor development; write quality, compliant assessment reports, • Develop Individualized Education Program (IEP) goals and objectives, as well as intervention plans, • Attend IEP meetings; present evaluation findings; present information regarding student present levels and progress; recommend educationally relevant goals, services, and supports driven by student needs; collaborate with IEP teams to assist in finalizing the student’s plan, • Attend 504 meetings; present evaluation findings and information regarding student present levels; recommend supports driven by student needs; collaborate with 504 teams to assist in finalizing the student’s plan, • Provide high-quality and evidence-based occupational therapy services, • Assist in the implementation of evaluation recommendations as needed, • Work with parents to build knowledge of disability and inclusive support for students with disabilities, • Assist in providing in-service training to parents, teachers, administrators and other professionals and paraprofessionals, • Provide consultation and advisement to administrators, teachers, and parents regarding the general and special education programs and supports under the Multi-tiered Systems of Support (MTSS), as appropriate, • Assist in coordinating, communicating and seeking consultation with community agencies as appropriate, • Provide support and guidance to the organization as a member of the ISE Network Support Team, • Maintain a compliant practice, • Perform other duties as assigned or requested by the appropriate administratorRequired Qualifications:, • Must possess a Bachelor's or Master's degree in occupational therapy from an accredited four year college or university and have a valid license of proficiency in occupational therapy services issued by the Wisconsin Board of Occupational Therapy, • Experience working with elementary-age students (preferred), • Experience working with students with a range of disabilities (learning disabilities, emotional and behavioral disorders, autism, etc.), • Excellent written and oral communication skills, • Embrace the mission of Rocketship Education, • Thrive in a fast-paced, dynamic work environment, • Ability to be flexible and adaptive in a work environment that is still evolving., • Perform a variety of specialized and responsible tasks: maintain records, establish and maintain cooperative working relationships with students, parents, other school personnel, meet schedule and compliance deadlines.

Job Description Special Education Teacher (Self-Contained) Direct Supervisor/s: Principal, Assistant Principal Special education teachers are in self-contained classes under the direct supervision of the campus principal, with additional oversight from the Student Support Services Department at the Central Office. Special Education teachers are expected to help create an inclusive environment for students with disabilities, set high expectations, and deliver targeted instruction. The ideal candidate is highly knowledgeable about the Common Core State Standards and research-based instructional strategies for diverse learners. General responsibilities include, but are not limited to: * Acting as lead teacher in a small self-contained classroom of students with IEPs, creating a positive learning environment with appropriate and effective structures and routines * Planned and implemented instruction in all content areas that provided access to grade-level curriculum through scaffolds and appropriate accommodations; used alternative curriculum as appropriate to address students' developmental needs. * Collaborating with related service providers to plan instruction and implement accommodations * Writing and implementing IEPs designed with student, parent, and general education teacher input, various data sources, target priority skills, and meaningful accommodations and classroom supports. * Regularly monitor students on IEP goals and grade-level standards; write IEP progress reports using student data describing progress toward goals. * Deliver targeted instruction to students individually or in small groups; use data to track and communicate student progress and propose adaptations to IEP programming. * Support the development of behavior intervention plans (BIPs) or informal behavior systems; hold students accountable for high behavioral expectations while supporting their social-emotional development. * Meet all compliance deadlines * Engage families meaningfully to discuss their child's progress and include input on IEPs, evaluation decisions, and Secondary Transition Plans as needed. * Participate in the Center City PCS learning community via PLCs, campus/district professional development, and weekly campus-based grade-level planning sessions. * Reflect on teaching by accepting ongoing, informal feedback and implementing changes accordingly. * Follow school-wide procedures for attire, behavior, and punctuality (teacher hours are 8:00 AM - 4:00 PM) * Attend and participate in occasional school events outside of regular school hours. Qualifications * Master's Degree in Special Education (preferred) or a related field * Licensure in Special Education or plans to obtain licensure in Special Education * Strong familiarity with the Common Core Coherence Map for Math, with experience teaching the Eureka Math curriculum, preferred * Prior teaching experience, preferably in a self-contained classroom * Extensive knowledge of best practices in classroom management, instructional strategies to support diverse learning needs, and use of data to support instruction, with evidence of growth * Must be highly organized * Must have working knowledge of federal and local special education laws * References that reflect a high standing with a past employer * Able to lift to 10 pounds and able to stand for long hours Benefits Center City PCS offers the following benefits to all full-time employees. * The employer subsidizes medical, Dental, and Vision insurance premiums * 401 (k) Retirement Plan with employer match * Pre-tax Flexible Spending Accounts * Life and Disability Insurance * Paid sick and personal time off For more information about our schools, please visit our website, .

Job Description BASIS DC is seeking candidates for Middle School Science Teacher for the 2026/27 school year! Strong background in Chemistry and Physics to teach Physical Science. As a teacher, you will play a crucial role in shaping the minds of our future generation. You will be responsible for creating and implementing engaging lesson plans, assessing student performance and fostering a positive and inclusive learning environment. The role of the Science Teacher (SET) is to ensure the day-to-day exceptional education of students by preparing and facilitating subject specific lesson plans. Subject Expert Teachers implement the established BASIS Curriculum while tailoring specific topics to integrate their knowledge and passion for the subject. Required Qualifications: • Bachelor’s degree from an accredited college or university in subject matter (or 24+ credit hours in applicable subject matter with other degree), • Valid Identity Verified Prints (IVP) Fingerprint Clearance Card, • Proficiency in Microsoft Office Suite. Preferred Qualifications • Master’s degree from an accredited college or university in subject matter or education., • 2+ years teaching/education experience. Essential Functions: • Prepare and facilitate subject and grade specific lesson plans., • Provide subject instruction on a higher level than grade-standard in an interactive learning environment to achieve exceptional results for all students., • Implement the BASIS Curriculum by designing effective and creative lessons and assessments to ensure students' education is internationally competitive., • Collaborate with other BASIS Curriculum teachers to further develop curriculum/subject material and build a community of like-minded professionals passionate about education., • Tutor students in content-specific knowledge and skills to heighten the trajectory of students' academic and career success., • Manage student behavior to foster academic achievement, personal responsibility, intellect, individuality, and respect in all students., • Support the execution of non-instructional functions, such as “Early Bird,” “Late Bird,” and lunch., • Maintain regular, full, predictable attendance. BASIS Charter Schools embrace subject expertise and passion in the classroom! Our teachers are part of one of the nation’s most collaborative and professional learning communities. All of our schools use the acclaimed BASIS Charter School Curriculum. At the same time, our teachers are given the autonomy and academic freedom to teach in the manner that suits them. They choose how best to create dynamic lessons that foster student enthusiasm for new ideas and high-level learning. They help guide students to reach their greatest potential while preparing them for the demands of higher education, a rewarding career, and global citizenship. BASIS Charter School teachers spend their time teaching engaged students and teaming up with fellow educators -- creating an intellectual, inspiring, supportive, and Collegial school community. Benefits and Salary: • Salary for this position is competitive and dependent on education and experience, • BASIS Ed offers a comprehensive benefits package, including but not limited to:, • Employer paid medical and dental insurance, • Vision insurance, • PTO, • Ability to add dependents, • 401k with partial match that grows over time, • Employee Assistance Program Notice of Non-Discrimination: In accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990, the Boy Scouts of America Equal Access Act and applicable state law, BASIS* does not discriminate on the basis of actual or perceived race, color, religion, national origin, sex, age, disability, gender identity or expression, or any other classification protected by law in any of its business activities, including its educational programs and activities which comply fully with the requirements of state and federal law and Title IX. The following person has been designated to handle inquiries regarding BASIS’ non-discrimination policies: Beverly Traver, Compliance and Equity Investigator, BASIS Educational Group, LLC., 7975 N. Hayden Rd, Scottsdale, AZ 85258, (480) 289-2088. *As used in this policy, the term "BASIS" refers to: BASIS Educational Group, LLC, BASIS Charter Schools, Inc., BTX Schools, Inc., BDC, A Public School, Inc., BBR Schools, Inc., and all affiliated entities. Please note that this job description is for future teaching opportunities, and specific details may vary based on position availability and location. We appreciate your interest in joining our team and will contact you if a suitable teaching opportunity becomes available.

Job Description Middle School Special Education Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a Middle School Teacher at KIPP DC, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. For middle and high school roles: Teachers may be content-specialized (for example, English, math, science, social studies, or specialty electives). About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team Our Middle Schools include 6 schools in Washington, DC, serving grades 5th-8th. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community Secondary roles (middle and high school) include content-specific instruction in courses such as ELA, math, science, social studies, and electives. Special Education Teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings. Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy.Individualized Education Program (IEP) Case Management, • Serve as a case manager for students with Individualized Educational Plans (IEP’s) on your assigned caseload, • Create and update Student IEP One-Pagers that summarize IEPs for school colleagues, • Progress monitor IEP goals for students on your assigned caseload, • Complete and distribute quarterly Progress Reports for students on your assigned caseload, • Ensure students on your caseload receive mandated accommodations on classwork and assessments, • Collaborate with related service providers toward IEP implementation for students on your assigned caseload, • Attend and actively participate in all IEP Team Meetings for assigned caseload, • Complete required documentation (i.e., IEP Present Levels of Performance, Analysis of Existing Data, IEP Goals, Draft IEP Services) for assigned caseload, • Close out required documentation in the special education database (as assigned), • Collaborate with the student support team regarding school-based special education referrals, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR JYgk24SyLV

Job DescriptionSalary: Salary starts at $59,995- 100,222 and will be commensurate with degree and years of experience Job Opportunity: SPED Teacher Location: Washington, DC Department: Student Support Application Deadline: Until filled Employment Type: Full-time Expected Start Date of Position: August 2026 Reports to: Director of Student Support Compensation: Salary starts at $59,995- $100,222 and will be commensurate with degree and years of experience FLSA Status: Exempt About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter Schools mission is to provide diverse families in Washington, DC, a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through an uncompromising application of the time-tested Montessori instructional model. We support prevention through early learning, support and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our schools work. We are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: The SPED teacher is an important role for a special education credentialed individual who will function as the lead in a classroom, serving our most high-needs population as they learn skills to acclimate to their Montessori classrooms. This person will utilize research-based interventions/strategies to assist students in accessing Montessori materials and strengthen their academic, functional and social-emotional skills to support their work in their classroom communities. They will work under the direction of the Director of Student Support and complete all tasks associated with the instruction of the aforementioned children while in your care. You should expect to provide both individualized and small group instruction (i.e. 2 or more students), as well as be flexible to meet the needs of the students/school. Children would typically be separated by age/skill band with groups closely mirroring our Montessori classrooms in ages 3-6 years, 6-9 years, and 9-12 years. Essential Functions and Responsibilities: The SPED teacher is an 10-month position. Typical working hours are Monday 8:00am-4:30pm and Tuesday-Friday from 8:00 am-4:00 pm. Responsibilities include the following: • Special education: case management, attend IEP meetings, provide specialized instruction services, log services, coordinate with service providers, maintain individual student data binders, develop IEP goals, complete paperwork in SEDS, and liaise with parents for all students with IEPs on your caseload., • Interventions: Design and implement interventions for students struggling in reading, math, or other areas., • Data collection and review: Support with data collection to help identify students suspected of having a disability and receiving Special Education services. Support teachers in the collection and analysis of relevant data. Regularly review data to inform student support (academic, emotional, behavioral, etc.), • Training: Participate in Montessori, SafetyCare, or other specialized training as deemed appropriate for the role, • Other duties as assigned by school leaders include substituting, covering classes, and assisting during arrival and dismissal., • Participate in other school functions and activities as requested by the Executive Director Required Competencies and Qualifications: • Have a firm commitment to upholding the schools mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Self-starter and self-manager, • Interest in learning to use Montessori materials required, • Experience collaborating and working with classroom teachers and assistants, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Excellent organizational and interpersonal skills, • Excellent oral and written communication skills, • Experience with families from diverse backgrounds, • Fluency in a language other than English is a plus Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelors degree in an applicable field required, • Special Education certification and/or degree required, • Montessori Primary or Elementary Diploma preferred, • Experience in the field of special education and with academic interventions Benefits: We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid COVID sick leave, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • Paid leave for the observation of a religious holiday Breakthrough invests heavily in the professional development (PD) of our faculty through: • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • A Continuing Education grant program that provides grantees up to $20,000 to complete Montessori teacher training, an advanced degree or other license. Other benefits include: • Health, dental, vision, • Retirement (Vanguard Retirement) Breakthrough Montessori PCS is an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job Description Center City Public Charter Schools (Center City PCS) empower our students for lifelong success by building strong character, promoting academic excellence, and generating public service throughout Washington, D.C. In this endeavor, we are committed to attracting, developing, and retaining one of the best faculty members in the district. Center City staff are teachers, mentors, and leaders, and they play an essential role in ensuring our students maximize their potential. Our network serves over 1,400 students annually at our six campuses across the District, with a staff of over 250 dedicated individuals. The Special Education Coordinator (SEC) reports to the Director of Student Support Services and oversees all campus-based multidisciplinary team (MDT) meetings. The SEC is primarily responsible for ensuring compliance with established policies, procedures and/or regulations as related to federal and state laws governing Individualized Education Programs (IEP). The role requires an individual with expertise in: Individuals with Disabilities Education Improvement Act of 2004 (IDEA) & No Child Left Behind Act of 2001 (NCLB), the Office of the State Superintendent of Education (OSSE), and special education policies/procedures. The role requires certification in special education as well as a mastery of the concepts, practices, and technical skills sufficient to address special education mandates, guidelines, issues, and concerns. Essential Duties Planning/Coordination • Coordinates the delivery of special education services to students at each campus, • Monitors guidelines, timelines, and completion of student assessments, evaluations, IEP development and renewals according to federal, state, and district guidelines, • Support Special Education Teachers and Case Managers with ensuring all special education meetings (annual and triennial) are conducted according to IDEA, local regulations and CCPCS policy timelines, • Establishes and follows procedures for team meetings and data collection in the special education Data System (Special Programs), • Schedules all required special education meeting participants, • Serves as a liaison between campus leadership, special education teachers, Director of Special Education, and related stakeholders, • Responds to student, parent/guardian, school staff, and community member inquiries and requests in a timely manner, • Schedules and runs campus-based pre-meetings, ensuring that team follows through with action-items and deadlines, • Schedules and runs MDT meetings, ensuring that team members are prepared with relevant data and parents are fully informed of all matters related to their child, • Monitors students’ records for accuracy and compliance, • Supports RSP compliance as outlined by Director of Special Education, • Ensures IEPs and Progress Reports are thorough, data-driven, and well-written per CCPCS guidelines, • Provides support and technical assistance to special education teachers, • Provides professional development to school staff relative to special education mandates, guidelines, research-based instructional strategies and compliance issues, • Attends and participates in administrative and professional group meetings, • Collaborates with the Central Office Team (Director of Special Education, Instructional Coach, other Coordinators) to identify and secure relevant professional development and training around special education matters for teachers and related service providers, • A high level of commitment to customer service and respect at all times, • Exceptional organizational and time management skills, • Excellent communication skills including an ability to execute written communication that is clear, concise, and error-free, • Ability to work with diverse populations and personalities, • An independent thinker with the ability to quickly resolve challenges without prompting, • Must be able to adapt well and continue to perform job responsibilities at a high level during non-routine situations and periods of ambiguity, • At minimum a Bachelor’s Degree in special education or a related field, Master’s preferred, • At least four years of special education teaching experience, preferably in an urban environment $70,000.00 - $124,206.00 per year dependent on education and years of experience

Job Description Elementary Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As an Elementary School Teacher at KIPP DC, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. Elementary lead teachers are responsible for core instruction in both math and literacy. About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team Our six elementary schools in Washington, DC, serve grades 1st - 4th. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community Elementary roles include responsibility for core instruction in both math and literacy for an assigned homeroom. Special Education Teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings. Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy., • Implement instructional and behavioral accommodations as outlined in students’ IEPs and 504 Plans within general education classrooms, in collaboration with Special Education teachers and service providers.Professional Collaboration, Development, and Feedback- 20%, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations., • Participate in IEP meetings, progress monitoring, and collaborative planning conversations as a required member of the student support team.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR pNK3gAlYBc

Job Description Position: Deputy Legal Director for Policy Department: Legal Office Location: Washington, D.C. is preferred, but we are open to candidates located in any of the other following states or major metropolitan areas where Lambda Legal has an office: New York, NY (Headquarters), Atlanta, GA (Southern), Chicago, IL (Midwest), Dallas, TX (Southern Central), or Los Angeles, CA (Western). Work Type Designation: Hybrid Reports to: Chief Legal Advocacy Officer Union Status and Grade: Non-union Annual Salary Range: $200,000 - $230,000 annually. The salary for this role will be determined by a candidate's years of relevant experience related to the position, as well as their geographic region. Travel: Up to 30% FLSA Status: Exempt / Full-Time Supervisory Responsibilities: Yes Who We Are Lambda Legal is a national advocacy organization committed to achieving full recognition of the civil rights for the LGBTQ+ community and everyone living with HIV through impact litigation, education, and public policy work. Since 1973, Lambda Legal has used impact litigation and other advocacy tools to decriminalize same-sex relationships; challenge discrimination against LGBTQ+ people and people living with HIV in the workplace, in the home, in schools, in health care, and in the military; and protect LGBTQ+ families, including by winning and defending marriage equality. Our clients are not charged for legal representation or advocacy, and Lambda Legal receives no government funding. Headquartered in New York City, Lambda Legal also has regional offices in Los Angeles, Chicago, Atlanta, Dallas, and Washington, DC. We believe that serving the full breadth of the LGBTQ+ and HIV communities requires cultural competency and enthusiasm for diversity of all kinds. To be successful, we must approach our work with an understanding that discrimination based on sexual orientation, gender identity, or HIV status is not the only obstacle to achieving full formal and lived equality for LGBTQ+ people and everyone living with HIV; rather, we recognize the intersectional nature of discrimination, specifically including biases based on race, religion, national origin, gender, disability, education, and class. Considering this reality, we prioritize a proactive commitment to counteracting these biases and their compounding effects in the work we do, but also in how we work together as an organization. Deputy Legal Director for Policy The Deputy Legal Director for Policy (DLDP) leads Lambda Legal’s national policy strategy, shaping and advancing a clear long-term vision for how policy advocacy drives durable gains for LGBTQ+ and HIV civil rights. This role is responsible for articulating a forward-looking policy framework that identifies priority issue areas, strategic geographies, and the appropriate mix of proactive and defensive advocacy across federal, state, and local levels. Working in close partnership with litigation, public education, and organizational leadership, the DLDP ensures that policy initiatives are strategic, integrated, and focused on areas where Lambda Legal’s legal expertise, partnerships, and positioning can achieve meaningful impact. The DLDP translates this strategy into action by guiding a policy team engaged in legislative and regulatory advocacy, policy analysis, coalition building, and cross-departmental collaboration, while remaining responsive to urgent threats affecting our communities. The ideal candidate brings deep expertise in LGBTQ+ and HIV civil rights, a sophisticated understanding of and significant experience with federal and state policymaking and regulatory processes, and strong people and strategic leadership skills. This role requires the ability to exercise influence through partnership, set clear priorities in complex environments, and strengthen Lambda Legal’s strategic policy impact nationwide. What you’ll do: • Policy Strategy & Leadership, • Lead development and execution of Lambda Legal’s national policy strategy and initiatives across federal, state, and local levels., • Conduct regular and comprehensive analyses to identify opportunities and threats, including major political, legislative, regulatory, and judicial developments., • Partner with senior leadership and cross-functional teams to integrate policy with litigation and education strategies., • Recommend short- and long-term policy priorities that balance long-term progress, urgent needs, and resource constraints to maximize policy outcomes for the communities we serve., • Government Affairs & Policy Advocacy, • Oversee Lambda Legal’s federal policy strategy through targeted legislative and regulatory engagement with Congress, federal agencies, and national partners., • Develop and advance policy strategies in select states and localities aligned with the national priorities., • Oversee regulatory advocacy, including analysis of federal rules and drafting and review of public comments and written advocacy., • Build and sustain relationships that advance Lambda Legal’s policy strategy, including peer organizations, community partners, elected officials, government stakeholders, and national coalitions., • Provide strategic recommendations to inform organizational responses in fast-moving policy environments., • Represent Lambda Legal in high-level convenings, briefings, and collaborative spaces., • People Leadership & Team Management, • Supervise and mentor policy attorneys and staff via performance management, coaching, and professional development to support growth and excellence., • Lead the policy team’s budgeting and resource planning to maximize impact., • Foster an inclusive, equitable, and collaborative team culture grounded in curiosity, self-awareness, and respect., • Collaborate with program teams and the Communications, Development and Finance & Operations departments to advance organizational priorities., • External Engagement & Thought Leadership, • Serve as a public-facing policy leader for Lambda Legal, including in media, conferences, and legislative settings, and strategically deploy policy team members as appropriate., • Oversee the development of policy briefs, reports, and research that advance LGBTQ+ policy goals and inform public discourse., • Partner with internal teams to ensure timely, accurate legal analysis and messaging for campaigns, communications, and educational initiatives. Who you are: With the understanding that no one person will offer every desired skill and characteristic outlined below, compelling candidates will offer much of the following: • Minimum Qualifications, • Juris Doctor (JD) and admission to practice in at least one U.S. jurisdiction., • A minimum of 10 years of experience in policy or advocacy work, with significant experience in federal and/or state legislative or regulatory processes (including direct experience working on Capitol Hill or equivalent engagement) and senior leadership responsibilities including management experience of complex teams, • Familiarity with state-level legislative processes and experience supporting state or local adoption of policy., • Deep knowledge of civil rights advocacy for the LGBTQ+ community and everyone living with HIV, including policy landscapes and current strategies., • Proven ability to set strategic priorities, manage complex projects, and juggle competing deadlines., • Exceptional collaboration and coalition-building skills, with experience navigating challenging stakeholder dynamics., • Strong research, writing, and analytical skills, including experience drafting comment letters, bill language, or policy reports., • High degree of emotional intelligence and commitment to equity, inclusion, and community-centered advocacy., • Excellent organizational skills and ability to synthesize and manage large volumes of information., • Strong political judgment and ability to act quickly in fast-moving policy environments., • Ability to uphold and advance Lambda Legal’s organizational values, • Demonstrated commitment to issues pertaining to DEIB (Diversity, Equity, Inclusion, and Belonging), • Experience leading multi-stakeholder coalitions or convenings., • Preferred Qualifications All employees at Lambda Legal are expected to adhere to ethical conduct in all interactions and tasks, ensuring a positive and respectful workplace environment. Our Values & DEIB Philosophy Successful candidates will embrace and champion our Organizational Values and DEIB Philosophy Statement, bringing a commitment to fostering an inclusive, equitable, and supportive workplace. They will thrive in a diverse environment, actively contributing to a culture that respects and uplifts the full spectrum of communities Lambda Legal serves. Candidates can review our Organizational Values and DEIB Philosophy Statement on our Careers Page. Why Work at Lambda Legal? You get to do meaningful, life-changing work at a national level for LGBTQ+ people and everyone living with HIV. Lambda Legal also proudly offers competitive benefits for our team. We understand that our staff’s dedication and effort are instrumental in achieving our mission. A highlight of the benefits we offer include: • Medical benefits that begin on your start date, • Dental, Vision, and Life insurance (effective 30 days from your start date), • Short & Long-Term Disability plans (effective 30 days from your start date), • 403(b) Retirement Plan (employer contribution and matching program begins after 90 days of employment), • Paid Time Off:, • Paid Vacation (15 Days), • Sick Leave (12 Days), • Personal Leave (3 Days), • Religious Observance Leave (3 Days), • Bereavement and Bereavement Anniversary Leave, • Floating Holiday (1 Day), • 12 paid holidays and 5 early office closures, • Flexible Spending Account (FSA/DC FSA) and Commuter Benefits, • Health Reimbursement Account, • $50 monthly mobile phone reimbursement, • Annual professional development fund, • Summer Fridays from Memorial Day to Labor Day, • Premium subscription to the Calm App, • Paid sabbatical after 7 years of service at Lambda Legal (4 weeks for non-exempt positions and 8 weeks for exempt positions) Read more about Lambda Legal's work on our blog and Instagram. Lambda Legal believes in creating a more equitable playing field for applicants and values the depth of relevant skills built through successful education, work, and life experiences. If your background and skills are a close match for this position, you are strongly encouraged to apply. Lambda Legal is committed to further building and maintaining a staff that reflects the full range of LGBTQ+, HIV-affected and allied communities, and is an equal opportunity employer. We value a diverse workforce and an inclusive culture. Lambda Legal encourages applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship or immigration status, disability, veteran status, record of arrest or conviction, or any other characteristic protected by applicable law. Black people, Indigenous people, people of color, lesbian, gay, bisexual, queer, transgender and gender-diverse people, women, people with abilities in multiple languages, immigrants, people living with disabilities, protected veterans, and formerly incarcerated individuals and individuals living with HIV are all encouraged to apply. Powered by JazzHR jkwoOUTdJE

Job Description Early Childhood Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a Lead Teacher in Early Childhood, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team Early Childhood includes 6 schools in Washington, DC, serving grades PreK3 to Kindergarten. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy., • Implement instructional and behavioral accommodations as outlined in students’ IEPs and 504 Plans within general education classrooms, in collaboration with Special Education teachers and service providers.Professional Collaboration, Development, and Feedback- 20%, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations., • Participate in IEP meetings, progress monitoring, and collaborative planning conversations as a required member of the student support team.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR 1aPOn6gx30

Job DescriptionSalary: $90,000.00 - $130,000.00 About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter School's mission is to provide diverse families of Washington DC a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Our vision is for students to have the competence and courage to individually excel, and collectively build a just society. Breakthrough Montessori Public Charter School was founded in early 2016 in Washington, DC and currently serves 388 students from Pre-K 3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children; students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through a strict application of the time-tested Montessori instructional model. We support prevention through early learning, support, and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our school's work. We believe in the unbounded potential of all children. Therefore, we are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: Under the direction of the Executive Director, the Director of Student Support serves as a member of the schools administrative team and leads the development and implementation of systems that ensure all students receive the academic, behavioral, and social-emotional supports needed to thrive. The Director works to ensure that Breakthrough students receive a high-quality, differentiated education that meets their individual learning needs and goals, while promoting the schools anti-racist, anti-bias commitment to equitable access to learning and support services. The Director of Student Support oversees the schools Multi-Tiered System of Supports (MTSS) and provides leadership across special education, Section 504, English Learner (EL), and social-emotional learning supports. This role supervises student support personnel, including Student Support Coordinators, special education teachers, Dedicated Aides and service providers, and works closely with school leadership and classroom teams to ensure coordinated services across the school. The Director is responsible for ensuring compliance with federal, state, and District of Columbia Office of the State Superintendent of Education (OSSE) requirements, including oversight of IEP processes, reporting systems, and student support data. In partnership with the Executive Director and school leadership team, the Director helps shape the strategic direction of student support systems and builds staff capacity to effectively support diverse learners. Essential Functions and Responsibilities: The Director of Student is a 12-month position. Working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: Development and Implementation of Student Support Systems • Leads the development, implementation, and continuous improvement of systems that ensure all students receive the academic, behavioral, and social-emotional supports needed to thrive., • Oversees the implementation and ongoing development of the schools Multi-Tiered System of Supports (MTSS), ensuring alignment across academic, behavioral, and social-emotional interventions., • Ensures student support practices align with the schools mission, Montessori philosophy, and commitment to whole-child development., • Works with educators and school leadership to ensure equitable access to appropriate supports and interventions for all students., • Establishes clear systems and processes for identifying student needs, implementing interventions, and monitoring progress. Special Education and Student Services Leadership • Oversees the implementation of services for students with Individualized Education Programs (IEPs), Section 504 plans, and English Learner (EL) supports., • Ensures that IEPs and 504 plans are implemented consistently and effectively across classrooms., • Oversees the coordination of evaluations, IEP meetings, and progress monitoring., • Serves as the Local Education Agency (LEA) representative for IEP meetings when appropriate., • Coordinates with related service providers to ensure appropriate programming and services for students. Compliance and Documentation • Ensures the schools compliance with federal, state, and District of Columbia Office of the State Superintendent of Education (OSSE) regulations related to special education, Section 504, and student services., • Monitors timelines and documentation requirements for evaluations, IEP meetings, service delivery, and related processes., • Oversees required reporting and documentation related to student support services., • Supports the school during OSSE audits, compliance reviews, and reporting processes. Staff Supervision and Development • Supervises Student Support Coordinators, special education teachers, and other student support staff., • Serves as a subject matter expert on special education, MTSS, and inclusive student support practices., • Provides coaching and professional development to staff on inclusive practices, MTSS implementation, accommodations, and differentiated instruction., • Builds staff capacity to support diverse learners and implement effective student support strategies. Data and Assessment • Oversees systems for monitoring student progress related to academic performance, behavior, and interventions., • Uses student data to guide decision-making and improve student support systems., • Collaborates with school leadership to review outcomes and adjust supports as needed., • Ensures that student support data is used effectively to inform instruction and intervention planning. Collaboration, Communication, and Community Relations • Collaborates with school leadership, educators, and specialists to ensure coordinated support for students., • Builds strong partnerships with families to support student success and well-being., • Serves as a liaison between the school and external service providers and agencies., • Supports families in understanding student support services, processes, and available resources. Required Competencies and Qualifications: • Commitment to equitable and inclusive education and a belief in the potential of every child., • Strong knowledge of Multi-Tiered Systems of Support (MTSS) and student intervention systems., • Knowledge of IDEA, Section 504, and District of Columbia OSSE regulations related to special education and student services., • Demonstrated ability to lead or coordinate complex student support systems within a school environment., • Ability to collaborate effectively with teachers, assistants, families, and community partners., • Strong organizational, problem-solving, and communication skills., • Ability to manage multiple processes, priorities, and compliance timelines simultaneously., • Commitment to maintaining the confidentiality of students and families. Education and Experience: • Bachelors degree required; graduate degree in education, special education, social work, counseling, or a related field preferred., • Minimum of three to five years of direct experience in education, special education, or student support services., • Experience collaborating closely with classroom teachers and assistants to support student learning and well-being., • Experience working with students and families from diverse backgrounds., • Experience leading or coordinating student support programs in a school setting preferred., • Experience working in a public charter school or familiarity with District of Columbia education regulations preferred. Working Conditions: The working environment characteristics described represent those employee encounters while performing the essential functions of this job. The position involves sitting, bending, standing, pushing, and reaching with both hands/ arms as necessary and may require some lifting up to 40lbs. In addition to the routine use of standard office equipment.

Job DescriptionSalary: $80,000-$95,000 Job Summary The Senior Manager of Policy and Advocacy will help analyze policy that originates from the DC Council, State Board of Education, and District agencies. The Senior Manager of Policy and Advocacy will support the Senior Director of Government Affairs and DC Charter School Alliance team in advocating for or against legislation affecting the public charter school community. Additionally, the Senior Manager of Policy and Advocacy will build relationships with school leaders, community members, and elected officials to help ensure a strong base of support for our issues. Essential Job Duties and Responsibilities Advocacy and Policy • Manage the DC Alliances and schools relationships with advocacy and policy coalitions and partners, including by attending meetings and events and by coordinating meetings between school leaders and policymakers., • Review local and federal proposed legislation, regulations, and policies relevant to the DC charter sector and, where appropriate, summarize and recommend DC Alliance activity., • In collaboration with the communications team, prepare effective advocacy materials, including action alerts, talking points, issue briefs, letters, talking points, and advocacy toolkits., • Track and stay up to date with local education issues., • Manage advocacy and policy communications, messaging, and outreach with biweekly advocacy newsletter content, monthly website updates and blog posts, and regular collaboration with communications and organizing team members., • Manage process for drafting and reviewing testimony and public comment for DC Alliance team members, which includes scheduling preparation sessions and tracking deadlines.., • Develop strategic and operational plans to engage the broader charter school community in organization initiatives, in partnership with the advocacy team., • Create informational materials and reports., • Recruit, train, engage, and mobilize charter school teachers, staff, parents, and students., • Build and maintain community relationships with a broad base of stakeholders and constituencies., • Manage a portfolio including 2-5 content areas that are critical to the work of the organization and the mission of the charter school sector., • Supervise interns and fellows, as appropriate. Qualifications Mindset/Values • A passion for educational equity, access, and opportunities for families combined with a deep respect for charter schools and the diversity and history of the charter movement in DC., • An encouraging, can-do attitude., • Detail oriented, data driven and relationship focused., • Excellent strategic planning and project management skills., • Exceptional legislative analysis skills., • Excellent verbal and written communication skills., • Excellent interpersonal and negotiation skills., • Strong analytical and problem-solving skills., • Ability to self-direct and prioritize among competing goals, exhibit flexibility, and drive results in a fast-paced, entrepreneurial environment., • Highly organized and able to work at a fast pace., • Minimum of three to six years of professional work experience in advocacy or public policy., • Minimum of two years of professional work experience in or with a school or education-related organization., • Experience planning, managing, and implementing advocacy projects., • Familiarity with the DC community., • Experience with community development, education, and other local advocacy issues preferred. Compensation The salary range for a fully qualified candidate is $80,000 to $95,000 and based on experience. The DC Charter School Alliance provides a comprehensive benefits package including medical, prescription, vision, dental, flexible spending account, and life and disability insurance, as well as commuter benefits and retirement programs.

Job DescriptionDepartment:Community EngagementReports to:Director of Community EngagementSalary:$50 per instructional hour, $25 per meeting hourClassification:Part-time, SeasonalLocation:Washington, DC Metropolitan Area Position Description: The Washington Ballet seeks to assemble a team of Teaching Artists for our school and community programs that reflects the diversity of the communities we serve. TWB's programs impact students at every grade level and offers residencies in a variety of dance genres. We welcome candidates with a wide range of dance expertise and teaching experience. Ideal candidates will demonstrate a passion for dance education, youth empowerment, and possess professional dance and teaching experience. Experience creating inclusive classroom environments and teaching in a classroom setting is a plus. Bilingual artists and individuals from traditionally under-represented groups are strongly encouraged to apply. General Responsibilities: • Bringing the joy and artistry of dance to our community., • Building confidence in learners of all ages through the art of dance., • Teaching Dance DC residencies., • Partnering with classroom teachers to creating arts integration lesson plans., • Assisting with the development of TWB's school programs curriculum., • Teaching preshow workshops for student matinees., • Teaching introductory dance workshops in the community., • Facilitating demonstrations at Dance for All events., • Assisting with Dance for All events., • Representing The Washington Ballet in the community., • Providing feedback to the Director of Community Engagement about school and community partners., • Actively participate in creating a work culture that celebrates Diversity, Inclusion, Equity, and Belonging (DEIB). Experience, Skills, and Knowledge While we understand that no single candidate may possess every qualification listed below, the following are priorities. • Minimum two years of teaching experience., • Expert knowledge of at least one dance genre. Support the philosophy and mission of The Washington Ballet and The Washington School of Ballet., • Able to create a positive and inclusive learning environment., • Classroom management strategies., • Lesson planning using an objective and outcomes-based approach., • Choreography, • Excellent oral and written communication skills., • Ability to get to schools and community partners independently and reliably., • Must possess excellent organizational skills., • Collaborate effectively with the community engagement team., • Willingness to learn new things and eagerness to acquire new skills., • Maintain positive and professional decorum in relations with others. Must be able to transport self and teaching materials to class locations., • Demonstrate and maintain a high level of technical proficiency and physical ability in your respective dance genre. Equal Opportunity Statement The Washington Ballet is dedicated to fostering a welcoming environment in all aspects of its work, from artistic performances and ballet education to community engagement and workplace culture. We prioritize presenting artists and perspectives that reflect the dynamism of DC. Through our community partnerships and campus locations, we intentionally bring opportunities to communities throughout the DMV, ensuring fairness in hiring and employment practices. Benefits • Sick leave, • Free adult ballet classes, • Access to discounted tickets to performances Application Instructions Please upload and submit your resume and cover letter. We encourage all interested applicants to apply even if they do not feel they meet 100% of the qualifications. We are dedicated to considering a wide array of candidates including those with non-traditional background and experience in the performing arts. Please use your cover letter to elaborate on what you hope to bring to this role and how your prior experience has prepared you for this opportunity. About The Washington Ballet Celebrating its 80th year as an organization, The Washington Ballet grew out of the success of The Washington School of Ballet, founded and directed for years by legendary dance pioneer Mary Day. Today, The Washington Ballet's mission is threefold: To bring the joy and artistry of dance to the nation's capital and the world's stage through the professional presentation of the best in classic and contemporary ballet; To provide the highest caliber of dance training through a preeminent school of ballet; and To serve and involve the entire community through extensive dance education and community engagement programs.

Job DescriptionBright Minds Inc. is a licensed HIT (High-Impact Tutoring) provider through OSSE for the 2024-2025 school year. Our REAL (Racial Equity in Academic Learning) HIT program provides individualized academic programs in high-priority DC schools. We are a franchise of the Huntington Learning Center, one of the largest tutoring companies in the country. Our DC HIT programs last year produced excellent results at our partner schools, with an average of over 5 months of grade level progress per student. We need passionate math teachers who are available during the school day for 2-3 hours per day to work with students in 3rd-8th grade. Teachers are not required to work with the full grade range, your range will be determined in your interview. The REAL program is funded by OSSE to provide HIT (High-Impact Tutoring) to DC students in an effort to recover from learning loss during the pandemic. Teachers will work with students in up to a 4:1 ratio. You will work with the same small group of students who are assigned to you from beginning to end of the program. The goal of the program is to help students bring their foundational math skills up to grade level. We work closely with the math specialists at our partner schools to identify the correct starting levels and areas of opportunity in math for each student. This allows us to put together an individualized program for each student. Then, we adjust it regularly, based on their scores and your feedback, to make sure we get the most we can out of each session. Teachers are expected to engage and interact with their students; we are looking for individuals in the community who see the importance of math skills and are passionate about helping our students become better students. We know that this will make our students more confident and provide the foundation they will need to be successful in all of their classes moving forward. There is no prep, planning or looking for curriculum. You will be paid for simply teaching the assigned program to your assigned students, each at their own pace. Teachers always have the option to adjust their availability as needed. This is a fantastic opportunity to make a difference in our community. We look forward to sharing more with you about this exciting opportunity! Andy BurksProgram Directorbrightminds-inc.com E04JI802i88g406x4w6

Job Description Executive Secondary School Leadership Resident Job Summary The Executive Secondary School Leadership Resident is an integral part of the academic and schools team, ensuring we develop a deep pipeline of talented leadership for our secondary schools and welcome external leaders into the practices of KIPP DC. The starting salary for this role starts at $113,827 on the vice principal scale, with added compensation consideration based on applicable and relevant experience. This is a full-time, fully on-site role based at one or multiple of our school sites with an anticipated start date of July 1, 2026. About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community. About the Role Through the KIPP DC Executive School Leader Residency, a current or aspiring school leader will spend up to a year learning how to be an excellent secondary principal in a paid, full-time role in KIPP DC schools. They will spend their time in our schools, leading and learning with current KIPP DC school leaders and will co-create a professional development plan that is unique to their needs, supported by regional senior leadership. The fellow will be embedded within school leadership team(s) to: • Lead strategic projects under the direction of senior regional leadership and the principal that promote educational excellence, • Provide development, coaching, and support to leadership team members and teachers to deliver high-quality instruction in powerfully productive and joyful learning environments, • Use data to drive systemic, urgent growth and change; lead complex change management Location and Type of Work This position must also ensure adherence to established internal control policies and procedures and maintain compliance within the organization. This is an exempt position and will report to the Superintendent. As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support which requires this position to be fully onsite. This role is currently required to be onsite or in schools during regular work hours. Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Build & Manage School Systems for Learning (30%) Embed within the School Leadership Team to Build and Manage Systems for Learning: • Diagnose and respond to data to implement schoolwide academic and culture systems, • Support members of the leadership team and teacher leaders to implement and manage systems, • Ensure the maintenance and health of MTSS and in-school LRE systems, • Systematize the use of data to monitor progress and impact, • Manage the strategic allocation of resources towards key initiatives, • Conduct classroom walkthroughs and observations to provide feedback and support to teachers and leaders, • Manage and coach teachers and staff performance to achieve excellent outcomes for students, • Ensure teacher development through ongoing coaching, modeling, observation and feedback, content team meetings, staff professional development, etc, • Use student learning data and student work to inform professional learning and teacher feedback, • Collaborate with school staff, regional staff, students and families to drive school culture systems that are affirming, joyful, and lead to productive learning, • Understand and enforce KIPP DC policies and regulations; communicate effectively in managing these systems and policies, • Ensure the adherence for staff and students to positive culture systems and classroom learning environment, • Provide professional development and coaching to teachers and staff to continuously improve learning culture practices, • Support the management of school-based budget and spending, • Implement safety and health policies in coordination with the regional safety and compliance team, • Support master scheduling to drive excellent student outcomes, • Coordinate with operations and facilities team members to ensure daily operations are smooth Requirements & Preferences Required Qualifications • Bachelor’s Degree required, • A minimum of 5 years of teaching experience, • Experience as a school leader is preferred - candidates who have successful experience in primary grades or secondary grades are encouraged to apply, • Excellent written and oral communication, • Strong ability to anticipate needs, demonstrate foresight in planning and be a source of well-rounded support, • Exercise sound judgment in difficult situations, • Demonstrate people and talent-management skills, • A passion for being part of a team-oriented, mission-driven culture, • Ability to travel across KIPP DC schools and to headquarters, • Flexibility to work outside normal business hours or weekends for KIPP DC events Demonstrated Excellence in the Following Areas: • Commitment to Students and Schools: Demonstrates commitment to education reform, believing in every child's potential for success and prioritizing students, schools, and the essential role of families., • Strategic Thinking and Problem Solving: Finds creative solutions to challenges that achieve broader goals of team and organization., • Project Management: Sets a high bar for own work and supports others to achieve desired team outcomes., • Communications and Influence: Demonstrates adept communication skills and influence to advance work by adjusting content and style., • Teamwork: Contributes to a supportive team culture, fostering diverse work styles and maintaining a high performance standard., • Trust and Collaboration: Establishes and nurtures effective relationships with a diverse set of stakeholders to support the best outcomes for our work., • Cultural Humility: Advances KIPP DC’s commitment to anti-racism by creating a diverse, equitable, and inclusive environment for all stakeholders., • The salary for this role starts at $113,827 on the vice principal scale, with added compensation consideration based on applicable and relevant experience. Please see the vice principal salary scale here., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years. Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR yFGL2PrG6V

Job DescriptionAt Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential and it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. Position DescriptionPrincipals are the backbone of our school communities. They are charged with driving academic achievement and building a rigorous college preparatory culture. The Principal also serves as a cultural and community leader by building staff capacity in culture, behavior, and parent engagement. We staff Rocketship campuses with a Principal, Assistant Principals, a Business Operations Manager, and an Office Manager. Together, they lead a team of teachers, tutors, enrichment coordinators, and support staff who collectively deliver gap-closing, personalized instruction to students from pre-K to fifth grade. Principals provide instructional leadership by regularly observing classrooms, providing continuous feedback, co-planning units of study and lesson plans, and leading data analysis cycles. They share responsibility for professional development, culture and behavior in common spaces, and special events. Rocketship principals are partners with parents and families and community leaders.As a Principal, you will receive ongoing professional development in conducting rigorous observations, providing meaningful feedback, and strategically planning based on analysis of results. Additionally, since Rocketship is a growing network, our school leaders can access a number of career paths within our Network Support Team. The Principal reports to the Director of Schools and has direct reports including Assistant Principals, Business Operations Manager, Office Manager and Teachers. Our Ideal CandidateUnderstands that eliminating the achievement gap is hard, but deeply rewarding workBelieves that adult preparation is essential to student success Has a track record as an instructional school leader of leading a group of adults to achieve excellent student outcomes Possesses elementary content expertise and is eager to use that knowledge to develop assistant principals and teachers’ instructional and leadership skills Has experienced success managing and coaching adults Values parents as partners in ensuring student achievement This is the Principal role at Rocketship Legacy Prep (RLP). Essential Functions: The essential functions of this position include, but are not limited to the following: • Developing Effective Educators, • Our Principals’ primary focus is around making sure all students receive an excellent education and that our teachers are prepared to deliver on this goal., • Foster a rigorous and college preparatory culture of excellence in every classroom that ensures high levels of student achievement, • Work with teachers to build content expertise in humanities or STEM that is captured in units of study and daily plans, • Engage in cycles of data driven instruction and assessments to inform planning and personalize instruction to student needs, • Ensure significant progress for all Rocketeers annually through management, planning and coaching of grade level teams, • Support effective collaboration of Special Education Team, Enrichment Center Coordinators, and Operations staff so that all school staff are aligned towards common goals, • Parent Partnership, • Our families are very involved with their students’ education and, as a result, both parents and teachers own each child’s successes and challenges, • Build trusting relationships with all students and families embracing the knowledge parents have as their child’s first teacher, • Create a school community that frequently and proactively communicates with families and fully involves parents in student achievement through multiple outlets including home visits, regular community meetings, and parent/family meetings, • Rocketship Professional Culture, • Rocketship Principals are deeply committed to doing and being their best, and to growing their skills as professionals and as individuals, so our daily and annual expectations reflect that commitment., • Exhibit a high level of honest and humble self-reflection owning good and bad outcomes., • Effectively respond to and implement constructive feedbackCreate a healthy, high-achieving environment where staff and students feel challenged, and also fully supported and valued, • Promote and participate in collaborative opportunities across schools to share practice, problem solve, and gather feedback, including actively participating in the Rocketship principal cohort within their region, • Lead human capital activities for their school, including hiring, promotion, staffing, and termination decisionsRequired Qualifications, • 3+ years of experience teaching in an urban school classroom delivering significant achievement gains, • 3+ years of experience as a Principal (or equivalent) or a similar administrative position at an urban elementary school serving a diverse student population with a track record of realizing significant achievement gains, • Experience managing, coaching and developing teachers, • Strong leadership skills with the ability to inspire and motivate staff and families, • Personal drive for high expectations, • Results-oriented, using data to make decisions, • Adaptable and able to thrive in a dynamic, fast-paced environment, • Experience with instruction of multilingual learners, • Experience in building and maintaining outstanding school culture, • Excellent time management and organizational skills, • Commitment to parent partnership, • Strong verbal and written communication skillsEducation Requirements

Job DescriptionBright Minds Inc. is a licensed HIT (High-Impact Tutoring) provider through OSSE for the 2024-2025 school year. Our REAL (Racial Equity in Academic Learning) HIT program provides individualized academic programs in high-priority DC schools. We are a franchise of the Huntington Learning Center, one of the largest tutoring companies in the country. Our DC HIT programs last year produced excellent results at our partner schools, with an average of over 5 months of grade level progress per student. We need passionate teachers who are available during the school day for 2-3 hours per day to work with students in 2nd-8th grade. Teachers are not required to work with the full grade range, your range will be determined in your interview. This program is funded by a grant to provide HIT (High-Impact Tutoring) to students in an effort to recover from learning loss during the pandemic. Teachers will use proven, individualized academic programs working with students in up to a 4:1 ratio. You will work with the same small group of students who are assigned to you from beginning to end of the program. The goal of the program is to help students bring their foundational academic skills in reading and math up to grade level. We work closely with the reading specialists at our partner schools to identify the correct starting levels and areas of opportunity in reading comprehension for each student. This allows us to put together an individualized program for each student. Then, we adjust it regularly, based on their scores and your feedback, to make sure we get the most we can out of each session. Teachers are expected to engage and interact with their students; we are looking for individuals in the community who see the importance of reading fluency and comprehension skills and are passionate about helping our students become better students. We know that this will make our students more confident and provide the foundation they will need to be successful in all of their classes moving forward. We have a proven, individualized Huntington Learning Center academic program for every student based on an academic evaluation. There is no prep, planning or looking for curriculum. You will be paid for simply teaching the assigned program to your assigned students, each at their own pace. Teachers always have the option to adjust their availability as needed. This is a fantastic opportunity to make a difference in our community. We look forward to sharing more with you about this exciting opportunity! Andy BurksProgram Directorbrightminds-inc.com E04JI802i88g406w6ix

Job Description This posting is for the 2026-2027 School Year. Center City Public Charter Schools (Center City PCS) empowers our students for lifelong success by building strong character, promoting academic excellence, and generating public service throughout Washington, D.C. In this endeavor, we are committed to attracting, developing, and retaining one of the best faculties in the District. Center City staff members are teachers, mentors, and leaders, and they play a crucial role in helping each of our students maximize their potential. Our network serves over 1,400 students annually across our six campuses, located throughout the District, and employs more than 250 dedicated individuals. General responsibilities include, but are not limited to: • Plan and deliver daily effective, differentiated instruction, • Demonstrate knowledge of resources, student needs, curriculum content, and pedagogy, • Set instructional outcomes, • Administer student assessments, • Create an environment of respect and rapport, • Establish a culture of learning, • Manage classroom procedures and student behavior, • Communicate directions, expectations, procedures, and content with students, • Engage students in learning with quality questioning and discussion techniques, • Demonstrate flexibility and responsiveness, • Use student data to inform instruction and integrate differentiated instruction, • Engage parents and families in their child’s academic success by fostering an ongoing relationship centered around hopes and dreams, • Maintain accurate and up-to-date records, • Participate in the Center City PCS learning community via PLCs, campus/district professional development, and weekly campus-based grade-level planning sessions., • Reflect on teaching by accepting ongoing informal feedback and implementing changes.k, • Following school-wide procedures for attire, behavior, and punctuality (teacher hours are 8:00 AM - 4:00 PM), • Attend and participate in occasional school events outside of regular school hours.

Job Description The Case Manager implements the individual and family case management services program. The Case Manager ensures that each client can participate fully in relevant and appropriate social, academic, and independent living activities. The Case Manager advises and counsels the clients, refers agency workers to the activities schedule, and directs case management services. The Case Manager collaborates with clinical personnel, businesses, schools, and parents on programmatic partnerships. The Case Manager will provide primary responsibility for the quality assurance of services provided to the clients. In addition, the Case Manager will lead client intake: assessment, assignments, treatment plan development, and documentation: discharge summaries and post-release planning. According to the ADA 1990, reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Direct Reports: The Case Manager reports directly to the Client Services Coordinator Essential Functions: 1. Case Management Services: • Ensure all clients are meeting at a minimum all standard requirements of their referring agency (e.g., staying drug-free,maintaining daily appropriate hygiene, working and or attending school full-time, volunteering), • Meet weekly and as needed with clients (individuals and families) on caseload to develop case plans, review progress, and follow up on tasks and services., • Assist in planning monthly extra-curricular or therapeutic activities for a client base., • Lead in the development of daily life skills of clients, • Attend Treatment Team meetings as scheduled., • Participate in client review meetings as needed., • Lead in the development and facilitation of the Individual Service Plans (ISPs) for your client base as well as quarterly reviews (or as needed), • Attend court, including Landlord-Tenant court (as needed if the client does not have appointed legal counsel present), • Enhance the client’s environment by creating a hospitable, customer-oriented environment., • Complete reports and maintain statistical data on an ongoing basis. 2. Conduct a minimum of eight (8) contacts per month (2 per week) with individuals/families, of which two (2) contacts must be face-to-face if the client is unhoused and one (1) must be face-to-face and take place in the home if the client is housed in the PSH Program., 3. Work closely with the Program Manager and Service Coordinators as needed. Minimum Qualifications: • A bachelor’s degree in social work, psychology, sociology, counseling, or other related social service/science disciplines and a minimum of 2 years’ experience in the social services field., • Certification and licensure in a relevant discipline (e.g., certified addictions counselor, peer recovery specialist) may substitute for education requirements, along with four years of social service experience. In addition, the employee must verify active certification and re-certification throughout employment., • Experience collaborating and partnering with other social service providers., • Ability to think critically and utilize sound judgment., • Ability to maintain client confidentiality and professional boundaries., • Strong knowledge of community resources or ability to become knowledgeable required., • Strong time management and organizational skills are required., • Strong interpersonal and connecting skills are required., • Strong communication skills, including verbal and written., • Proven ability to submit timely, detailed, and accurate case notes., • Proven ability to provide a holistic approach to social services preferred., • Must be able to obtain Police and Child Registry Clearances., • Must have a valid driver’s license and your transportation. This is a full-time position, Monday through Friday, 9:00 a.m. to 5:00 p.m. Occasional evening and weekend work may be required as job responsibilities demand. Physical Requirements While performing the duties of this job, the employee will frequently sit, stand, walk, drive, and reach—prolonged periods of driving, walking, and possible meetings. Other Duties This job description is intended to describe the general nature and work performed by employees but is not a complete list of activities, duties, or responsibilities required of personnel. Furthermore, other commitments, obligations, and actions may change or be assigned at the employer’s discretion. For example, Metropolitan Educational Solutions, LLC is an equal-opportunity employer. Company DescriptionA team of grass root professionals with the combined goal of providing quality educational and social services to at-risk individuals and people in need.A team of grass root professionals with the combined goal of providing quality educational and social services to at-risk individuals and people in need.

Job Description Qualifications Purpose & Scope: Will perform a variety of technical procedures that require independent judgment, ingenuity and initiative in the application of non-ionizing high frequency ultrasonic waves for prenatal diagnosis. Education: Associate degree in radiological procedure is required. Experience: One year of sonography experience is preferred. Certification/Licensure: Registered with the American Registry of Diagnostic Medical Sonography (ARDMS) required. AWARDS & RECOGNITION * Washington Commanders selected VHC Health as its women’s health partner because of the health system’s continued commitment to advancing women’s health, reducing the stigma of mental health, and creating greater access to care in the Washington, DC metro region. * Received a top ranking in Newsweek’s World’s Best Hospitals for the fourth year in a row. Ranking over 2,800 hospitals in 28 countries, this study asked 85,000 medical experts across the world to participate in an online survey covering topics such as recommendation of hospital, satisfaction of patient care, quality of care for specific treatments, among other factors. * Recognized by the Women’s Choice Award for Best Hospital in eight categories: bariatric surgery, obstetrics, heart care, minimally invasive surgery, orthopedics, cancer care, comprehensive breast care, women’s services, mammogram and patient experience. This award is graded based on the best publicly available information, patient surveys and accreditation information, and the Women’s Choice Award delivers a simplified, objective ranking to each category. * Named a 2023 Best Cancer Hospital by Newsweek. One of 175 hospitals and just three in the Washington, DC metro region to be included in the rankings. * Named best hospital for billing ethics by Money magazine and The Leapfrog Group. This is the first-ever Leapfrog Best Hospitals ranking to help patients make educated decisions about which institutions are best for the money. OUR COMMUNITY * Living in Northern Virginia, one of the best places to live near D.C., you can have it all: a lucrative job at a forward-thinking company – plus access to the country’s greatest historical sites, a bustling café culture, active nightlife and concert going, a thriving wine region, seven professional sports teams, and a mild four-season climate with year-round kayaking, biking, and hiking. We offer some of the best public and private schools in the nation and access to 60 colleges and universities. In fact, we are the most educated region in the country. Here, there are no compromises. NOVA is one of the best places to live and work in the country. * Arlington is home to the Pentagon, and the Arlington National Cemetery. * Home to more than 100 U.S. and global corporate headquarters, including the 6th highest number of Fortune 500 companies. * Northern Virginia is one of the fastest growing and most diverse communities in the United States * Fairfax County has many of the highest ranking schools in the nation according to U.S. News and World Reports. * Arlington County also offers outstanding schools - about 94 percent of all graduating high school seniors in Arlington go on to attend college. * Two major airports with direct flights to 109 domestic and 60 international destinations. * Northern Virginia has many recreational and community amenities including: over 89 miles of biking/jogging trails, 167 public parks, approximately 14 community centers, 7 live stage theaters, 8 libraries, and 652 restaurants. * Minutes to the Kennedy Center, Smithsonian Museums, Tyson’s Corner, and Wolftrap National Park for the Performing Arts * Whether you choose to live in Arlington County, Fairfax County, City of Alexandria or in any of the other great areas in the DC area, you will have little problem in finding a location that is right for you. We look forward to hearing from qualified candidates interested in joining us in a highly collegial environment where the patient is at the center of what we do.

Job DescriptionAt Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential and it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. Position DescriptionOur PreK 3 and PreK 4 Early Childhood Teachers are expert generalists who nurture the academic, social-emotional, and developmental growth of our youngest learners across all subject areas. In this role, teachers design and deliver developmentally appropriate, play-based, and standards-aligned instruction that builds strong foundations in early literacy, numeracy, language development, science exploration, social studies, and social-emotional learning. PreK teachers create warm, structured classroom environments where children feel safe, joyful, and excited to learn. Teachers work closely with a collaborative early childhood team and are supported by school leaders who provide ongoing professional development and in-the-moment coaching every single week. Just as our teachers invest deeply in their students, Rocketship invests deeply in the growth and development of our educators. This position reports to the Principal or Assistant Principal. Essential Functions • The essential functions of this position include, but are not limited to, the following:, • Build a joyful, nurturing, and developmentally appropriate classroom culture that supports academic learning, social-emotional development, and positive behavior., • Plan and deliver engaging, integrated instruction across all subject areas, including early literacy, math, science, social studies, and social-emotional learning., • Internalize high-quality instructional materials (Tools of the Mind) and refine lessons based on student needs and developmental milestones., • Use ongoing observation, formative assessment, and student data to personalize instruction and support each child’s growth., • Implement classroom routines, transitions, and behavior supports that promote independence, self-regulation, and a love of learning., • Collaborate closely with special education and student support staff to ensure students receiving additional services are meaningfully and inclusively supported., • Maintain a safe, well-organized, and engaging learning environment aligned with licensing and program requirements.Student and Parent Partnerships, • Student and Parent Partnership:, • Partner with students and families through frequent, respectful communication and strong relationship-building., • Honor families as children’s first teachers and incorporate family knowledge and cultural assets into classroom practice., • Build authentic relationships with families beginning with home visits, which serve as the foundation for ongoing collaboration., • Engage families around academic, developmental, and behavioral goals, and transparently share student progress so both families and teachers jointly support each child’s growth.Rocketship Professional Culture, • Commit to continuous growth as a professional and as an individual., • Attend and actively participate in all professional development meetings, coaching sessions, and school-wide events., • Act with urgency, courage, and professionalism in the best interest of students, even when approaches are new or unfamiliar., • Meet all professional responsibilities and proactively communicate when challenges or changes arise., • Engage in honest and humble self-reflection, owning both successes and areas for growth., • Effectively receive and implement feedback to improve practice., • Communicate clearly and respectfully with colleagues and contribute to a positive, collaborative school culture., • Collaborate with all staff members to ensure students receive consistent, coordinated, and high-quality support.Required Qualifications

Job Description Qualifications A Physician Assistant (PA) employed by VHC Health Physicians (“Physician Group”) is required to complete a PA Agreement with their Collaborating Physician(s). This PA Agreement will describe the PA’s role and function of the PA, including but not limited to, number of patients, types of illnesses, nature of treatments, special procedures, the nature of physician’s involvement, and the evaluation process. In addition, it will indicate the prescriptive authority of the PA and approval of invasive procedures authorized by the executed PA Agreement. Overall, the PA will support objectives, budget, performance metrics and medical activities at an Individual level including implementation of quality control standards, risk management and compliance programs. Education: Graduation from an accredited Physician Assistant program required. Experience: One year of experience as a Physician Assistant preferred. Certification/Licensure: Licensed as a Physician Assistant by the Virginia Department of Health Professions required; and Current NCCPA certification required; and BLS certification required; and ACLS certification preferred. AWARDS & RECOGNITION * Washington Commanders selected VHC Health as its women’s health partner because of the health system’s continued commitment to advancing women’s health, reducing the stigma of mental health, and creating greater access to care in the Washington, DC metro region. * Received a top ranking in Newsweek’s World’s Best Hospitals for the fourth year in a row. Ranking over 2,800 hospitals in 28 countries, this study asked 85,000 medical experts across the world to participate in an online survey covering topics such as recommendation of hospital, satisfaction of patient care, quality of care for specific treatments, among other factors. * Recognized by the Women’s Choice Award for Best Hospital in eight categories: bariatric surgery, obstetrics, heart care, minimally invasive surgery, orthopedics, cancer care, comprehensive breast care, women’s services, mammogram and patient experience. This award is graded based on the best publicly available information, patient surveys and accreditation information, and the Women’s Choice Award delivers a simplified, objective ranking to each category. * Named a 2023 Best Cancer Hospital by Newsweek. One of 175 hospitals and just three in the Washington, DC metro region to be included in the rankings. * Named best hospital for billing ethics by Money magazine and The Leapfrog Group. This is the first-ever Leapfrog Best Hospitals ranking to help patients make educated decisions about which institutions are best for the money. OUR COMMUNITY * Living in Northern Virginia, one of the best places to live near D.C., you can have it all: a lucrative job at a forward-thinking company – plus access to the country’s greatest historical sites, a bustling café culture, active nightlife and concert going, a thriving wine region, seven professional sports teams, and a mild four-season climate with year-round kayaking, biking, and hiking. We offer some of the best public and private schools in the nation and access to 60 colleges and universities. In fact, we are the most educated region in the country. Here, there are no compromises. NOVA is one of the best places to live and work in the country. * Arlington is home to the Pentagon, and the Arlington National Cemetery. * Home to more than 100 U.S. and global corporate headquarters, including the 6th highest number of Fortune 500 companies. * Northern Virginia is one of the fastest growing and most diverse communities in the United States * Fairfax County has many of the highest ranking schools in the nation according to U.S. News and World Reports. * Arlington County also offers outstanding schools - about 94 percent of all graduating high school seniors in Arlington go on to attend college. * Two major airports with direct flights to 109 domestic and 60 international destinations. * Northern Virginia has many recreational and community amenities including: over 89 miles of biking/jogging trails, 167 public parks, approximately 14 community centers, 7 live stage theaters, 8 libraries, and 652 restaurants. * Minutes to the Kennedy Center, Smithsonian Museums, Tyson’s Corner, and Wolftrap National Park for the Performing Arts * Whether you choose to live in Arlington County, Fairfax County, City of Alexandria or in any of the other great areas in the DC area, you will have little problem in finding a location that is right for you. We look forward to hearing from qualified candidates interested in joining us in a highly collegial environment where the patient is at the center of what we do.

Job Description Who We Are District of Columbia International School (DCI) is a public charter school serving over 1600 racially and economically diverse students in grades 6-12 from across the District of Columbia. We aim to provide our students with a world-class education that empowers them to follow their passions and change the world. DCI's education centers on an International Baccalaureate curriculum, advanced language learning in Chinese, Spanish, and French, and a culture focused on student agency supported by 1:1 technology. DCI is hiring a Diploma Program (DP) Coordinator. The DP Programme Coordinator is the instructional and operational leader of the IB Diploma Programme within the school. This role ensures that the programme is implemented in alignment with IB standards and practices while supporting teachers, students, and families throughout the two-year Diploma Programme cycle. This position ensures student success in the IB Diploma Program. In alignment with International Baccalaureate (IB) rules, the DP Coordinator is responsible for both pedagogical and administrative leadership. This position manages the development of the DP Program, coaches teachers and effectively solves problems. Salary Range: $69,966 - $116,851 (Starting salary is determined by education and years of relevant experience) Qualifications: • Bachelor's Degree required., • A Master's Degree is preferred., • Experience in an IB World School and deep understanding of the academic culture of IB., • Previous experience as a DP, CP, and/or MYP Coordinator preferred., • Successful experience in a public high school that demonstrates the candidate can effectively interact with students, families, faculty and staff from diverse backgrounds., • Previous experience as a teacher instructional coach is strongly preferred., • Experience in presentation of workshops, professional development, or public speaking., • Fluency in Spanish is highly beneficial., • Must have excellent oral and written communication skills, and superior interpersonal skills to be able to build strong working relationships with teachers, school leaders, students and families, and other key stakeholders., • Must possess strong analytical, planning, and problem-solving skills, and plan, implement and monitor work independently as a leader and as part of a team., • Ability to use multiple technology platforms to guide instruction and communicate with students and families and proficiency with communicating using G-Suite tools, including Gmail, is preferred., • Lead the DP Program with fidelity to IB standards and practices and to consistently improving student outcomes., • Ensure compliance with IB DP rules and regulations, including, but not limited to: assessment management, testing management, registration of DP students, submission of assessments to the IB, requests for accommodations, Programme management etc., • Foster concept driven, inquiry based approaches to teaching, learning and assessment in grades 11 and 12 through coaching, feedback, and PD as appropriate., • Provide leadership to teams and individuals in the written, taught and learned elements of the Diploma Programme curriculum framework., • Work with teachers to establish a grade 11 and 12 assessment calendar to ensure that assessments are spread across two years as evenly as possible., • Establish and maintain a calendar of IB events and deadlines across grades 11 and 12 with a two year planning horizon in partnership with the IB Director., • Develop, in coordination with the Director of Activities, the CAS component of the DP., • Support Instructional Departments, including Department Chairs and Instructional Coaches, with understanding relevant aspects of the DP Program, • Work closely with school leaders to identify areas for instructional improvement that impact the DP Program., • Support the development and publishing of curriculum documents for the wider school community in print and online., • Support teachers in writing and implementation of school wide curriculum initiatives informally & formally as needed (attendance at department meetings, classroom walk-throughs and observations, organizing and leading professional development sessions)., • Support Departments and their leaders in their understanding and implementation of changes to subjects brought about by five year reviews from the IB or DCI itself., • Work to establish relationships with other IB schools in the D.C. metro area and other countries and foster collaboration and partnership with them., • Liaise with IBA Global Center, IBMA regional office and IBCA on a regular basis along with other members of the IB Team., • Promote the use of the IB program resources within the school community and ensure that staff members are made aware of professional development opportunities., • Ensure that copies of IB publications pertaining to the DP are available to all staff members., • Support the IB Director in completing the IB Evaluation and any other accreditation from an outside organization including from NEASC., • Establish and maintain a record of completed planners., • Publish the DCI programme of inquiry/subject overviews/course outlines., • Support the CAO and IB Director in development of improved instructional practices aligned to the IB, including developing, reviewing and revising the school's programme of inquiry/subject overviews/course outlines., • Develop, review, and revise the school's scope and sequence documents for the DP, as needed, and in alignment with Instructional Coaches., • Participate in discussions about, and facilitate, DP faculty professional development in collaboration with the CAO and Director of IB., • Ensure students and parents have a deep understanding of the IB Program, and especially the DP, through a variety of mediums., • Ensure environmental stewardship, social justice, and that international mindedness is infused into pedagogy and practice., • Embrace French, Spanish, and Chinese cultures by leading and participating in cultural activities for faculty and students., • Collaborate with the MYP Coordinator to ensure alignment across 6th - 12th grade., • Guide the school through the DP evaluation process., • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes.

Job Description Qualifications Purpose & Scope: Licensed Clinical Social Worker or Licensed Professional Counselor will work as a primary care team member and provide short-term clinical behavioral health consultation services in a fast-paced setting. Services must be provided in a manner that upholds the health center’s mission and quality standards, results in better patient health outcomes and provider and patient satisfaction, and strengthens the operational and fiscal capacity of the health center. Education: Master’s Degree in Social Work required Experience: * Minimum 2 years’ experience required * Experience working in a medical setting * Medical literacy * Experience working in behavioral medicine and health psychology * Experience working as a member of an interdisciplinary team * Comfort with evidenced-based protocols * Experience with Cognitive Behavioral and Motivational Interviewing techniques * Comfort working with diverse populations ( i.e. race, ethnicity, diagnoses, age ranges) Certification/Licensure: Licensed Clinical Social Worker (LCSW) is required or Licensed Professional Counselor (LPC) is required Skills • Excellent engagement, assessment, and clinical skills., • Excellent record-keeping and organizational skills., • Excellent written and communication skills., • Able to utilize DSM-V for clinical diagnostic assessment AWARDS & RECOGNITION * Washington Commanders selected VHC Health as its women’s health partner because of the health system’s continued commitment to advancing women’s health, reducing the stigma of mental health, and creating greater access to care in the Washington, DC metro region. * Received a top ranking in Newsweek’s World’s Best Hospitals for the fourth year in a row. Ranking over 2,800 hospitals in 28 countries, this study asked 85,000 medical experts across the world to participate in an online survey covering topics such as recommendation of hospital, satisfaction of patient care, quality of care for specific treatments, among other factors. * Recognized by the Women’s Choice Award for Best Hospital in eight categories: bariatric surgery, obstetrics, heart care, minimally invasive surgery, orthopedics, cancer care, comprehensive breast care, women’s services, mammogram and patient experience. This award is graded based on the best publicly available information, patient surveys and accreditation information, and the Women’s Choice Award delivers a simplified, objective ranking to each category. * Named a 2023 Best Cancer Hospital by Newsweek. One of 175 hospitals and just three in the Washington, DC metro region to be included in the rankings. * Named best hospital for billing ethics by Money magazine and The Leapfrog Group. This is the first-ever Leapfrog Best Hospitals ranking to help patients make educated decisions about which institutions are best for the money. OUR COMMUNITY * Living in Northern Virginia, one of the best places to live near D.C., you can have it all: a lucrative job at a forward-thinking company – plus access to the country’s greatest historical sites, a bustling café culture, active nightlife and concert going, a thriving wine region, seven professional sports teams, and a mild four-season climate with year-round kayaking, biking, and hiking. We offer some of the best public and private schools in the nation and access to 60 colleges and universities. In fact, we are the most educated region in the country. Here, there are no compromises. NOVA is one of the best places to live and work in the country. * Arlington is home to the Pentagon, and the Arlington National Cemetery. * Home to more than 100 U.S. and global corporate headquarters, including the 6th highest number of Fortune 500 companies. * Northern Virginia is one of the fastest growing and most diverse communities in the United States * Fairfax County has many of the highest ranking schools in the nation according to U.S. News and World Reports. * Arlington County also offers outstanding schools - about 94 percent of all graduating high school seniors in Arlington go on to attend college. * Two major airports with direct flights to 109 domestic and 60 international destinations. * Northern Virginia has many recreational and community amenities including: over 89 miles of biking/jogging trails, 167 public parks, approximately 14 community centers, 7 live stage theaters, 8 libraries, and 652 restaurants. * Minutes to the Kennedy Center, Smithsonian Museums, Tyson’s Corner, and Wolftrap National Park for the Performing Arts * Whether you choose to live in Arlington County, Fairfax County, City of Alexandria or in any of the other great areas in the DC area, you will have little problem in finding a location that is right for you. We look forward to hearing from qualified candidates interested in joining us in a highly collegial environment where the patient is at the center of what we do.