Trabajos Education en Riverdale Park, Maryland - Page 11Crear alertas

Job DescriptionBenefits: • Free uniforms, • Health insurance Job Description The Lead Child Care Teacher is responsible for designing and implementing a daily program that addresses the physical and developmental needs of a group of children. This role requires effective supervision of staff, sensitivity to the needs of each child, and the ability to foster positive relationships with both children and adults. Key Responsibilities o Develop and execute a daily schedule of developmentally appropriate activities for a classroom group of children. o Ensure the care and safety of assigned children. o Maintain and arrange a classroom environment that supports childrens growth and development and promotes optimal functioning of the program. o Address the needs of individual children considering their cultural and socioeconomic backgrounds, disabilities, and learning styles. o Uphold the dignity and rights of every child. o Guide children in developing self-care routines and adapting to real-life situations. o Communicate with the Administrator/Director about children with special needs or families with challenges impacting the childs experience at the center. o Conduct daily health observations and report any concerns. o Facilitate parent-teacher conferences bi-annually or as needed and actively engage parents in the educational program. o Maintain records on the emotional, physical, social, and intellectual development of children. o Collaborate with parents to address behavioral challenges and arrange necessary conferences. o Mentor and support the professional growth of assistant teachers, aides, and volunteers. o Participate in and contribute to staff meetings, training sessions, workshops, and other professional development activities. o Fulfill continuing education requirements as mandated by state regulations. o Ensure that classroom equipment and materials are accessible, appropriate, and well-maintained. o Assist in evaluating assistant teachers and perform maintenance duties as requested. o Contribute a monthly article for the centers newsletter. o Assist with public relations efforts, events, and other duties as assigned. o Create a welcoming and conducive atmosphere for both staff and children. Physical Demands: o Regular activities include standing, using hands, reaching, climbing, kneeling, and communicating effectively. o Occasionally required to lift/move objects up to 40 pounds. o Work conditions may include outdoor activities in a range of weather conditions. o Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Qualifications: o Associate degree (or higher) in early childhood education or a closely related field; OR o Completion of at least 60 credit hours or an associate degree (or higher) in any subject area with at least 12 credit hours in early childhood education; OR o Enrollment in a degree program provided that the teacher holds a Child Development Associate (CDA) and earns an associate degree (or higher) within four years of their initial date of hire as a teacher at a child development center licensed by the Office of the State Superintendent of Education (OSSE). This position requires a compassionate, dynamic, and dedicated individual who is committed to creating an enriching and safe educational environment for children. The Lead Child Care Teacher plays a critical role in shaping the experiences and development of young learners at our center. Why Join Us: University for Kids is committed to creating a supportive and inclusive environment where both staff and students are encouraged to grow and learn. We offer competitive compensation, benefits, and professional development opportunities to help our staff succeed both personally and professionally. Join our team and help us shape the future of our young learners in a fun, dynamic, and caring environment!

Job Description The Goddard School® is a renowned program with a Piaget (Learning through Play) based foundation and a leader in the franchised preschool industry which is growing and continues to set the standard for excellence. The focus of the program is to provide a life-long love of learning. Our staff is made of loving and dedicated teachers who understand each child’s needs. They are highly qualified childhood educators who can use their creativity and the Goddard Developmental Guidelines as the basis for unique lesson plans that are brought to life in a fun and imaginative way. Job Description We are looking for fun and energetic Assistant Teachers for our school. This position is also responsible for: • Preparing morning and afternoon snack, • Ensuring kitchen is in compliance with Goddard's industry-leading Quality Assurance standards Our Assistant Teachers work together with lead teachers to: * Meeting the individual needs of the children * Parent communication * Participation in staff and training meetings * Interacting with the children to support play, exploration, and learning * Presenting expectations that are appropriate to the child’s age and developmental level * Communicating appropriately and professionally with parents and fellow staff * Building teamwork * Committing to continuing education For immediate consideration please apply now! Job Requirements Available between 8:00am and 5:00pm Teacher Qualifications: • Minimum of MSDE-OCS Teacher requirements (45- 90 hour training) prefered, • Prior classroom experience, • Demonstrated knowledge of developmentally appropriate practices We provide outstanding opportunities including: • Competitive salary, • Paid vacation, • Sick days, • Holidays, • Medical Insurance

Job DescriptionBenefits: • Paid time off, • Training & development, • Health insurance CDA OR AA/BA IN EARLY CHILDHOOD OR OTHER FIELD IS REQUIRED. Make a difference every day. • Spend your days building genuine relationships with each child., • Help children explore the world, improve their motor skills and grow their vocabulary., • Work with your co-teacher to implement the lesson plans from the research-informed Balanced Learning curriculum., • Maintain a well-kept classroom that encourages children to create, explore and make decisions with confidence. Lets talk about building a brighter future together.

Job Description The Julia Brown Schools were founded in 1967 by Charles and Julia Brown. We have over 50 years of experience educating the children using the Montessori method of education. We currently serve children ages 15 months to 9 years old. Our environment is calm and peaceful. Montessori is a system of education for young children that seeks to develop natural interests and activities rather than use formal traditional teaching methods. Dr. Maria Montessori, an Italian physician and educator, developed this unique method of learning in 1907. If you are interested in the Montessori method, there is room for growth at our schools. We prefer to promote from within. Our staff must be caring, dependable, dedicated individuals who truly enjoy working with young children. We have four locations in Maryland: • Laurel, • Columbia, • Silver Spring, • Following the principles of the Montessori method, develop careful and creative activities suitable for the children., • Manage lunch, nap, recess, and snack times, • Supervise children to ensure they are safe at all times, • Proven experience as a Toddler Teacher, • Familiarity with safety and sanitation guidelines for classrooms, • Excellent communication and instructional skills, • Patient, flexible, friendly and reliable, • Flexibility to work with group on your own or to work as a team with a fellow staff, • Dependable, • Ability to stand for long periods of time., • Ability to be active in ensuring the safety of the children and in assisting them through the education curriculum., • Ability to be aware at all times of the children and their environment. Being aware of potentially dangerous situations and taking proactive action should that be necessary., • Enjoy working with young children, • Proof of certifications, • Willingness to take required child care certification courses, • Childcare Discount, • Paid Leave, • Paid Holidays, • Medical, Dental, and Vision Insurance, • 401k Salary: $16.00 - $20.00 per hour Benefits: • 401(k), • 401(k) matching, • Dental insurance, • Employee discount, • Health insurance, • Life insurance, • Paid time off, • Professional development assistance, • Tuition reimbursement, • Vision insurance Schedule: • 8 hour shift, • Monday to Friday, • No weekends Education: • High school or equivalent (Required); foreign transcripts acceptable Experience: • Childcare: 1 year (preferred) License/Certifications (preferred, but not required prior to hire although must be obtained if hired): • 45 hour Child Growth and Development Certificate, • 45 hour Infant/Toddler Certificate, • 45 hour Preschool Certificate, • 45 hour School Age CertificateCompany DescriptionPrivate school using the Montessori method. Founded 1967.Private school using the Montessori method. Founded 1967.

Job Description Reports to: Child Development Site Supervisor Supervises: None Exempt Status: Non Exempt Work Schedule: Full-Time Bright Beginnings, Inc. is a non-profit organization that operates early childhood and family learning centers for families in Washington, DC. Using a two-generation approach, Bright Beginnings Inc. works to ensure every child experiencing housing instability is healthy, safe, engaged, supported, and challenged; develop school-ready and kindergarten-prepared children; support families in breaking the cycle of inter-generational poverty; and partner intentionally to eradicate disparities and remove obstacles to economic mobility. Summary: Responsible for assisting the Lead Teacher in developing and implementing a program of activities that promotes the social, emotional, and physical development of each child enrolled in a group in accordance with Head Start Performance Standards and Title 29: District of Columbia Municipal Regulations (DCMR). The duties and responsibilities will be carried out under the direction of the Lead Teacher. Essential Duties: • Assist the lead teacher in maintaining records on each child’s progress and development for the purpose of planning and compliance with Head Start Performance Standards., • Assist the lead teacher in implementing with fidelity High Scope, an evidenced-based curriculum according to policies and procedures., • Assist the lead teacher with the full implementation of Head Start, NAEYC, and Title 29: DCMR performance standards, policies and procedures, regulations and guidelines in the day-to-day operation of an early childhood development center, including developmentally appropriate practices., • Assist lead teacher in reviewing the progress of each child and developing child portfolios and individual plans to promote each child’s growth and development., • Observe each child daily to assess skills, interests, and needs and use this information to facilitate learning and growth., • Develop a positive relationship with each child and promote the development of self-esteem and self-discipline., • Establish a positive relationship with each child’s family and share information about the child’s day at the Center., • Assist lead teacher in conducting home visits and parent/teacher conferences., • Assist lead teacher in the full implementation of Individual Family Service Plans (IFSPs) or Individual Education Plans (IEPs)’s and inclusion of children with disabilities and special needs., • Assist lead teacher with the maintenance a well-organized, safe and attractive classroom environment conducive to the optimal growth and development of children., • Assist lead teacher with classroom maintenance ensuring a safe and sanitary condition by completing daily health and safety checklists in the classrooms and playground., • Ensure universal precautions are kept at all times, including washing of hands upon entering classroom, after diapering, toileting, before and after meals, and after contact with bodily fluids., • Assist the lead teacher with the implementation of health procedures on a daily basis, including following medication administration procedures, tooth brushing, sanitation, and administering First Aid/CPR., • Assist with evacuation of children during fire drills, natural disasters, and any other emergencies, which may occur., • Attend all staff meetings and professional learning provided by Bright Beginnings., • Keep abreast of current knowledge in the field of Early Childhood Education., • Maintains confidentiality of children and families at all times., • Other duties as assigned. Qualifications: • Mission and culture alignment;, • High school diploma or GED with a CDA or 15 credit hours in Early Childhood Education AND one year of teaching experience can be substituted for CDA;, • Must demonstrate experience and interest in working with young children, parents, and volunteers;, • Must demonstrate a strong knowledge of appropriate practices in early childhood development including working with parents;, • Must demonstrate success in working as a member of a team;, • Must have effective and strong communication skills (orally and written);, • Must demonstrate the ability to work well with young children;, • Must be willing to work flexible hours in order to meet the needs of the program;, • Knowledge of Head Start Performance Standards preferred;, • Strong computer skills with expertise in Windows-based programs, such as the Microsoft Office Suite;, • Must have DC local and Federal criminal record clearance, Child Protective Register check status, and substance abuse testing; and, • Documentation of Tuberculin-free condition and health screening on an annual basis. Physical Demands: • Be able to lift 25-50 lbs., • Be able to walk, squat/kneel, sit on the floor, see, hear, and speak., • Be able to raise objects from a lower to a higher location or move objects horizontally from one location to another.

As a K-12 school-based Special Education Teacher in Washington, DC,. An active or pending DC Special Education Teacher licensure, or the ability to obtain (required). At Phaxis Education, we believe your career is more than a job—it’s a calling.

DC OSSE Special Education and/or Secondary ELA licensure preferred. Special Education Teacher — ELA Co-Teacher (Grades 9–12).

Job Description The Goddard School® is a renowned program with a Piaget (Learning through Play) based foundation and a leader in the franchised preschool industry which is growing and continues to set the standard for excellence. The focus of the program is to provide a life-long love of learning. Our staff is made of loving and dedicated teachers and assistant teachers who understand each child’s needs. We are looking for fun and energetic Assistant Teachers for our school. Daily Responsibilities Our Assistant Teachers work together with lead teachers to: • Meet the individual's needs of the children, • Communicate with parents, • Participate in staff and training meetings, • Interact with the children to support play, exploration, and learning, • Present expectations that are appropriate to the child’s age and developmental level, • Plan and implement activities that develop self-esteem and social skills, • Communicate appropriately and professionally with parents and fellow staff, • Build teamwork, • Use assessment tools Job Requirements Available between 9:00 am and 6:00 pm Teacher Qualifications • 45 Hour Infant and Toddler Certification, • 90 Hour Certification, CDA, or BS Degree in Education, • Prior experience with children The Goddard School offers competitive compensation and benefits based on experience, education and certifications and is an Equal Opportunity Employer. We provide outstanding opportunities including: • Competitive salary, • Paid vacation, • Sick days, • Holidays, • Medical, Dental, and Vision Insurance

Job DescriptionBenefits/Perks • Competitive Compensations, • Career Advancement Opportunities, • Lesson Planning through engaging activities that are developmentally appropriate, • Design a daily and weekly schedule, • Provide basic care and caregiving activities, • Evaluate children to ensure they are reaching developmental milestones, • Communicate with parents and update them on their children’s activitiesQualifications, • Previous experience as a teacher or childcare provider, • Strong understanding of child development, • Patient, kind, and nurturing, • Excellent organizational, communication, and time management skills, • First aid/CPR certified

Job DescriptionJob Description The Goddard School® of Bethesda, MD is currently seeking qualified Toddler Teachers. The Goddard School® is a renowned program with a Piaget (Learning through Play) based foundation and a leader in the franchised preschool industry which is growing and continues to set the standard for excellence. The focus of the program is to provide a life-long love of learning. Our staff is made of loving and dedicated teachers who understand each child’s needs. They are highly qualified childhood educators who are able to use their creativity and the Goddard Developmental Guidelines as the basis for unique lesson plans that are brought to life in a fun and imaginative way. We are looking for fun and energetic Toddler Teachers for our school. Daily Responsibilities Our Teachers work together: Developing lesson plans. Meeting the individual's needs of the children Participating in staff and training meetings. Designing an appropriate room arrangement to support the goals and developmental level of the children in the classroom. Interacting with the children to support play, exploration, and learning. Presenting expectations that are appropriate to the child’s age and developmental level. Planning and implementing activities that develop self-esteem and social skills. Communicating appropriately and professionally with parents and fellow staff. Building teamwork. Using assessment tools. Committing to continuing education. Job Requirements • BA or BS in Early Childhood Education or closely related field, • 90 Hour Toddler / Pre-School Certification, • 45 Hour Infant Toddler Certification, • Prior experience with Children, • Demonstrated knowledge of developmentally appropriate practices, • Strong written and communication skills, • Work 9AM-6PM The Goddard School offers competitive compensation and benefits based on experience, education and certifications and is an Equal Opportunity Employer We provide outstanding opportunities including: • Competitive salary, • Up to 2 weeks vacation, • Holidays, • Medical Insurance

Job DescriptionPosition Title: Tour Guide (TG) * Job Type: Full-Time. * Job Location: Bureau of Engraving and Printing, Washington, D.C. * Requirements: The candidate shall: * U.S. citizenship or lawful permanent resident with 3+ years of U.S. residency * High school diploma or equivalent * Strong public speaking and customer service skills * CPR certification (maintained throughout contract period) * Must pass BEP security clearance * Duties: The candidate must: * Conduct 45-minute guided tours on the elevated gallery above the currency production floor * Explain history, process, and anti-counterfeiting measures in U.S. currency * Assist visitors with accessibility needs and distribute tour wands or materials * Monitor crowd flow and ensure safety protocols are followed * Respond to visitor questions and provide assistance at information desk and ticket counter * Maintain cleanliness, monitor supplies, and report issues to SLT/LTG * * Conduct tours for general and specialized audiences * Maintain readiness of tour materials and equipment * Serve as backup for PM or TS when necessary * Enforce tour policies, crowd control, and safety procedures Powered by JazzHR sqxCiT3r1S

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. Position Summary: Athletic coaches instruct and work with athletes to prepare them for competition. Coaches help athletes to play their best individually or as a team. They are experts on the rules, strategies, and techniques of their sports. Coaches must work closely with their student athletes in areas of sportsmanship, teamwork, and leadership ensuring that their athletes are disciplined, balanced, caring, risk-takers. Coaches must also know about sports equipment, physical fitness, and safety. Stipend: The coaches stipend will vary depending on position and number of days per week of activity. Stipends for Head Coaches will range from $1,950 per season to $3,750 per season. Stipends will be paid in one lump sum 30 days after the conclusion of the season. Non-DCI employees will be paid their stipend as contract employees and taxes will not be withheld. DCI staff members will receive their stipends with taxes taken out. Qualifications: • High school coaching or playing experience or equivalent club experience are preferred for consideration. Must pass a background check and submit the following certifications:, • American Heart Association First Aid/CPR/AED Certified (Expires every two years), • National Federation of High Schools Heat Illness (Expires every two years), • National Federation of High Schools Concussion (Expires every two years), • National Federation of High Schools Sportsmanship (Expires every two years), • National Federation of High Schools Fundamentals of Coaching (No expiration), • National Federation of High Schools Sport Specific Course (Based on the sport being coached, No expiration) High School Coach candidates should possess a vision for a high school program, including vertical articulation for Junior Varsity and Middle School programs. Middle School Coach candidates will develop and strengthen fundamental skills of the sport with a focus on teamwork and sportsmanship, health and safety, responsibility and accountability, and building meaningful relationships. Roles and Responsibilities Knowledge • Knowledge of DCSAA, PCSAA and DCI policies and procedures., • Instructs and demonstrates skill sets and techniques necessary for individual and team achievement in the sport., • Knowledgeable of resources outside of school to assist in player development, • Attends work regularly and is punctual., • Creates and implements a program philosophy., • Recruits student athletes within DCI., • Writes practice plans for efficient instruction., • Develops appropriate training programs and practice schedules., • Assist in set-up and tear down for practices and games., • Hire assistant coaches with approval by the Athletic Director., • Ensure that assistant coaches adhere to all policies and procedures., • Takes attendance in the first 15 minutes of a team event., • Enforces discipline policies and emphasizes sportsmanship and healthy lifestyles., • Supervises students in locker rooms at home and away games and ensures appropriate behavior., • Travels with student athletes on the team bus both to and from games., • Works with the athletic director in preparing practice and game schedules., • Makes recommendations regarding the purchase of uniforms, equipment and supplies., • Ensures that proper form(s) (insurance, attendance, medical) obtained and current., • Ensures that all student athletes are eligible, insured and have paid fees., • Ensures that medical and safety requirements are adhered to., • Appropriately maintains and secures confidential records and inquiries., • Ensures that appropriate rules and regulations regarding the conduct of athletic activities and athletes are followed., • Professionally represents the school in interactions with parents, community, staff and students., • Interacts thoughtfully and courteously with students, staff, parents and officials and resolves conflict in a professional manner., • Maintains appropriate certifications and training hours as required., • Maintains necessary records and completes required paperwork in a specified time and manner., • Ensures that proper cleaning, storage, and maintenance of all athletic equipment and uniforms and updated inventories are adhered to., • Maintains a safe environment and facilities for student athletes at all times., • Register student-athletes for events as needed. Faculty and Staff Development/Benefits: DCI is committed to the principles of servant leadership and to providing faculty and staff with the resources and training they need to provide an excellent education experience for every student and family. • 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 Are you prepared to motivate and lead young musicians in Washington, D.C.? The Leaders of Tomorrow Youth Center seeks a committed Marching Band Instructor to play a crucial role within our team. Come join us in nurturing talent and facilitating development through the realm of music education. Responsibilities will entail leading rehearsals, organizing performances, and instilling discipline and teamwork among our students. If you possess a love for music and a determination to empower the upcoming generation of artists, we invite you to become part of our encouraging and innovative community at LTYC. Compensation: $35 - $40 hourly Responsibilities: * • Develop engaging and effective lesson plans for marching band rehearsals and performances to facilitate student learning and mastery of musical pieces and marching formations., • Offer guidance and constructive feedback to students to support their musical and marching skill development and growth as musicians and performers., • Coordinate and supervise marching band practices and performances to ensure seamless execution of routines and successful outcomes., • Collaborate with fellow instructors and staff to plan music selection and marching routines for a cohesive and synchronized marching band performance., • Monitor and evaluate student progress regularly, providing updates to parents and school administration to track development and communicate achievements and areas for improvement.Qualifications:, • Minimum requirement of 2 years of experience as a Marching Band Instructor in a similar setting., • Strong foundation in music education or a related field is essential., • Demonstrated ability to craft engaging lesson plans tailored to marching band routines., • Proficient in applying effective classroom management strategies., • Must have valid US Work Authorization.About Company Through arts education programs and more, Leaders of Tomorrow Youth Center enriches the lives of thousands of underserved youth in the Maryland, D.C., and Virginia school systems, empowering them to develop their artistic talents and achieve their greatest potential. Since its inception in 2004, LTYC has continuously expanded its programming, geographic outreach, and calendar, expanding stronger relationships among schools, students, families, and the community. LTYC has been able to impact the lives of more than 160,000 students, ranging from grades K-12. Many of our students come from schools in Baltimore City and surrounding areas that are in dire need of arts education and behavioral intervention. Our arts education instruction includes dance, theater, music, visual arts, media arts, creative writing, STEAM, culinary arts, Yoga, martial arts, and gardening.

Job DescriptionDescription: The Cato Institute is seeking a quantitative Research Associate to join a team of data-driven researchers working on immigration policy. The Research Associate will be responsible for using modern statistical methods to support the work of Cato’s immigration team in producing original empirical research. This position will help produce original statistical work in multiple formats, ranging from working papers to descriptive statistical work for blog posts, op-eds, research briefs, and policy analyses. The Research Associate will be an integral part of the immigration team’s workflow and will occasionally co-author pieces with other members of the team. The Research Associate will report to the Associate Director of Immigration Studies and work with policy staff to brainstorm and potentially spearhead new research projects related to immigration. This is a hybrid position in Washington, DC. The starting salary for the Research Associate position is $52,000. About Cato The Cato Institute is a public policy research organization—a think tank—dedicated to the principles of individual liberty, limited government, free markets, and peace. Its scholars and analysts conduct independent, nonpartisan research on a wide range of policy issues. Founded in 1977, Cato owes its name to Cato’s Letters, a series of essays published in 18th-century England that presented a vision of a society free from excessive government power. Those essays inspired the architects of the American Revolution. And the simple, timeless principles of that revolution — individual liberty, limited government, and free markets – turn out to be even more powerful in today’s world of global markets and unprecedented access to information than Jefferson or Madison could have imagined. Social and economic freedom is not just the best policy for a free people, it is the indispensable framework for the future. Cato Institute is an Equal Opportunity Employer. Responsibilities • Support the research of the senior members of the immigration team (80-90%) as well as other departments on an as-needed basis (10-20%). Roughly half of the Research Associate’s work will be for short-term day-to-day projects; the other half will be for longer-term projects., • Gather, clean, and format datasets from numerous sources, such as the Current Population Survey, American Community Survey, the Bureau of Labor Statistics, the Survey of Income and Program Participation, and others., • Help prepare presentable statistical output in the form of figures and tables for other members of the Cato team., • Replicate statistical findings from peer-reviewed academic research, policy analyses, and government reports., • A bachelor's in economics, statistics, data science, or any field that requires strong quantitative skills. An advanced degree is preferred., • At least one year of prior internship or work experience., • Evidence of strong quantitative research skills and prior original statistical work., • Experience in econometrics is preferred., • Familiarity with two or more software packages or programming languages used for data analysis (such as Excel, Stata, R, Python, MATLAB, etc.)., • Familiarity with the latest multiple regression analysis methods and the latest econometric methods, such as synthetic controls, difference-in-differences, and other quasi-experimental methods, is a plus., • Strong organizational skills, including the ability to work on multiple tasks both independently and as part of a team on a time-sensitive basis., • A commitment to accuracy and precision. Please submit the following materials: • CV/Resume. Cover letter optional., • A code sample or code project in Stata or R. All Cato employees are provided with: • Medical, dental, and vision insurance, • Employer contribution to a Health Savings Account (HSA), • Generous vacation and sick days, • Paid parental leave, • Employer-provided life and disability insurance, • 401(k) employer match, • Transit/ Parking benefits, • Pet discount plan

Job DescriptionThe Market Shaping Accelerator a partnership between three leading institutions – combining the academic expertise of Dartmouth and the University of Chicago, with the policy insights of the Center for Global Development is led by the world’s leading market shaping scholars including Professor Christopher Snyder (Dartmouth), Nobel laureate Michael Kremer (UChicago), and Professor and President of the Center for Global Development Rachel Glennerster (CGD and UChicago). MSA aims to catalyze the development of Advance Market Commitments and other market shaping mechanisms to incentivize innovations addressing pressing global challenges including, climate change, pandemic threats, and global health issues. MSA identifies promising opportunities, develops high-impact proposals, and engages with policymakers and funders. This position will be based in Washington, DC. The selected candidate might be a CGD employee hired under CGD's employment conditions, or a Dartmouth employee hired under their terms and conditions. Job Description The Research Assistant, will work with Professor Christopher Snyder (Dartmouth) and Professor Rachel Glennerster (CGD President), and other colleagues at the Market Shaping Accelerator to support the development and adoption of high-impact, market shaping proposals that will incentivize innovations that address climate change, pandemic threats, global health issues, and other pressing global challenges. The position will provide an opportunity to engage in a variety of tasks that provide preparation for graduate school and exposure to working with key policymakers, economists, and philanthropists. Predoctoral Fellows interact frequently with the faculty directors and work in a supportive environment with a small team. This role provides the opportunity to collaborate on papers, interact with economic experts, and contribute to market-shaping proposals. Responsibilities include, but are not limited to, the following: • 40% Economic appraisal and quantitative modeling (including cost-benefit analysis) of market shaping proposals, • microeconomic modeling and analysis, • Estimating the size of relevant markets, the potential benefits of new innovations and the potential size (cost) of the market shaping instruments, • Modeling and data analysis in Stata, R, and/or Python, • 25% Supporting analysis of policy challenges related to climate change, global health, and pandemic preparedness – including understanding the market dynamics and structure of key sectors/industries, • 10% Communication and coordination with relevant stakeholders, • Bachelor’s degree in Economics or related field, • Strong quantitative skills and experience with empirical research methods or microeconomic modeling, • Programming experience in at least one language (e.g., Stata, R, Python, or MATLAB), • Excellent analytical and critical-thinking skills, • Strong oral and written communication skills, • Advanced modeling experience and knowledge of multiple programming languages is desired (but not required), • Curiosity and interest in climate change, pandemic preparedness and global health, • Working Conditions, • Some domestic (and possible international) travel as required.Application Documents, • Resume/CV (required), • Cover Letter (required), • Writing Sample (required), • Transcripts (required), • Professional References Contact Information (3) (required) Closing date: October 12 at 11:59 pm ET. Salary range: $54,340 - $58,000. Pay commensurate with education, skillset, and experience. CGD offers a work environment that is collegial, rewarding, and rich with opportunities for intellectual and professional growth. The compensation package includes generous paid time off, a robust medical, vision and dental benefits with a modest employee contribution, employer retirement contribution, commuter benefits, and much more. Read about CGD's benefits package here. The organization is working hybrid with all staff required to be in the office at least three days per week. CGD is registered to employ staff living in DC, Maryland, or Virginia. Candidates must be able to live and work in one of these locations to be considered. In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document upon hire. CGD is unable to sponsor work authorization for this position. CGD/E is an Equal Opportunity Employer, and celebrates fostering a collaborative, diverse, and inclusive work environment. All persons will be considered for employment regardless of race, color, creed, national origin, ancestry, gender, gender identity or expression, national origin, parental status, veteran status, marital status, disability, religious or political affiliation, age or sexual orientation. Powered by JazzHR oYXbeBLGsM

Job Description The Goddard School® of Bethesda, MD is currently seeking qualified Infant Teachers. The Goddard School® is a renowned program with a Piaget (Learning through Play) based foundation and a leader in the franchised preschool industry which is growing and continues to set the standard for excellence. The focus of the program is to provide a life-long love of learning. Our staff is made of loving and dedicated teachers who understand each child’s needs. They are highly qualified childhood educators who are able to use their creativity and the Goddard Developmental Guidelines as the basis for unique lesson plans that are brought to life in a fun and imaginative way. We are looking for fun and energetic Infant teachers for our school. The Goddard School offers competitive compensation and benefits based on experience, education and certifications and is an Equal Opportunity Employer We provide outstanding opportunities including: • Competitive salary, • Paid vacation, • Sick days, • Holidays We are looking for a bright and energetic Infant teachers! We are looking for someone to work full time and have flexibility with different infant age groups. We would like out teacher to: 1. Communicate effectively with infants, toddlers, their parents, and other staff., 2. Provide quality, nurturing care to infants and toddlers enrolled in the program., 3. Demonstrate skills to properly address developmental needs of infants and toddlers., 4. Conduct and document developmental screenings and assessments of children., 5. Maintain effective, working relationships with children, parents, and staff. Qualifications: • At least two years of experience in early childhood, • CDA, Associates or Bachelors in Early Childhood Education or related field, • Reliable transportation, • Flexibility to open or close classroom Job Duties and Responsibilities: • Maintains an open, friendly, and cooperative relationship with each child and family., • Promotes parent-child bonding and nurturing parent-child relationships., • Promotes feelings of security and trust in infants and toddlers., • Greets infants and their parents warmly and with enthusiasm each morning., • Assures that: each infant and toddler is warmly greeted upon arrival; each infant is held; and each child is gradually assisted to become a part of the small group., • Talks, sings, and reads to infants frequently., • Responds quickly in a soothing and tender manner to infants' cries or calls of distress., • Responds consistently to infants' needs for food and comfort., • Implements individualized feeding plans for children; respects individual preferences and eating styles; sits with toddlers and shares family-style meal; models manners and good nutrition., • Tends to children's personal hygiene needs, remaining especially attentive to them during routines such as diaper changing, cleaning, feeding, and changing soiled or wet clothes., • Respects infants' curiosity about each other; ensure that children treat each other gently., • Organizes each day's activities to provide children with a variety of experiences and opportunities that allow them to develop curiosity, initiative, problem-solving skills, and creativity, as well as a sense of self and a feeling of belonging to the group., • Conducts developmental screenings and ongoing assessments of infants and toddlers to determine motor, language, social, cognitive perceptual and emotional skills., • Completes menu worksheet for assigned infants and toddlers., • Maintains a safe, clean, care-giving environment, practices good personal hygiene and hand washing, and assures the well being and safety of all of the children in that environment., • Maintains a positive, calm attitude and a pleasant, soothing voice, and models this attitude and voice for parents and others working or volunteering in the program., • Maintains a cooperative attitude of working together with other teachers, the center director, parents and volunteers in planning and implementing activities for the program/classroom., • Utilizes disciplinary measures appropriately as outlined in the school's Discipline Policies and Procedures., • Provides for the physical safety of each child from arrival time until departure time., • Observes children to detect signs of illness, injury, abuse, neglect, emotional disturbance, or other special needs, and reports these signs immediately to the center director or person in charge., • Attends all training opportunities and staff meetings as provided and scheduled., • Performs any other tasks deemed necessary by the center director.

Job DescriptionSalary: The Lead Instructor will have three primary bodies of work that are designed to support a vibrantschool culture as well as rigorous and relevant academic instruction. • Relationship Building : Deliberately building and leveraging strong relationships for outcomesfor children, engaging relational strategy in working with young male scholars for the purpose ofincreasing their engagement in high quality instruction., • Teaching and Learning : Providing highly engaging and rigorous content standards alignedinstruction, differentiating, accommodating and modifying instruction for the needs of alllearners SWDs, ELLs, academic strugglers and advanced learners., • Communication : Co-planning, co-teaching with Administrators, Student Support Specialists and Aides as well as regularly communicating progress towards goals and necessary program changes with parents. The person best suited for this role is a learning-oriented and inspirational teacher with a desire to impact the overall academic experience of underserved students. You will be an effectual and high performing teacher looking to expand your knowledge and practice within the classroom. The best candidates will have an advanced degree and a track record of creating high levels of academicgrowth within populations of students with significant potential and limited experience of prior academic success.

Job Description The Goddard School® is a renowned program with a Piaget (Learning through Play) based foundation and a leader in the franchised preschool industry which is growing and continues to set the standard for excellence. The focus of the program is to provide a life-long love of learning. Our staff is made of loving and dedicated teachers and assistant teachers who understand each child’s needs. We are looking for fun and energetic Assistant Teachers for our school. This position can be either Full Time 8:30 AM - 5:30 PM or Part Time 12:00- 6:00 PM or 3:00 - 6:00 PM Daily Responsibilities Our Assistant Teachers work together with lead teachers to: • Meet the individual's needs of the children, • Communicate with parents, • Participate in staff and training meetings, • Interact with the children to support play, exploration, and learning, • Present expectations that are appropriate to the child’s age and developmental level, • Plan and implement activities that develop self-esteem and social skills, • Communicate appropriately and professionally with parents and fellow staff, • Build teamwork, • Use assessment tools, • Show a commitment to continuing education For immediate consideration please apply now! Teacher Qualifications • Prior experience with children, • Strong written and communication skills Benefits The Goddard School offers competitive compensation and benefits based on experience, education and certifications and is an Equal Opportunity Employer. We provide outstanding opportunities including: • Competitive salary, • Paid vacation, • Sick days, • Holidays, • Medical, Dental, and Vision Insurance

Job Description St. Jerome's Academy in Hyattsville Maryland is hiring a Montessori Toddler Room Assistant for the 2025-26 school year. This is a part-time role for 16 hours per week (8:00am to 12:00pm) and will report to the Principal. The pay rate for this role is $16.00 to $18.00 per hour Please forward your resume and letter of interest to: St. Jerome Academy begins with a Montessori House made up of four classrooms: one toddler room and three primary rooms. In all four rooms, students engage in developmentally appropriate Montessori works. Each classroom has an Atrium for Catechesis of the Good Shepherd. Students complete a three-hour work cycle each morning. One group of toddler students attends on Mondays and Tuesdays; another attends on Thursdays and Fridays. The toddler room has one lead teacher and one assistant. The teacher's assistant is responsible for assisting the lead teacher in student development, providing direction and correction for students and maintaining the environment. Needed skills include: Communication, understanding of silence, temperance, and a joyful disposition. To apply for the position, please send a resume and a cover letter to Montessori Director Annie Scheetz () and Principal Kevin Somok ().

Job DescriptionPosition Title: Lead Tour Guide (LTG) * Job Type: Full-Time. * Job Location: Bureau of Engraving and Printing, Washington, D.C. * Requirements: The candidate shall have a: * U.S. citizenship * Minimum 3 years of customer service experience in a tour setting * At least 1 year public speaking experience with groups over 30 * At least 1 year experience with Microsoft Office Suite * Current CPR certification * Must pass BEP security clearance * Duties: The candidate must: * Support the SLT in supervising daily tour operations * Ensure proper assignment of tour guides for daily and special events * Conduct tours for general and specialized audiences * Maintain readiness of tour materials and equipment * Serve as backup for PM or TS when necessary * Enforce tour policies, crowd control, and safety procedures Powered by JazzHR KNbVD7oVl4

Job Description We are seeking an energetic, nurturing and experienced Preschool Lead Teacher to join our organization! This individual will plan and present age-appropriate activities for children. We are looking for candidates that are well-prepared as teachers of young children and share a vision for the rich potential of childhood. Responsibilities: • Instruct preschool-aged children in activities designed to promote intellectual and creative growth, • Create a fun and safe learning environment, • Develop schedules and routines to ensure adequate physical activity, rest, and playtime, • Establish and maintain positive relationships with students and parents, • Communicate with parents on students' growth and progress, • Previous experience in childcare, teaching, or other related fields, • Passionate about working with children, • Ability to build rapport with children, • Positive and patient demeanor

Job Description The Goddard School® is a renowned program with a Piaget (Learning through Play) based foundation and a leader in the franchised preschool industry which is growing and continues to set the standard for excellence. The focus of the program is to provide a life-long love of learning. Our staff is made of loving and dedicated teachers who understand each child’s needs. They are highly qualified childhood educators who can use their creativity and the Goddard Developmental Guidelines as the basis for unique lesson plans that are brought to life in a fun and imaginative way. Job Description We are looking for fun and energetic Toddler and Preschool Lead Teachers for the Goddard School in Bethesda, MD. Daily Responsibilities Duties of Lead Teachers include: * Meeting the individual needs of the children * Communication with parents * Participation in staff and training meetings * Interacting with the children to support play, exploration, and learning * Presenting expectations that are appropriate to the child’s age and developmental level * Planning and implementing activities that develop self-esteem and social skills * Communicating appropriately and professionally with parents and fellow staff * Building teamwork * Committing to continuing education For immediate consideration please apply now! Job Requirements Teacher Qualifications: • Minimum of MSDE-OCS Teacher requirements (90 hour training) or Bachelors Degree in Education, • Prior classroom experience, • Demonstrated knowledge of developmentally appropriate practices, • Strong written and communication skills The Goddard School offers competitive compensation and benefits based on experience, education and certifications and is an Equal Opportunity Employer We provide outstanding opportunities including: • Competitive salary, • Paid vacation, • Sick days, • Holidays, • Medical, dental, and vision insurance

Job Description The Goddard School® is a renowned program with a Piaget (Learning through Play) based foundation and a leader in the franchised preschool industry which is growing and continues to set the standard for excellence. The focus of the program is to provide a life-long love of learning. Our staff is made of loving and dedicated teachers who understand each child’s needs. They are highly qualified childhood educators who can use their creativity and the Goddard Developmental Guidelines as the basis for unique lesson plans that are brought to life in a fun and imaginative way. Job Description We are looking for fun and energetic Preschool and Pre-K Lead Teachers for the Goddard School in Bethesda, MD. Daily Responsibilities Duties of Lead Teachers include: * Meeting the individual needs of the children * Communication with parents * Participation in staff and training meetings * Interacting with the children to support play, exploration, and learning * Presenting expectations that are appropriate to the child’s age and developmental level * Planning and implementing activities that develop self-esteem and social skills * Communicating appropriately and professionally with parents and fellow staff * Building teamwork * Committing to continuing education For immediate consideration please apply now! Job Requirements Teacher Qualifications: • Minimum of MSDE-OCS Teacher requirements (90 hour training) or Bachelors Degree in Education, • Prior classroom experience, • Demonstrated knowledge of developmentally appropriate practices, • Strong written and communication skills The Goddard School offers competitive compensation and benefits based on experience, education and certifications and is an Equal Opportunity Employer We provide outstanding opportunities including: • Competitive salary, • Paid vacation, • Sick days, • Holidays, • Medical, dental, and vision insurance

Job Description Teamwork makes the dream work at STEM Preschool -- and we are looking to grow our team! STEM Preschool is now seeking candidates for the position of an Assistant Teacher in Capitol Hill, Washington DC Come join our growing team of educators who provide a fun, engaging, and STEM-focused learning experience for children from the ages of 1 to 5. Ideal candidates are creative and patient individuals who have an interest in early childhood education. Specific responsibilities will include: • Assisting the Lead Teacher in planning of weekly themes, lesson plans, and daily activities., • Observing, recording, and assessing each child’s individual growth and development., • Maintaining a safe and healthy environment for children at all times., • Actively engaging in daily activities and routines with children. The requirements for this role, as follows: • A CDA (Child Development Associates)., • Associate’s degree, 60 college credits, or higher, • At least two (2) years of in-service training in a preschool or child care center run on child development principles. Benefits Our employees enjoy benefits that make them more productive and contribute directly to the development of their professional skills. We want to be able to attract the best of the best and make sure they keep getting better. To that end, after the first three months of successful employment, STEM Preschool is offering: • Paid time off, including federal holidays and school closings;, • Health insurance plan for salaried employees;, • Retirement plan;, • Professional development opportunities;, • Tuition reimbursement; and, • A number of fun staff appreciation perks. STEM Preschool is an equal opportunity employer. We want applicants of diverse backgrounds and hire without regard to race, color, gender, religion, national origin, ancestry, citizenship, disability, age, sexual orientation, or any other characteristic protected by law. No emails or phone calls, please.

Job Description About Our Organization The Brooklyn Robot Foundry was founded in Brooklyn, NY in 2011 and has recently adopted a franchise model. We are currently in XXXXX cities and growing every day. Our programs teach circuitry and engineering to children 2-14. Using our signature designs and building methods, we encourage children to develop critical thinking and harness their creativity in a screen-free environment. Go to brooklynrobotfoundry.com to read more about us. Job Position Summary SCHEDULE AND LOCATION This is a part-time position for a mobile business. Generally, our shifts include after school hours, weekend classes, birthday parties, days off from school, week-long school holidays, summer sessions and some evening programming. Teachers have the ability to create monthly shift schedules that align with their availability. POSITION DESCRIPTION The Brooklyn Robot Foundry seeks part-time educators who enjoy working with children to lead robot-building classes. Successful candidates will demonstrate an enthusiasm for hands-on, STEAM-focused learning and be creative thinkers, problem solvers and strong verbal communicators. An ability to work with a variety of learners and create a welcoming environment that encourages creativity and confidence is essential. This is a perfect job for an upper-class college or graduate student pursuing a career in early childhood education who seeks in-class experience or someone who is looking for part time work while pursuing another career (we employ a lot of actors, artists and designers). If you are responsible, enjoy working with children and like to build or create, join us! There is an opportunity for advancement as we grow and expand. RESPONSIBILITIES * Facilitating robot-building classes using The Brooklyn Robot Foundry designs and curriculum (which we will teach to you) * Self-driving to different locations within a designated territory to lead programming * Setting up and breaking down class materials within the program space * Ensuring that classes stay on time * Functioning as the onsite point person for teachers, clients and parents * Keeping tools organized and stocked * Submitting program evaluations at the end of sessions * Staying updated on curriculum and teaching methodology * Maintaining a strong commitment to The Brooklyn Robot Foundry’s core values; fostering independent thinking and problem solving, encouraging creativity and HAVING FUN. REQUIREMENTS * Positive energy and a sincere love of working with children ages 2-14 * Excellent classroom management skills and an ability to be flexible, patient and friendly with all types of learners * Interest or experience in STEAM-focused, hands-on and inquiry-based learning. * Positive and calm under pressure * Excellent interpersonal and collaborative skills * Love working with your hands (crafting, baking, tinkering, etc). * Extremely reliable * Must be able to lift 35 lbs. * Must be able to pass a CPR/First Aid certification (we will arrange and pay for this class) * A valid driver’s license, access to a vehicle (travel stipend provided) and live a commutable distance to your designated territory. * This position requires a background check PLUSES * Experience as a classroom leader or camp counselor * Experience working with circuits

Job DescriptionPosition: Competitive Swim Coach Locations: Chinquapin Park Recreation Center, Alexandria VA and Prince George’s Community College, Largo MD Starting Pay: $30/hour Part-Time Hours: We are looking for a swim coach to run workouts in the evenings Tuesday through Friday at Prince George’s Community College and on weekend afternoons at Chinquapin Park Recreation Center. Responsibilities: * Conduct efficient and effective swim practices with emphasis on technique, attention to detail and overall competitive swimming etiquette. * Collaborate with Young Masters coaching staff and WeAquatics administration to ensure efficient club operations. * Evaluate and monitor swimmer progress, offering constructive and empowering feedback. * Ensure a safe and positive learning environment by enforcing pool rules and safety protocols. * Communicate effectively with students and parents/guardians regarding progress and goals. * Maintain accurate records of attendance, progress, and performance. * Foster a positive and enjoyable atmosphere during practices. * Attending area swim meets Qualifications: * Competitive swim coaching skills * Extensive knowledge of legal stroke technique * Excellent communication and interpersonal skills. * Ability to adapt coaching methods to different learning styles. * Current lifeguard, CPR and USA Swimming certifications REQUIRED. * Passion for promoting competitive swimming and water safety and a love for teaching swimming * Previous experience as a competitive swimmer REQUIRED. Here at WeAquatics our personalized one-on one swimming lessons feed into our developmental swim team known as Young Masters. Our objective is to give detailed attention and feedback to developing swimmers in the areas of technique, conditioning, respect for themselves and others and embracing the journey that is competitive swimming. We are seeking a dynamic and enthusiastic individual to join our team as a Young Masters Swim Coach! As a Swim Coach, you will play a key role in the transfer of knowledge of competitive swimming and cultivating amazing athletes. Previous experience as a swim coach or competitive swimmer is required. If you are passionate about coaching and promoting competitive swimming in a way that helps nurture newcomers to the sport, we invite you to apply for this rewarding opportunity with WeAquatics.

Job Description Context Travel is always looking for great experts and licensed guides in cities around the world! If you think you fit the bill or know someone who does, please apply via our guide application here. Context offers cultural and historical tours and activities led by deep subject-matter experts in over 60 destinations around the world. With coverage of lesser-known locales as well as main city sites, our expert guides take clients through in-depth, thematic topics to help them get to know a city more deeply. Context tours are designed to be the ideal environment for learning—they are conversation-driven experiences that are structured, but never scripted. From Paris to Tokyo to New York to Mexico City, we have a global network of architects, historians, food experts, ecologists, archaeologists, artists - and more - showing their cities to intellectually curious clients. Join our global community of guides and experts and learn more about the benefits of working for an international travel company, a learning organization invested in sustainability and transformational travel. Our experts work on a freelance basis, according to their schedules and expertise. There are no fixed hours per week. It's a great opportunity for Ph.D. students, professors, tour guides, or academic enthusiasts. We welcome applications from individuals with the following profession or expertise: • Architecture, • Anthropology, • Art and Art History, • Archaeology, • Food and beverage, • History, • Religion and Theology (and especially Jewish Heritage), • Sociology, • Urban planning and/or environment, • Applicants should hold a higher degree (MA or Ph.D.) in any of the above disciplines or an equivalent credential and/or have licensure to lead tours as required by cities or venues, • An ability to connect with people of all ages is essential, and demonstrated experience working with or teaching children is a plus Feel free to share this opportunity with others who you think might be interested! Context Travel is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. If you have a disability or special need that requires accommodation, please let us know. Powered by JazzHR x2snNAPBKS

Job Description Context Travel is always looking for great experts and licensed guides in cities around the world! If you think you fit the bill or know someone who does, please apply via our guide application here. Context offers cultural and historical tours and activities led by deep subject-matter experts in over 60 destinations around the world. With coverage of lesser-known locales as well as main city sites, our expert guides take clients through in-depth, thematic topics to help them get to know a city more deeply. Context tours are designed to be the ideal environment for learning—they are conversation-driven experiences that are structured, but never scripted. From Paris to Tokyo to New York to Mexico City, we have a global network of architects, historians, food experts, ecologists, archaeologists, artists - and more - showing their cities to intellectually curious clients. Join our global community of guides and experts and learn more about the benefits of working for an international travel company, a learning organization invested in sustainability and transformational travel. Our experts work on a freelance basis, according to their schedules and expertise. There are no fixed hours per week. It's a great opportunity for Ph.D. students, professors, tour guides, or academic enthusiasts. We welcome applications from individuals with the following profession or expertise: • Architecture, • Anthropology, • Art and Art History, • Archaeology, • Food and beverage, • History, • Religion and Theology (and especially Jewish Heritage), • Sociology, • Urban planning and/or environment, • Applicants should hold a higher degree (MA or Ph.D.) in any of the above disciplines or an equivalent credential and/or have licensure to lead tours as required by cities or venues, • An ability to connect with people of all ages is essential, and demonstrated experience working with or teaching children is a plus Feel free to share this opportunity with others who you think might be interested! Context Travel is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. If you have a disability or special need that requires accommodation, please let us know. Powered by JazzHR W7kiR2RDmM

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: High School Reports to: Assistant Principal for School Life Location: On-site at 4200 Davenport Street, NW, Washington, DC and requires in-person travel Dates: ASAP through April 30, 2026 Type of Opportunity: Part-time FLSA Status: Exempt Compensation: Up to $13,000 stipend (prorated, dependent up on start date) Note: Applications will be reviewed on a rolling basis. Georgetown Day School, a co-ed Pre-K-12 school in Washington, DC, seeks an Assistant Debate Coach to support its nationally recognized debate program. The Assistant Debate Coach will support the program's day-to-day functions and coordinate with the Director of Debate to support students and their families. This part-time position requires 8-10 hour on-campus hours per week and travel for approximately 15 weekends across the entire debate season for the 2025-26 school year. Responsibilities * Assist in coaching on campus debate practices after school 2-4 days per week, as scheduled with the Director of Debate * Judge and coach students at in-person and/or virtual debate tournaments. * Chaperone students during in-person travel debate tournaments. * Research and prepare materials on new debate topics. * Review student work remotely and provide timely, constructive feedback. * Collaborate closely with the debate coaching team and the HS Office to support program goals. Qualifications * Bachelor’s degree required. * Experience working with students, ideally in a school or extracurricular setting. * A minimum of two years of debate experience; some coaching experience strongly preferred. * Ability to work independently and manage multiple priorities effectively. * Demonstrated commitment to student growth and well-being, with genuine care for children and their families. * Strong written and verbal communication skills. * Commitment to the values of diversity, equity, and inclusion, and to honoring the dignity and worth of every individual. 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 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 essential functions. The noise level in the work environment is usually moderate. 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 . 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 Description We are seeking a knowledgeable and passionate Nail Instructor to join our team and educate aspiring nail technicians in the art and science of nail care. The Nail Instructor will be responsible for developing and delivering comprehensive nail technician training programs, including theoretical instruction and hands-on practical training. The ideal candidate will possess expertise in various nail techniques, including manicures, pedicures, nail art, acrylics, gels, and other nail enhancements. The Nail Instructor will inspire and motivate students, fostering their creativity and technical skills while ensuring adherence to industry standards and best practices. Company DescriptionMISSION AND CORE VALUES Dudley Beauty College’s Mission is to: ●\tPrepare students with in-class instruction to pass the State Board examination with confidence, ●\tAssist students with career placement through consultation, ●\tAid in developing students’ entrepreneurial skills and, ●\tProvide each student with a superior and extraordinary level of education using our in-class learning model. Our Core Values are: ●\tHigh teaching standards using an integrated learning platform designed to maximize the potential of today’s hair and beauty learner. Our knowledgeable educators blend time-tested and innovative cutting-edge techniques to help students grow at every step of the learning process. ●\tProfessionalism using interactive classes designed to help our students master the art and science of cosmetology, pass their respective state exams, and obtain job placement upon graduation. ●\tTeamwork in training the next generation of cosmetology entrepreneurs to create eye-catching portfolios, market themselves through social media, and be ready to work anywhere. It’s a team effort that propels our students to live out their dreams and prepares them for job-readiness and entrepreneurship.MISSION AND CORE VALUES\r\n\r\nDudley Beauty College’s Mission is to:\r\n●\tPrepare students with in-class instruction to pass the State Board examination with confidence,\r\n●\tAssist students with career placement through consultation,\r\n●\tAid in developing students’ entrepreneurial skills and,\r\n●\tProvide each student with a superior and extraordinary level of education using our in-class learning model.\r\n\r\nOur Core Values are:\r\n●\tHigh teaching standards using an integrated learning platform designed to maximize the potential of today’s hair and beauty learner. Our knowledgeable educators blend time-tested and innovative cutting-edge techniques to help students grow at every step of the learning process.\r\n●\tProfessionalism using interactive classes designed to help our students master the art and science of cosmetology, pass their respective state exams, and obtain job placement upon graduation.\r\n●\tTeamwork in training the next generation of cosmetology entrepreneurs to create eye-catching portfolios, market themselves through social media, and be ready to work anywhere. It’s a team effort that propels our students to live out their dreams and prepares them for job-readiness and entrepreneurship.

Job Description Are you interested in being part of a Brand-New school and helping to build that school from the ground up? Are you passionate about positively impacting children? Are you looking for a workplace where fun and learning can happen at the same time? Would you like to make a difference in the field of early childhood education? If so, then The Goddard School in New Market is the place for you! Our School will be full of passion and enthusiasm. We are committed to providing a supportive environment for our staff and a nurturing environment for our students to develop into joyful and confident learners. We are not a daycare. We are preschool and are looking for the best preschool, infant, and toddler teachers to join our team today! We know the heart of our School is our faculty members. The contributions of our staff will make our program the best in the area. What We Offer: • Competitive compensation, • Paid holidays, • Paid vacation time, • Paid sick time, • Health, dental and vision insurance, • Discounted childcare, • Support with professional development, • Full support from our directors and resources to be successful in the classroom Overview of Role: We are looking for a fun and nurturing teacher with experience teaching infants. Our infant teachers are responsible for coordinating the daily operations of their assigned classroom. Teachers will plan, present, and evaluate educational and recreational activities for children in a safe environment. They will work directly with children and parents daily to build strong relationships and provide quality service. • Daily Responsibilities: Our Lead Teachers work together in:, • Developing lesson plans, • Meeting the individual needs of the children, • Parent communication, • Participation in staff and training meetings, • Designing an appropriate room arrangement to support the goals and developmental level of the children in the classroom, • Interacting with the children to support play, exploration, and learning, • Presenting expectations that are appropriate to the child's age and developmental level, • Planning and implementing activities that develop self-esteem and social skills, • Communicating appropriately and professionally with parents and fellow staff, • Teamwork, • Using assessment tools, • Committing to continuing education, • Lead Teachers are responsible for ensuring compliance with Goddard's industry-leading Quality Assurance standards. Lead Teachers write and implement their own lesson plans based on Goddard Developmental Guidelines and monthly school themes. Most importantly, they create a positive learning environment in their classroom where children develop a lifelong love of learning!, • Bachelor of Arts in Early Childhood Education or related field or CDA preferred, • MSDE qualified as a Lead Infant Teacher (90-hour Infant Certification), • Has successfully completed state-required pre-service training (Basic Health and Safety, COVID-19 Safety, ADA) or willing to do so, • CPR/First Aid Certified, • Prior classroom experience (new graduates please also apply-training available), • Demonstrated knowledge of developmentally appropriate practices, • Strong written and communication skills, • The Goddard School offers competitive compensation and benefits based on experience, education, and certifications and is an Equal Opportunity Employer.

Job Description We are seeking a Childcare Teacher to join our organization! This individual will plan and present age appropriate activities for children. Responsibilities: • Instruct preschool-aged children in activities designed to promote intellectual and creative growth, • Create a fun and safe learning environment, • Develop schedules and routines to ensure adequate physical activity, rest, and playtime, • Establish and maintain positive relationships with students and parents, • Communicate with parents on students' growth and progress, • Previous experience in childcare, teaching, or other related fields, • Passionate about working with children, • Ability to build rapport with children, • Positive and patient demeanor, • Excellent written and verbal communication skills

Job DescriptionSalary: We are looking for a qualified teacher to directly support the mission of Statesmen College Preparatory Academy for Boys by ensuring that the Statesmen vision of high-quality instruction is taking place within the classroom daily. Whether the content is ELA, Math, Science or Social Studies, lead teachers synthesize rigorous curriculum and Statesmen Strategy to create a highly engaging academic experience. The person best suited for this role is a learning-oriented and inspirational teacher with a desire to impact the overall academic experience of underserved students. You will be an effectual and high performing teacher looking to expand your knowledge and practice within the classroom. The best candidates will have an advanced degree and a track record of creating high levels of academic growth within populations of students with significant potential and limited experience of prior academic success. Job description below. Responsibilities • Build and leverage strong relationships in the service of outcomes for children., • Create lesson plans that meet established school curriculum models., • Provide highly engaging and rigorous standards-aligned instruction, differentiated for students at various levels of proficiency., • Coordinate with parents and schedule regular meetings to discuss the progress of the students., • Provide a safe and positive learning environment for the students., • Attend school meetings about curriculum and guidelines., • Bachelors degree in Education or an aligned field of study., • Understanding of teaching practices and educational guidelines aligned to Common Core State Standards., • Outstanding communication and interpersonal skills., • Strong organizational and problem-solving skills.

Job DescriptionOverview A Lead Teacher at The Goddard School is responsible for establishing and maintaining a safe, healthy and nurturing learning environment. Additionally a Lead Teacher is responsible to work together with an Assistant Teacher and in conjunction with the entire faculty. General Qualifications A Lead Teacher must meet the qualifications of his/her state and those set forth in the National Standards for hiring (see ), including the following: Ability to hear the conversational voice, with or without a hearing aidAbility to see and read newsprint, with or without corrective lensesAbility to speak and be understood under normal circumstancesAbility to lift and carry children and other items weighing up to 50 poundsAbility to use arms, hands, legs, and feet, with or without corrective devices; this includes the ability to evacuate the building during emergenciesAbility to handle crisis situations, especially where children are involvedAbility to respond immediately to emergency situations All candidates, who wish to be considered for the position of Lead Teacher must meet one or more of the following criteria, in addition to any/all requirements that may be mandated by their state and/or local licensing authorities: A Bachelors degree or higher in Early Childhood Education, Elementary Education, Child Development.A Bachelors degree or higher in a related field1, including 18 semester hours of completed coursework related to young children birth to age 8. Lead Teacher Responsibilities A Lead Teachers responsibilities may include, but are not limited to, the following: Establish and maintain a safe, healthy and nurturing learning environment Design an appropriate room arrangement to support the goals and developmental level of the children in the classroomDevelop an appropriate classroom management system to support the goals and developmental level of the children in the classroomEnsure that classroom equipment is in good repairUnderstand and implement The Goddard School emergency procedure(s)Promote healthy eating practices at lunch and snack timesEnsure that children are always within state ratio requirementsPerform nominal cleaning responsibilities (eg, spills) immediatelyPerform major cleaning during times when children are not presentPost a classroom schedule that meets the needs of the children and includes a routine and learning opportunitiesPost and adhere to all GSI Health and Safety policies and proceduresAdvance childrens physical and intellectual competence Adapt program to meet the individual needs of each childCreate a multi-cultural learning environmentProvide a variety of developmentally appropriate materialsInteract with the children to support play, exploration and learningEncourage children to talk with each other and with the facultyPresent age- and developmentally-appropriate expectations for all childrenCreate a print-rich environment in order for children to learn about books, literature and writingEncourage creativity through art, music, dramatic play and blocksProvide a reasonable balance between teacher-directed and child-directed activitiesProvide opportunities for both active and quiet playIntegrate GSI resources (including Enrichment Programs) into lesson plansSupport each childs social and emotional development and provide positive guidance Understand and adhere to the GSI Behavior PolicyPlan and implement activities to develop childrens self-esteem and social skillsPlan and implement activities to enable childrens feeling of securityEncourage empathetic and respectful feelings for others, as well as the environment, through positive modelingRespect cultural and ethnic diversityEstablish positive and effective family relations Communicate, in a professional manner, with families and facultyEncourage families to become an integral part of their childrens learning experiencesProvide opportunities (e.g., conferences) in which families are made to feel a part of their childrens learning experiencesPrepare a Daily Activity Report for each childMaintain a portfolio for each childMaintain the classroom Parent BoardEnsure an effective program, responsive to childrens needs Assess supplies and materials needed to implement activitiesBuild teamworkDevelop lesson plan books and posted lesson plansManage classrooms according to GSI QA StandardsPerform child observations and document in their portfoliosUse assessment tools (eg, Progress Reports, Childrens Progress)Maintain professional commitment Promote GSI philosophy and educational objectivesSupport a code of ethical conductPursue professional development/continuing educationAttend faculty meetings, in-service days, conferences and professional growth opportunities FOREIGN DEGREES All foreign degrees MUST be converted to U.S. credits.All foreign courses and/or credit hours must be converted to U.S. standards.Related Degrees Include, But May Not Be Limited To Elementary EducationHome EconomicsChild DevelopmentChild LifePsychology or Sociology with a minor in EducationSpecial EducationChild PsychologyRelevant Coursework Child DevelopmentHuman Growth and DevelopmentEducational PsychologyChild PsychologyMethods: Age Birth to 8 yearsChildrens LiteratureDevelopmental Assessment of Young ChildrenMeasurement and EvaluationNutritionHealth and SafetyChild Care AdministrationStudent Teaching: Kindergarten; 1st Grade; 2nd Grade Teachers create the identity of the school and input their knowledge into our students. Responsibilities:* A Lead Teachers responsibilities may include, but are not limited to, the following: Establish and maintain a safe, healthy and nurturing learning environment Design an appropriate room arrangement to support the goals and developmental level of the children in the classroom Develop an appropriate classroom management system to support the goals and developmental level of the children in the classroom Ensure that classroom equipment is in good repair Understand and implement The Goddard School emergency procedure(s) Promote healthy eating practices at lunch and snack times Ensure that children are always within state ratio requirements Perform nominal cleaning responsibilities (eg, spills) immediately Perform major cleaning during times when children are not present Post a classroom schedule that meets the needs of the children and includes a routine and learning opportunities Post and adhere to all GSI Health and Safety policies and procedures Advance childrens physical and intellectual competence Adapt program to meet the individual needs of each child Create a multi-cultural learning environment Provide a variety of developmentally appropriate materials Interact with the children to support play, exploration and learning Encourage children to talk with each other and with the faculty Present age- and developmentally-appropriate expectations for all children Create a print-rich environment in order for children to learn about books, literature and writing Encourage creativity through art, music, dramatic play and blocks Provide a reasonable balance between teacher-directed and child-directed activities Provide opportunities for both active and quiet play Integrate GSI resources (including Enrichment Programs) into lesson plans Support each childs social and emotional development and provide positive guidance Understand and adhere to the GSI Behavior Policy Plan and implement activities to develop childrens self-esteem and social skills Plan and implement activities to enable childrens feeling of security Encourage empathetic and respectful feelings for others, as well as the environment, through positive modeling Respect cultural and ethnic diversity Establish positive and effective family relations Communicate, in a professional manner, with families and faculty Encourage families to become an integral part of their childrens learning experiences Provide opportunities (e.g., conferences) in which families are made to feel a part of their childrens learning experiences Prepare a Daily Activity Report for each child Maintain a portfolio for each child Maintain the classroom Parent Board Ensure an effective program, responsive to childrens needs Assess supplies and materials needed to implement activities Build teamwork Develop lesson plan books and posted lesson plans Manage classrooms according to GSI QA Standards Perform child observations and document in their portfolios Use assessment tools (eg, Progress Reports, Childrens Progress) Maintain professional commitment Promote GSI philosophy and educational objectives Support a code of ethical conduct Pursue professional development/continuing education Attend faculty meetings, in-service days, conferences and professional growth opportunities Qualifications:* CDA, AA, BA, BS or 90 hour certification needed

Job Description Why Work for Wonders Early Learning + Extended Day? Play isn't just fun, It's fundamental! Children need playtime, it is crucial for healthy development. Children learn about the world by exploring ideas, manipulating objects, investigating creative materials, and problem-solving with others. Using imagination and creativity, children take on new roles and test new concepts. Wonders teachers use observation and planning to create learning experiences that are intentional and provide meaningful context for children to practice skills and express ideas. Join the Wonders family of caring, dedicated, and fun educators! About Wonders Our Mission - To create and advance high quality, diverse educational communities that teach children the foundations of life-long learning and social responsibility. Since our inception in 1976, our goal has been to provide non-profit, quality child care to working families. Over the years, we have grown from a single center in the basement of All Saint's Church in Chevy Chase, Maryland to multiple accredited early learning, extended day, and summer camp programs across the DC Metropolitan Region. Our programs support today's workforce, while growing the workforce of tomorrow. Benefits & Compensation Our benefits package includes paid time off, holidays, winter break, medical with HRA, dental, vision, life insurance, disability, critical illness, accident insurance, 403(b) retirement savings plan, Wonders tuition discounts, and professional development training. Benefits eligibility is dependent on job type status. We provide paid pre-employment background checks, fingerprinting, medical exams, & drug screens as well as paid New Hire Orientation. Wonders values its educators and leaders and we invest in our workforce by prioritizing compensation and nurturing meaningful careers. Our educators are regularly engaged in efforts towards continuous improvement in their skills and knowledge in the classroom. Approximately 80% of our annual budget is directed to staff compensation. Job Summary The Early Learning Floater Teacher plays a dynamic role at Wonders Early Learning + Extended Day in providing quality services in our ECE programs. They work with our team of teachers to help create a developmentally appropriate learning environment that stimulates, nurtures and leads children's social, emotional, physical and academic growth. The Floater Teacher plays a vital part in keeping our centers running smoothly. The Floater Teacher must be extremely flexible as day-to-day schedules and responsibilities may change depending on where help is needed. This position has many responsibilities that include assisting the Lead and Assistant Teacher, preparing materials for classroom activities, cleaning and organizing after activities, and preparing lunch and snacks for the classroom. The Floater Teacher, as part of a team, implements Wonders Early Learning + Extended Day policies, procedures and practices in an organized and thorough manner. Teamwork is a critical component of the Floater Teacher position. Teaching teams meet regularly with other staff and Program Director to develop programs that follow the Wonders Early Learning Curriculum and promote the Wonders philosophy and ideals. Essential Functions • Participate in implementing developmentally appropriate program based on Wonders Early Learning + Extended Day philosophy and mission statement, • Demonstrate sensitivity and support of different cultural backgrounds of the children in the facility's care through interactions and program activities with children and families, • Demonstrate understanding of typical and atypical development of infant to five-year-old children. Consult with team, Program Director, parents and other childcare professionals to help develop and follow behavior strategies designed for individual children with atypical and disruptive behaviors, • Participate in planning with Head Teacher and Assistant Teacher, • Participate in regular meetings with your Program Director, staff and team, • Maintain open communication with Head Teacher regarding children, families and team members, • Share teaching responsibilities with all staff members and provide clear and objective feedback, • Plan and participate in special events for children and families to build community partnerships, • Ensure that all spaces used by the program are: physically and emotionally safe / interesting and engaging for children / clean and organized, • Reflect and support the lives and work of the children present, • Introduce children to the diversity of our society, • Support behavior management strategies based on Wonders Early Learning + Extended Day policy, with staff members and Program Director, • Establish and nurture partnership with families, • Communicate with families on a regular basis to: inform them of classroom curriculum and activities and solicit information about their child's development and family events, • Participate in accreditation and re-accreditation processes for your site, • Become familiar with and follow all Maryland child care licensing regulations, • Attend a minimum of 18 hours of MSDE/OCC approved staff training yearly, • Maintain Pediatric First Aid and CPR certification, • Assist with toilet training and diapering as needed, • Maintain a clean, sanitary, healthy and friendly classroom environment following NAEYC guidelines, • Recognize and report signs of illness, child abuse and safety hazard to appropriate authorities, • Follow NAEYC Ethical Code of Conduct, • Become familiar with and abide by all Wonders Child Care policies, including those in the staff handbook, parent handbook and terms of employment., • Creative, nurturing, and fun, • Dependable and detail oriented, • Thrives in a high-pressure environment, • People oriented - enjoys interacting with people and working on group projects, • Adaptable - enjoys doing work that requires frequent shifts in direction, • Minimum 1 year experience working with children in an educational, recreational, or camp setting is preferred., • Minimum of high school diploma or equivalent is required. BA or AA in Education or related field is preferred., • Coursework in approved early childhood and/or school-age child development and curriculum planning are a plus., • CPR and First Aid certification a plus., • Excellent verbal and written communication skills. Wonders provides equal opportunity to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, citizenship, current or future military status, genetics, protected veteran status, sexual orientation, gender identity or expression, marital or familial status or any other characteristic protected by federal, state or local laws. ADA Compliance Consistent with the Americans with Disabilities Act (ADA), it is the policy of Wonders to provide reasonable accommodation when requested by a qualified applicant or employee with a disability, unless such accommodation would cause an undue hardship. The policy regarding requests for reasonable accommodation applies to all aspects of employment, including the application process. If reasonable accommodation is needed, please contact Human Resources. Additional Information Job Type: Full-Time Program Length: School Year (25-26) / 12 months Work Schedule: 8:30a to 5:30p Work Location: Bethesda, MD or Chevy Chase, MD Job Posted by ApplicantPro

Job DescriptionTeacher Assistant Job Description Position Overview: The Teacher Assistant at University for Kids supports the Lead Teacher in daily classroom activities, contributing to a nurturing and educational environment for children. This role requires flexibility, a passion for child development, and the ability to effectively collaborate with staff to provide a high-quality educational experience. Key Responsibilities: • Classroom Support: Assist the Lead Teacher in preparing and maintaining the learning environment. Set up materials and equipment needed for daily activities., • Student Engagement: Help manage classroom activities, including group or individual student activities to encourage participation and learning., • Safety and Supervision: Ensure the safety of all children by supervising classroom activities, outdoor play, and transitions between activities., • Developmental Assistance: Support the developmental goals of each child through interaction and the use of appropriate communication and learning tools., • Classroom Maintenance: Assist in the organization and cleanliness of the classroom, including cleaning up after activities and meals., • Communication: Help communicate with parents about their child’s day and progress when necessary under the guidance of the Lead Teacher., • Behavior Management: Assist with managing classroom behavior using the center’s prescribed behavior management techniques., • Professional Development: Participate in professional development programs to improve skills and remain current with early childhood education practices., • Documentation: Help maintain accurate records of children’s progress, routines, and interests. Qualifications: o Child Development Associate (CDA); OR o Associate degree (or higher) in any subject area; OR o Completion of at least 60 credit hours in any subject area; OR o State-awarded certificate comparable to a CDA that is approved by the Office of the State Superintendent of Education (OSSE); OR o High school diploma or equivalent, provided the individual earns a CDA within two years of their initial date of hire as an assistant teacher at a child development center. o Previous experience working with children, particularly in a daycare or preschool setting. o Strong understanding of child development principles. o Effective communication skills, both verbal and written. o Ability to work cooperatively with both children and adults. o CPR and First Aid certification, or willingness to obtain. o Must pass a background check and health screening. Physical Requirements: • Ability to interact with children at their level including sitting on the floor, bending, stooping, and standing for long periods., • Capability to lift up to 40 pounds., • Comfortable working in both indoor and outdoor environments under varying weather conditions., • Work Environment: The Teacher Assistant will work directly in classrooms or outdoor play areas. The role involves frequent interactions with children aged from infancy through preschool age. The position may involve occasional travel for field trips or training sessions., • This position requires a compassionate, dynamic, and dedicated individual who is committed to creating an enriching and safe educational environment for children. The Teacher Assistant plays a critical role in shaping the experiences and development of young learners at our center., • Why Join Us: University for Kids is committed to creating a supportive and inclusive environment where both staff and students are encouraged to grow and learn. We offer competitive compensation, benefits, and professional development opportunities to help our staff succeed both personally and professionally., • Join our team and help us shape the future of our young learners in a fun, dynamic, and caring environment!

Job DescriptionLocation: Washington, DC 20032Date Posted: 09/30/2025Category: SchoolEducation: High School Diploma/GED One of our clients is seeking a Teacher Aide/Dedicated Aide experience to provide services to children (K-12) in the Washington, DC area.Compensation rate is $17.50/+ an hour. SUMMARY OF CLIENT'S DESCRIPTION OF THIS OPPORTUNITY • Assist students with daily activities, including academic tasks, social interactions, and personal care as needed., • Provide one-on-one support to students with disabilities, following their Individualized Education Programs (IEPs)., • Collaborate with the classroom teacher to implement lesson plans and modify instructional materials for diverse learning needs., • Help students understand and complete assignments, providing encouragement and motivation., • Implement behavior management strategies to promote positive behavior and assist with conflict resolution., • Monitor student behavior, providing feedback and reporting concerns to the teacher., • Assist in classroom management, ensuring a structured and supportive learning environment., • Help prepare classroom materials and organize resources for lessons and activities., • foster effective communication between students, teachers, and parents, sharing insights about student progress and needs., • Attend meetings and contribute to discussions regarding student performance and IEP goals., • Participate in training and workshops to enhance skills and stay updated on best practices in special education., • Maintain accurate records of student progress and any behavioral incidents as required. CLIENT'S REQUIRED SKILLS AND EXPERIENCE • High School Diploma/GED required, • Minimum of 6 months - 1 year working with children, • Supports students with special needs in a classroom or individualized setting, helping them achieve their educational goals., • Works closely with teachers and other staff to provide personalized assistance, ensuring a positive learning environment., • Ability to complete and pass clearances DTG ADVANTAGES • Establish a relationship with one of the nation's largest referral agencies for behavioral-health and special education., • Compensation processed weekly., • Increase or decrease your schedule at your discretion: choose opportunities that best fit your schedule., • Accessibility to grow professionally., • Access to a broad array of client opportunities. DTG'S COMPANY OVERVIEW Delta-T Group has been in business for over 35 years, and connects professionals with client opportunities within the special education, social service, behavioral health, and disability sectors. Title: Teacher Aide/Dedicated AideClass: Education Type: INDEPENDENT CONTRACTOR 1099Ref. No.: 1295327-10BC: #DTG158 Company: Delta-T Group Virginia, Inc.Contract Contact: Contract Submit Edu VAOffice Email: Phone: 800-533-8180Office Address: 1952 Gallows Road, Suite 100, Vienna, VA 22182 About Us: Each Delta-T Group office is separately incorporated. Delta-T Group is a referral service for self-employed independent contractors seeking behavioral healthcare education and social service supplemental marketplace opportunities. Delta-T cannot guarantee any number or duration of referrals or opportunities as a result of your registration. When and if opportunities become available, you may accept or decline such referrals at your sole discretion.

Job Description Bright Beginnings, Inc. is a non-profit organization that operates early childhood and family learning centers for families in Washington, DC. Using a two-generation approach, Bright Beginnings Inc. works to ensure every child experiencing housing instability is healthy, safe, engaged, supported, and challenged; develop school-ready and kindergarten-prepared children; support families in breaking the cycle of inter-generational poverty; and partner intentionally to eradicate disparities and remove obstacles to economic mobility. Summary: Responsible for developing and implementing an ongoing program of activities that promote the social, emotional, cognitive, and physical development of each child enrolled in preschool. programming, in accordance with Head Start Performance Standards and Title 29 of the District of Columbia Municipal Regulations (DCMR). Essential Duties: 1. Support team meetings with lead teacher, child development assistant, and parent aide to develop weekly lesson plans and activities that address the individual goals of children., 2. Support the day-to-day supervision and support of child development assistants, substitutes, parent aides, and volunteers, which includes sharing daily lesson plans and discussing goals for children., 3. Meet regularly with the Lead Teacher, Master Teacher/Instructional Coach, and Education Director to review curriculum plans and activities, improve classroom instructional practice, and assess program effectiveness., 4. Support the implementation of Head Start Performance Standards, National Association of the Education of Young Children’s (NAEYC) Accreditation Standards, and Title 29: DCMR performance standards, policies and procedures, regulations and guidelines in the day-to-day operation of a prekindergarten program (ages 3-5), including the implementation of developmentally appropriate practices., 5. Support the implementation of the evidenced-based curriculum, High Scope, with fidelity and according to BBI policies and procedures., 6. Collaborate with classroom staff to plan and implement the daily program of activities based on principles of child development and under the High Scope curriculum., 7. Support the implementation of the Bright Beginnings’ Closing the Word Gap Initiative with regular use of LENA devices., 8. Work with classroom staff to create daily open-ended small groups for children to encourage questioning, problem-solving, language, creativity, and concept forming in young children., 9. Support the implementation of developmental, behavioral, and sensory screenings as mandated by Head Start, OSSE, and NAEYC regulations and performance standards., 10. Collect relevant data to support a referral to the Multidisciplinary Team Coordinator for children suspected of delays or disabilities., 11. Assure parents or designees sign in and out daily by greeting each child and parent individually at the time of arrival and departure., 12. Support the maintenance of the portfolio and record of each child’s progress and development to demonstrate student learning, plan individual instruction, and comply with Head Start Standards., 13. Collaborate with a multi-disciplinary team to fully implement an Individual Family Service Plan (IFSP) or Individual Education Plan (IEP) for children with disabilities., 14. Attend all staff meetings and professional learning provided by Bright Beginnings., 15. Observe each child daily to assess skills, interests, and needs and use this information to facilitate learning and growth. Document daily observations in the child’s portfolio, which is used to inform the quarterly assessments. Job Description – PreK Assistant Teacher (Head Start) 2 16. Support the administration of the Child Observation Record (COR) three times per year (Fall, Winter, and Spring); enter observations into the COR database system and utilize the results of the COR to personalize and individualize weekly lesson plans., 17. Establish a positive relationship with each child’s family and share information about the child’s day at school with the child’s parent(s)., 18. Inform and facilitate parent understanding of the child’s progress toward meeting developmental objectives determined by the COR and develop individual lesson plans to promote each child’s growth and development., 19. Provide home-to-school activities to reinforce the center’s lesson plans in the home setting., 20. Ensure universal precautions are kept at all times, including washing of hands upon entering the classroom, after diapering, toileting, before and after meals, and after contact with bodily fluids., 21. Support the maintenance of classroom and facility, in a safe and sanitary condition by completing daily health and safety checklists of classrooms and playground., 22. Implement health procedures daily, including following medication administration procedures, tooth brushing, sanitation, and administering First Aid/CPR., 23. Assist with evacuation of children during fire drills, natural disasters, and any other emergencies, which may occur., 24. Set up and maintain a well-organized, safe, and attractive classroom environment conducive to the optimal growth and development of children., 25. Develop a positive relationship with each child and promote the development of self-esteem and self-discipline., 26. Interact and closely supervise children outdoors., 27. Conduct parent-teacher conferences and home visits with parents and children in the assigned classroom to discuss each child’s growth and development., 28. Attend all staff meetings and professional learning provided by Bright Beginnings., 29. Keep abreast of current knowledge in the field of Early Childhood Education., 30. Maintains confidentiality of children and families at all times., 31. Other duties as assigned. Qualifications: • Mission and culture alignment;, • Associate’s degree in Early Childhood Education or associate’s degree in a related field with 15 credits in Early Childhood Education. At least one year of teaching experience;, • Ability to relate positively to young children, parents, and staff;, • Strong working knowledge of Head Start Program Performance Standards and NAEYC guidelines and regulations;, • Prefer knowledge of High Scope curriculum or other evidenced-based early childhood education curricula;, • Demonstrate success in working as a member of a team;, • Effective and strong communication skills (orally and written);, • Strong computer skills with expertise in Windows-based programs, such as the Microsoft Office Suite;, • Must have DC local and Federal criminal record clearance, Child Protective Register check status, and substance abuse testing; and, • Documentation of Tuberculin-free condition and health screening on an annual basis. Physical Demands: • Be able to lift 25-50 lbs., • Be able to walk, squat/kneel, sit on the floor, see, hear, and speak., • Be able to raise objects from a lower to a higher location or move objects horizontally from one location to another., • Be able to sit for extended periods in front of a computer.

Job Description This position supports the work of Curious Mind Bilingual CDC, a licensed early childhood education center (Office of the State Superintendent - OSSE) and reports to the Manager with accountability to the Program Director. The Curious Mind Bilingual Child Development Center is looking for a caring, patient and fun teacher! This position will offer great opportunities for growth and learning! We are looking for an Assistant Teacher who is PASSIONATE about Childcare! We are more than just a daycare, we are a center bringing families and children together through culture. Our teachers are responsible for providing the best early childhood education by establishing a safe, healthy, fun and nurturing learning environment. You must be able to work in partnership with parents and families, to prepare children for success in school and life. Must be coach-able and able to attend all mandatory on-boarding and monthly training. Able to perform the instructional functions of a teacher of young children, in the field of early childhood education – and be able to meet the requirements of OSSE and submit a suitability letter. Must provide Childcare references from previous jobs. Qualifications: Current Associates degree on file / in progress; at least 1 year teaching experience is preferred. First Aid, CPR, and CDA on file or in progress. We are looking for a mature individual who is able to relate well to both children and adults. Duties and Responsibilities: * Creating fun and interactive learning experiences while serving as mentors to fellow Teachers. * Maintain a fun and interactive classroom that is clean, safe and organized. * Ensure the daily care of every child by following all licensing guidelines and implementing all company standards. * Communicate directly with parents and prospective parents to achieve success for the child. * Maintains student work sample folders, attendance and assessment documentation and student observation reports in an orderly fashion * Develop schedules and routines to ensure adequate physical activity, rest, and playtime * Assisting the Lead Teacher in ensuring compliance with the policies of the Center. * Be responsible with the job schedule assigned with your work hours. * Put the absolute safety of the children first before all other responsibilities. * Initiate daily activities based on the assessed strengths, interests and needs of all of the children in his or her class or group. Participate with the other teachers, to plan weekly, the daily program of activities. * Participate and supervise activities with children inside and outside of the facility, which will include: games, walks, play dates, playground outings and reading to children daily, library, field trips, etc. * Research and plan activities that have substantial child development, social relationship skills and educational value. * Participate in group meetings. * Keep a daily employee journal with a narrative of the children’s meal, naptime, medication, activities and educational progress. * To cover shifts, in emergencies only, of the other staff members who are absent due to force majeure. * Attending in-service training programs and completing continuing education requirements, as required. * Cooperate with general cleaning activities and internal decoration to improve the service for children. * Maintain a clear line of communication and report to the Director or Administrator. Qualifications: * At least 18 years of age * Must be Infant/Child First Aid/CPR certified (or be willing to obtain the certificate before your first day of work) * Speak English (required) and Spanish (preferred) * Must have reliable transportation (Metro Bus accessible). * High School diploma or equivalent * Follow all CDC guidelines, Public Health and OSSE licensing regulations. * Able to pass a thorough background check and fingerprint check * Must be able to pass a drug and alcohol test * Bachelors or Associates Degree * Must meet state requirements for education and additional center/school requirements may apply * Experience leading a classroom and creating educational lesson plans * Passionate about working with children * Ability to build rapport with children * Positive and patient demeanor * Excellent written and verbal communication skills

Job DescriptionSalary: Position: Early Childhood Chinese Support Teacher (Pre-K3 and Pre-K4) Supervisor: Founding Director of Teaching & Learning Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025. The Opportunity: We are seeking support teachers with experience in early childhood education to provide instructional support in either Spanish, Mandarin Chinese, or English at Global Citizens Public Charter School (Global Citizens PCS), for the 2025-2026 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Early Childhood Chinese Support Teacher Job Description The Classroom Support Teacher is instrumental in influencing the lives of children at Global Citizens PCS, so they can thrive academically, socially, and emotionally. Support teachers will support the lead Mandarin Chinese, Spanish, or English teachers with creating a student-centered learning environment that respects the culture and identity of each and every child. In early childhood, our children will learn all content areas in the partner language for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. The support teacher will collaborate with the lead Mandarin Chinese, Spanish, or English teacher to implement lessons in the partner language (Mandarin Chinese or Spanish) and also serve as a model for the partner language. The support teacher will also facilitate small group instruction and lead mini-lessons on a regular basis. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Support teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with lead teachers and all leadership team members to fully understand and respond to the needs of students and families, support in the implementation of plans according to the mission, vision, and key pillars of Global Citizens Public Charter School, while also remaining focused on the implementation of high-quality dual language instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Inform lesson plans developed by the lead teacher for alignment to the mission and vision, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborate with lead teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth and achievement Curriculum, Instruction, Assessment, & Support • Collaborate with the Lead teacher to plan and teach all core subjects - English Language Arts (and Social Studies), Mandarin Language Arts (and Culture), or Spanish Language Arts (and Culture), as well as math, science, and social studies, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Support the lead teacher with setting clear and measurable goals throughout the year for every student in all areas of study; support the lead teacher with regularly assessing the progress of each child and providing differentiated, child-centered instruction to meet the needs of each child on a daily basis, • Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with lead teachers and teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Contribute to an inclusive, equitable, caring, and culturally competent learning environment that meets the academic, social, emotional, and physical needs of each student, • Maintains positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Works closely with teachers and staff to recognize and employ each students strengths and differences as assets for teaching and learning, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development, • Participate in parent conferences and school-wide events and contributes to the broader school community The ideal candidate is highly knowledgeable in the following: • Effective bilingual and language acquisition strategies, • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Support Teacher Requirements • At least two years of experience as a support teacher or teacher preferred, • Progressing towards meeting state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education or meet eligibility, including a Bachelors degree in Education and passing scores on Praxis I & II, • Experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Communication skills (both oral and written) Compensation Salary for this position is competitive and ranges from $28K to $48K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs and key pillars.

Job DescriptionSalary: Position: KindergartenEnglish Lead Teacher Supervisor: Principal Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025. The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in English at Global Citizens Public Charter School (Global Citizens PCS) for the 2025-2026 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Elementary School Lead Teacher Job Description The elementary school classroom lead teacher is one of the primary stakeholders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children learn all content areas in the target language for approximately 90% of the school day, and they learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The lead English teacher will teach all content areas in English. All teachers will work collaboratively to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Lead teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Mentors support teachers and develop a strong classroom culture, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Curriculum, Instruction, and Assessment • Develop lesson plans and teach core subjects (English Language Arts and Social Studies) as well as math and science, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis, • Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development, • Bachelors degree or a Masters degree in Education or Curriculum and Instruction, • At least two years of combined experience as a teacher preferred, • Teaching license is preferred, but not required, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written) The ideal candidate is highly knowledgeable in the following: • Research-based, tiered instructional strategies, • Elementary curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Compensation Salary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

Job DescriptionSalary: Position: Third Grade Chinese Lead Teacher Supervisor: Founding Director of Teaching & Learning Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025. The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in Mandarin Chinese at Global Citizens Public Charter School (Global Citizens PCS) for the 2025-2026 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Founding Chinese Lead Teacher (Kindergarten and Grade 1) Job Description The elementary school classroom lead teacher is one of the primary stakeholders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children learn all content areas in the target language for approximately 90% of the school day, and they learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The lead language teacher will teach all content areas in the target language and will serve as the instructional lead and model for the target language, Mandarin Chinese. The lead Mandarin Chinese teacher will teach all content areas in Mandarin Chinese. All teachers will work collaboratively to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Lead teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Mentors support teachers and develop a strong classroom culture, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Curriculum, Instruction, and Assessment • Develop lesson plans and teach all core subjects Mandarin Language Arts (and Culture), as well as math and science, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis, • Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development, • Participate in parent conferences and school-wide events and contributes to the broader school community Lead Teacher Requirements: • Bachelors degree or a Masters degree in Education or Curriculum and Instruction, • At least two years of combined experience as a teacher preferred, • Teaching license is preferred, but not required, • Deep experience and knowledge of learning standards and student-centered curriculum, • Fluent speaking, reading, and writing in Mandarin Chinese, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written) The ideal candidate is highly knowledgeable in the following: • Effective bilingual and language acquisition strategies, • Research-based, tiered instructional strategies, • Elementary curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Compensation Salary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs and key pillars.

Job DescriptionPosition: Early Childhood Chinese Lead TeacherRate: Up to $50 per hour Overview: The classroom lead teacher serves as a primary instructional leader, significantly influencing the lives of children. They are dedicated to fostering a student-centered learning environment that respects each child's culture and identity, enabling them to thrive academically, socially, and emotionally. In early childhood education, students will engage in content areas taught in the partner language for approximately 90% of the school day, while early literacy and math skills will be instructed in English for about 10% of the day. The lead language teacher will deliver all content in the partner language—either Mandarin Chinese or Spanish—while also serving as an instructional model. Simultaneously, the lead English teacher will focus on teaching literacy and math skills to all students. Together, these educators will collaborate to create a warm and inviting learning atmosphere, build strong relationships with students and families, design and implement effective lessons within a liberating classroom environment, analyze data for instructional planning, and participate actively in the school community. Under the direct supervision of the Director of Teaching & Learning, lead teachers will work closely with leadership team members to address student and family needs while developing and executing plans aligned with the school's mission, vision, and pillars, all while ensuring high-quality dual language instruction is delivered effectively. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each student’s social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and act with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serve as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Curriculum, Instruction, and Assessment • Develop lesson plans and teach all core subjects - English Language Arts (and Social Studies), Mandarin Language Arts (and Culture), or Spanish Language Arts (and Culture), as well as math and science, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child daily, • Actively participate in data-analysis cycles and protocols to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners’ needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each student’s social, emotional, and academic development, • Participate in parent conferences and school-wide events and contribute to the broader school community The ideal candidate is highly knowledgeable in the following: • Effective bilingual and language acquisition strategies, • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Lead Teacher Requirements: • At least three years of combined experience as a teacher preferred, • Meet state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education, or meet eligibility, including a Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with variously identified exceptionalities, • Ability to excel as a member of a multi-disciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Ability to collaborate and teach through a lens of diversity, equity, justice, and inclusion, • Strong communication skills (both oral and written)

Job DescriptionSalary: Position: Early Childhood Chinese Lead Teacher (Pre-K3 and Pre-K4) Supervisor: Founding Director of Teaching & Learning Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025. The Opportunity: We are seeking lead teachers with experience in early childhood education to provide instruction in either Spanish, Mandarin Chinese, or English at Global Citizens Public Charter School (Global Citizens PCS), for the 2025-2026 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Early Childhood Chinese Lead Teacher Job Description The classroom lead teacher is one of the primary instructional leaders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children will learn all content areas in the partner language for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. The lead language teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language (Mandarin Chinese or Spanish). The lead English teacher will teach literacy and math skills to all children. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Lead teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality dual language instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth and achievement Curriculum, Instruction, and Assessment • Develop lesson plans and teach all core subjects - English Language Arts (and Social Studies), Mandarin Language Arts (and Culture), or Spanish Language Arts (and Culture), as well as math and science, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis, • Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development, • Participate in parent conferences and school-wide events and contributes to the broader school community The ideal candidate is highly knowledgeable in the following: • Effective bilingual and language acquisition strategies, • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Lead Teacher Requirements: • At least three years of combined experience as a teacher preferred, • Meet state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education or meet eligibility, including a Bachelors degree or a Masters degree in Education and passing scores on Praxis I & II, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multi-disciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written) Compensation Salary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

Job DescriptionSalary: Position: Third GradeEnglish Lead Teacher Supervisor: Principal Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025. The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in English at Global Citizens Public Charter School (Global Citizens PCS) for the 2025-2026 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Elementary School Lead Teacher Job Description The elementary school classroom lead teacher is one of the primary stakeholders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children learn all content areas in the target language for approximately 90% of the school day, and they learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The lead English teacher will teach all content areas in English. All teachers will work collaboratively to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Lead teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Mentors support teachers and develop a strong classroom culture, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Curriculum, Instruction, and Assessment • Develop lesson plans and teach core subjects (English Language Arts and Social Studies) as well as math and science, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis, • Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development, • Bachelors degree or a Masters degree in Education or Curriculum and Instruction, • At least two years of combined experience as a teacher preferred, • Teaching license is preferred, but not required, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written) The ideal candidate is highly knowledgeable in the following: • Research-based, tiered instructional strategies, • Elementary curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Compensation Salary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

Job Description Job Title: Child Care Assistant Teacher Department: Child Care FLSA Status: Exempt, Full-Time Reports to: Director of Operations Schedule: 7:45am - 4pm or 9am - 6:15pm Compensation: $51,006 - $54,262/Year Position Overview: The Child Care Assistant Teacher provides support to the program by leading the team care for infants and creating a warm and safe environment If you have a passion for working in early childhood development (3 months - up to 3 years old), helping to care for and nurture the minds of children and have the required certifications, as directed by Office of the State Superintendent of Education (OSSE), this role is for you! Essential Responsibilities, including but not limited: • Assist in the planning and conducting of an effective child development program to meet the physical, social, emotional and intellectual needs of each child., • Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and imaginative play, • Assist in organize activities designed to promote physical, mental and social development, such as games, arts and crafts, music, storytelling and field trips, • Teach basic skills such as color, shape, number and letter recognition, personal hygiene and social skills, • Teach in ways that are interactive, hands-on, inquiry-based, and promote self-discovery and critical thinking, • Attend to the infant's basic needs, such as feeding, dressing, diapering, hand washing, napping, transitioning, etc. Ensure these child care routines are carried out in a manner that is prompt, hygienic and consistent with good child development principles., • COVID Vaccinations (At least 1 full course) required, • Completion of at least 60 credit hours or an associate degree (or higher) in any subject area with at least 12 credit hours in early childhood education or a High School Diploma and a Child Development Associate (CDA) credential and earns an associate degree (or higher) within four years of their initial date of hire Generous Paid Time Off (Please note that PTO may differ slightly depending on the nature of the position (instructional, non-instructional, or childcare)) • 12 Vacation/Sick Days, • 11 Federal Holidays, • Chinese New Year, • Spring Break, • Winter Break, • Comprehensive Healthcare option, • Dependent Coverage, • FSA/HSA Options, • 100% Company Covered Life Insurance Option, • Short & Long term Disability Insurance, • Public Transit Assistance, • Staff Preference Enrollment in Yu Ying, • On-Site Daycare (Ages 3 months - 3 years), • Professional Development Opportunities, • Annual Bonus Opportunities/Monetary Rewards Working Environment: In-school. The role is based on-site and will grow to include another campus, which will result in interaction with students, parents and staff. Physical Demands: This role may contain physical demands that would require reasonable accommodations to be made to enable individuals with disabilities to perform the essential responsibilities of the job. Should reason be required, the HR department must be notified to discuss the physical demands of the job. • Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this job description/agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement.

Job Description MISSION Our mission is to support strong children, strong families, and strong communities. VISION At Martha’s Table, we believe that every Washingtonian deserves the opportunity to stay and thrive. ABOUT MARTHA’S TABLE At Martha’s Table, we believe that every Washingtonian deserves the opportunity to thrive. For over forty years, we have worked to support strong children, strong families, and strong communities by increasing access to quality education, health and wellness, and family resources. Together, we are “One MT.” This means we work across all three of our locations to support our shared mission. In all that we do, we exemplify our four core values of respect, compassion, teamwork, and accountability. These values -- and our commitment to “white glove service” -- guide how we engage with the communities we stand alongside and how we work together as a team. When you come to Martha’s Table -- as a guest or as a team member -- you are valued and you deserve our very best. In order to be the best version of MT, we are deeply committed to equitable practices. We apply the principles of diversity, equity, and inclusion in providing programming and services; in creating our Board; in partnerships and procurement; and in hiring, training, and advancing our team members. We invest in our team members’ personal and professional goals through our “STEP” program, which includes tuition for continuing education, certifications, and professional development; funding to unlock financially held transcripts; and flexible leave options. SIGN ON BONUS If you are hired as an Assistant Teacher II with a start date between June 2024 and December 31, 2025, you will be eligible for a $3,000 signing bonus, payable in three installments, as follows: (1) a one-time, taxable bonus payment of $750 after 30 days of employment with Martha's Table, (2) a one-time, taxable bonus payment of $750 upon successful completion of the 90-day introduction period, and (3) a one-time, taxable bonus payment of $1,500 after 120 days of employment and are in good standing. SALARY INFORMATION The starting salary for an Assistant Teacher II is $21.00 per hour. Martha’s Table (MT) participates in DC OSSE Equity Pay, which provides additional wages to teachers based on credentials and funding. Based on OSSE Equity Pay, the salary provided would be adjusted to up to $26.09 per hour. This salary adjustment will be made once the team member has completed the required steps to be entered into the Division of Early Learning Licensing Tool system. In addition, MT provides a salary bonus based on years of teaching experience. Please know that Martha’s Table is responsible for the base pay only. If at any point, the Pay Equity Funds cease, the pay rate will return to the base amount, immediately following the cessation of those Pay Equity Funds. Below is a breakdown of salary rates: Martha's Table Base Salary The Assistant Teacher II is responsible for helping students learn and supporting the teacher in planning and presenting lessons. POSITION DUTIES AND RESPONSIBILITIES • Provides a safe and welcoming atmosphere for children., • Works with children in the classroom to promote their learning and development., • Collaborates with teachers to monitor the development of each child., • Assists in developing lesson plans and the specific needs of each child., • Conducts parent teacher conferences, developmental screens, and home visits., • Participates in professional development coaching and training opportunities, • Attend at least 2 anchor events annually, • Performs other duties as assigned., • Commitment to Martha’s Table’s mission and core values of compassion, respect, teamwork, and accountability, • 2-3 years of early childhood program experience preferred, • Develop effective communication and partnership with families, • Guide and support students’ acquisition of social skills including eating meals with children and helping them develop self-help skills, • Support and provide Continuum of Care to help children develop secure relationships, • Be responsible for children’s safety at all times and in all settings, • Proficiency in operating a PC using Microsoft Office Suite, • All Early Childhood Educations team members are required to submit annual physical and tuberculosis test results as required by the Office of the Superintendent of Education While performing the duties of this job, the employee is frequently 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; 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. COVID-19 Martha's Table requires all team members to have completed a COVID-19 primary series and receive one booster dose. Candidates who are not yet eligible for a booster must submit proof of their booster vaccination within 2 months of receiving their final primary series dose or an original monovalent booster vaccine to . Martha's Table will consider waiving the vaccination requirement for: • Candidates who object in good faith and in writing, pursuant to procedures established by the City Administrator or his/her designee, that the employee's vaccination would violate their sincerely held religious beliefs; and This position requires the completion of a satisfactory background check. Martha's table is an Equal Opportunity Employer and is committed to providing employees with a work environment free of discrimination and harassment of any kind. Martha's table is committed to the principle of equal employment opportunities for all employees and applicants for the employment and prohibits discrimination and harassment of any type without regard to race, color, religion or belief, age, sex (including pregnancy), national, social or ethnic origin, disability status, HIV status, family medical history or genetics, protected veteran status, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, family or parental status or any other characteristic protected by federal state or local laws. This policy applies to all terms and conditions of employment including recruiting hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Martha's table will not tolerate discrimination or harassment based on any of these characteristics. If you need assistance or an accommodation due to a disability, you may contact us at 202-328-6608 or via e-mail at .

Job Description Provide theory and practical instruction in accordance with scheduled training curriculum and evaluate student’s performance to determine competence. Demonstrate effective communication in classroom and laboratory, as well as work cooperatively with management personnel. Prepare and use lesson plans utilizing the Learn About Beauty (LAB) Online Program. Test students on theory work and practical skill development. Be available to discuss test results and overall progress with students. Always display a level of professionalism adhering to the school’s mission statement, and rules and regulations posted in the school’s catalog. Company DescriptionMISSION AND CORE VALUES Dudley Beauty College’s Mission is to: ●\tPrepare students with in-class instruction to pass the State Board examination with confidence, ●\tAssist students with career placement through consultation, ●\tAid in developing students’ entrepreneurial skills and, ●\tProvide each student with a superior and extraordinary level of education using our in-class learning model. Our Core Values are: ●\tHigh teaching standards using an integrated learning platform designed to maximize the potential of today’s hair and beauty learner. Our knowledgeable educators blend time-tested and innovative cutting-edge techniques to help students grow at every step of the learning process. ●\tProfessionalism using interactive classes designed to help our students master the art and science of cosmetology, pass their respective state exams, and obtain job placement upon graduation. ●\tTeamwork in training the next generation of cosmetology entrepreneurs to create eye-catching portfolios, market themselves through social media, and be ready to work anywhere. It’s a team effort that propels our students to live out their dreams and prepares them for job-readiness and entrepreneurship.MISSION AND CORE VALUES\r\n\r\nDudley Beauty College’s Mission is to:\r\n●\tPrepare students with in-class instruction to pass the State Board examination with confidence,\r\n●\tAssist students with career placement through consultation,\r\n●\tAid in developing students’ entrepreneurial skills and,\r\n●\tProvide each student with a superior and extraordinary level of education using our in-class learning model.\r\n\r\nOur Core Values are:\r\n●\tHigh teaching standards using an integrated learning platform designed to maximize the potential of today’s hair and beauty learner. Our knowledgeable educators blend time-tested and innovative cutting-edge techniques to help students grow at every step of the learning process.\r\n●\tProfessionalism using interactive classes designed to help our students master the art and science of cosmetology, pass their respective state exams, and obtain job placement upon graduation.\r\n●\tTeamwork in training the next generation of cosmetology entrepreneurs to create eye-catching portfolios, market themselves through social media, and be ready to work anywhere. It’s a team effort that propels our students to live out their dreams and prepares them for job-readiness and entrepreneurship.