Trabajos english teacher en Arlington, VirginiaCrear alertas

Job Description YogaSix believes everyone deserves the mind-body experience of yoga. We offer six different class types designed to accommodate students of all levels in a way that is empowering, encouraging, and fun. We are changing the way people think and experience yoga. As we move into a growth phase, we are hiring a General Manager to join our Arlington studio team. The General Manager is pivotal to the success of the studio, ensuring the space is well-maintained and customer standards are upheld to YogaSix standards. Responsibilities of the GM include sales, operations, team coaching and supervision, and knowledge of systems. With an established and loyal following, YogaSix is a modernized yoga brand that promotes accessibility and inclusivity, uplifting our clients and colleagues both on and off the mat. If you have the experience and passion for fitness sales and consider yourself a leader inside and outside the studio, we’d love to hear from you! Please submit your resume today for immediate consideration. What We Offer: • A competitive base salary commensurate with experience, • Paid Training, • PTO, • Options for Health Benefits & Retirement, • Free Yoga Membership, • Opportunity for bonuses based on individual performance Essential Responsibilities: • Achieve studio profitability and growth targets through strategic, relationship-based selling., • Lead Generation, Lead Follow-up, Membership Sales, and Retention., • Lead generation including grassroots marketing, B2B partnerships, and networking., • Membership sales with expected conversion rates and hitting goals (commissions/bonuses will be tied to these metrics)., • Manage and grow all revenue streams including Memberships, Retail, and Teacher Training., • Minimize membership attrition., • Hold all team members accountable for consistently delivering the Signature Six., • Consistently generate new sales prospects and potential visitors to the studio through multiple channels., • Create and execute ongoing marketing plan based on studio needs with a focus on new client acquisition, activation, retention, and loyalty., • Reputation management through all channels including social media, online reviews, and member feedback., • Schedule/participate in Grassroots/Community Marketing partnerships weekly to drive new guest traffic., • Manage social media communities, create and post content, communicate with members, and promote the studio and studio events., • Provide the highest quality membership experience leading to high customer satisfaction and loyalty and ensure the day-to-day operations of the studio run smoothly., • Manage studio budget, spending, and reporting., • Work closely with Franchise Owner and National Sales Director to ensure the health and profitability of the studio., • Manage maintenance issues, retail inventory, and cleaning., • Participate in studio, regional, and company-wide meetings and trainings as needed., • Recruit, hire, train, supervise, coach, and mentor all studio staff, maintaining an available bench of potential candidates, • Recruit, hire, onboard and offboard, coordinate training., • Work closely with Franchise Owner, Lead Teacher, and Director of Education to optimize class schedule and class attendance on an ongoing basis., • Spearhead our digital presence through astute social media management. Successful Candidates Must Have: • 3+ years of experience and history of performance in retail/service or fitness sales., • Proven experience in the full lifecycle of lead management (generating, following up, and closing leads)., • Highly confident in generating sales and training other staff to achieve best-in-class results., • Ability to achieve sales objectives across all revenue streams: memberships, retail, and teacher training., • Highly energetic, friendly, positive, and enthusiastic team player with strong interpersonal skills., • Experience resolving employee and/or customer conflicts - we’re looking for a proactive problem-solver, oriented toward finding solutions., • Have a competitive spirit to be the very best; doesn’t shy away from a challenge., • Be a results and detail-oriented self-starter capable of planning their own way to success., • Strong drive for personal and professional development., • Data-driven., • Ability to excel in a fast-paced and diverse environment., • Provide exceptional customer service at the studio to existing members via face-to-face service, phone, and email., • Excellent communication and strong interpersonal skills across various mediums (in person, telephone, email, etc.) Must be fluent in English and have solid writing and grammar skills. Company DescriptionEach studio is a locally owned and operated franchise location. We offer 6 different class types from hot and powerful to slow and mindful. We also offer beginner classes and sculpt classes. Our teachers have been trained in the YogaSix methodology to provide a consistent but creative experience for each class type every time. They teach in a way that is easy for everyone to follow and understand. Our expert staff will help you find the right class to help you achieve your goals.Each studio is a locally owned and operated franchise location. We offer 6 different class types from hot and powerful to slow and mindful. We also offer beginner classes and sculpt classes. Our teachers have been trained in the YogaSix methodology to provide a consistent but creative experience for each class type every time. They teach in a way that is easy for everyone to follow and understand. Our expert staff will help you find the right class to help you achieve your goals.

BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes. BASIS Independent McLean is seeking qualified candidates for an Early Education Teaching Fellow for the 2026-27 school year! BASIS Independent McLean opened in 2016 and sits on an 11-acre campus located in Tysons Corner in Northern Virginia, with convenient access to Washington, D.C. less than 15 miles away. We have been named the #1 Private K-12 School in Virginia for the last three years by Niche, the #1 Best High School for STEM in Virginia, and rank in the Top 20 Best Private K-12 Schools in the country. This recognition highlights the strength and expertise of our faculty, as well as the high academic standards we set for students. What We're Looking For The Early Education Teaching Fellow will float between classes and assist the lead teacher to create an environment where learning is a joyful and rewarding experience that maintains the integrity of each child’s imagination and natural curiosity. The environment fosters an exposure to a thematic, hands-on, comprehensive, and content-rich curriculum. It creates a blueprint for children not only to transition with ease to kindergarten and first grade, but also to become enthusiastic lifelong learners. Ultimately, the goal of the program is to foster a sense of wonder while engaging in the world that surrounds us, equipping students with a foundation for future success. The Early Education Teaching Fellow's role is to assist the lead teacher while learning the BASIS Independent Schools' model with opportunities for growth and a successful transition into Lead Teacher roles. Teaching Fellows have the opportunity to learn all aspects of the school preparing them for the classroom or administration in the future. Teaching Fellows help in the efforts to build and maintain a strong, positive achievement-oriented school culture. This position is a visible presence in all areas of the school and can assist with any issues relating to the well-being of the students during their time at the school. The Early Education Teaching Fellows will be required to attend all staff meetings, and any training required of Teachers. Primary Job Responsibilities include, but are not limited to: Assisting teachers with classroom management Student academic support and tutoring Assisting classroom teachers with events, labs, and testing Working with teachers in evaluating student progress and gains Proctoring assessments Monitoring and managing student's non-scheduled time, to include Early Bird and Late Bird supervision and Lunch Monitor responsibilities Monitoring and managing study groups Coordinating homework and assignments for absent students Assisting Directors of Student Affairs and Deans with managing behavior and discipline Assisting Directors of Academic Programs with execution of key programs Essential Teacher Qualifications: Strong belief in and adherence to the BASIS Independent Schools model Excellent oral and written communication skills Ability to exercise excellent judgment and decision making Ability to work with diverse constituents while maintaining high professional standards Exemplary organizational skills; ability to establish and manage multiple priorities; ability to work under pressure Outstanding attention to detail and accuracy Additional Qualifications Minimum Qualifications: Bachelor's Degree is required (early education preferred). Candidates must possess a willingness to keep current in both subject matter knowledge and BASIS Independent Schools teaching methodologies. Preferred Qualifications: A successful applicant will demonstrate strong communication skills and be open to new ideas in teaching methods. Candidates must have the ability to obtain a fingerprint clearance card. Benefits: BASIS Independent Schools offers a comprehensive benefits package which includes: Competitive salary dependent on education and experience. Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools. Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred. Three PPO medical plans to choose from, as well as dental and vision insurance. An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit. Student tuition remission for your children to attend our schools. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes. BASIS Independent McLean is seeking qualified candidates for a Toddler Teaching Fellow beginning June 2026. BASIS Independent McLean opened in 2016 and sits on an 11-acre campus located in Tysons Corner in Northern Virginia, with convenient access to Washington, D.C. less than 15 miles away. We have been named the #1 Private K-12 School in Virginia for the last three years by Niche, the #1 Best High School for STEM in Virginia, and rank in the Top 20 Best Private K-12 Schools in the country. This recognition highlights the strength and expertise of our faculty, as well as the high academic standards we set for students. What We're Looking For The Toddler Teaching Fellow will float between classes and assist the lead teacher to create an environment where learning is a joyful and rewarding experience that maintains the integrity of each child’s imagination and natural curiosity. The environment fosters an exposure to a thematic, hands-on, comprehensive, and content-rich curriculum. It creates a blueprint for children not only to transition with ease to Pre-K and Kindergarten, but also to become enthusiastic lifelong learners. Ultimately, the goal of the program is to foster a sense of wonder while engaging in the world that surrounds us, equipping students with a foundation for future success. The Toddler Teaching Fellow's role is to assist the lead teacher while learning the BASIS Independent Schools model with opportunities for growth and a successful transition into Lead Teacher roles. Teaching Fellows have the opportunity to learn all aspects of the school preparing them for the classroom or administration in the future. Teaching Fellows help in the efforts to build and maintain a strong, positive achievement-oriented school culture. This position is a visible presence in all areas of the school and can assist with any issues relating to the well-being of the students during their time at the school. The Toddler Teaching Fellows will be required to attend all staff meetings, and any training required of Teachers. Primary Job Responsibilities include, but are not limited to: Assisting teachers with classroom management Student academic support and tutoring Assisting classroom teachers with events, labs, and testing Working with teachers in evaluating student progress and gains Proctoring assessments Monitoring and managing student's non-scheduled time, to include Early Bird and Late Bird supervision and Lunch Monitor responsibilities Monitoring and managing study groups Coordinating homework and assignments for absent students Assisting Directors of Student Affairs and Deans with managing behavior and discipline Assisting Directors of Academic Programs with execution of key programs Essential Teacher Qualifications Strong belief in and adherence to the BASIS Independent Schools model Excellent oral and written communication skills Ability to exercise excellent judgment and decision making Ability to work with diverse constituents while maintaining high professional standards Exemplary organizational skills; ability to establish and manage multiple priorities; ability to work under pressure Outstanding attention to detail and accuracy Additional Qualifications Minimum Qualifications: bachelor’s degree is required (early education preferred). Candidates must possess the willingness to keep current in both subject matter knowledge and BASIS Independent Schools teaching methodologies. Preferred Qualifications: A successful applicant will demonstrate strong communication skills and be open to new ideas in teaching methods. Candidates must have the ability to obtain a fingerprint clearance card. Benefits: BASIS Independent Schools offers a comprehensive benefits package which includes: Competitive salary dependent on education and experience. Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools. Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred. Three PPO medical plans to choose from, as well as dental and vision insurance. An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit. Student tuition remission for your children to attend our schools. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Job Description Position Description: Chief Academic Officer Supervisor: Executive Director, The Family Place Public Charter School Category: Exempt/1.0 FTE with benefits Salary: Competitive, 60 -75K; Experience Dependent Position Summary: The Family Place Public Charter School (TFPPCS) is seeking an organizational leader with significant people management experience and proven results in leading and developing high performing adult education programs. The Chief Academic Officer (CAO) is responsible for planning and improving high academic excellence at The Family Place Public Charter School. TFPPCS is the newest adult public charter school in the District of Columbia and the Chief Academic Officer will play a critical role in shaping the school and implementing its vision. Position Description The CAO has primary authority and accountability for the academic performance of TFPPCS, the supervision of curriculum and instruction, as well as supervision of academic staff. Our ideal candidate is one who is committed to the success of all students and whose experience, knowledge, and drive will set the tone for a supportive school climate that challenges and motivates our diverse stakeholders. The CAO must have a passion for fulfilling TFPPCS’s mission to provide adult learners an alternative path to become proficient in English in a safe and nurturing environment. To be successful in the role of Chief Academic Officer candidates must demonstrate the following: • Commitment to TFPPCS’s mission, vision and attainment of academic and programmatic goals., • Passion for improving educational opportunities for adult learners and for building a strong, mission-driven organization., • Vision for success that includes leading and developing a team of dedicated faculty and staff members., • Strong sense of self, and demonstrate excellent written and verbal communication, interpersonal, and management skills., • Strong background in English as a Second Language and adult education. Instructional leadership and coaching: The Chief Academic Officer will, among other duties, teach a small ESL cohort and conduct home visits. The CAO will coach and inspire teachers and staff as we fulfill our mission; and help TFPPCS lead nationally in the two generational approach to education. Directly supervise 3-5 adult educators and oversee the CDA instructional consultant. Ensure that all staff members are aware of and in compliance with TFPPCS Personnel Policy and Procedures. Program Management: · Adult ESL-- three levels of instruction: Beginner, Intermediate, and Advanced ESL classes. Ensure that recruitment, attendance, retention, and CASAS assessment targets are being met every week. Ensure ESL curriculum is updated every year to reflect current standards and student needs. Facilitate the integration of digital literacy into the curriculum. · Foundation of Literacy-- allows learners with few years of formal schooling to study in their native Spanish. · Child Development Associate Certification and Workforce Development-- Supervise contracted CDA instructor and program; expand and develop other workforce pathways including restaurant and service sector training. · Family Literacy & Family Wellness-- Coordinate early childhood curriculum and case manager. Operational Management · Staff Recruitment: Establish and document job descriptions for adult educators and staff positions authorized by TFPPCS. Recruit, interview, and check references of candidates for unfilled staff positions; and recommend selection of candidates for approval by the Executive Director. · Coordination of Intern, Volunteer, and partner organization. · Staff Training and Development. · Data Management and Assessment: Provide written reports/summaries of program progress to existing/potential funders, the Board of Directors, and work with the Chief Compliance Officer to ensure accurate data collection and entry. Qualifications and Skills Required • Master’s degree or higher in TESOL, Adult Education, or related field., • Minimum 3 years of experience supervising teachers or managing programs related to Adult Education or ESL. Previous experience as an Adult ESL teacher highly preferred., • Must be Bilingual (English-Spanish); and have excellent oral and written communication skills, • Experience working with a non-profit Board of Directors., • Experience managing programs in an educational nonprofit or charter environment., • Experience with NRS-approved ESL testing (CASAS E-testing and BEST series)., • Experience working with low-income adults and children in urban settings., • Strong leadership capability and a demonstrated ability to mentor and supervise others., • Demonstrated success in recruiting, selecting, leading, motivating and coaching a team of teachers and staff, • Experience implementing school budgets and innovative strategies for maximizing school resources.

BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes. BASIS Independent McLean is seeking qualified candidates for a Science and Biology Substitute Teacher for Fall 2026. BASIS Independent McLean opened in 2016 and sits on an 11-acre campus located in Tysons Corner in Northern Virginia, with convenient access to Washington, D.C. less than 15 miles away. We have been named the #1 Private K-12 School in Virginia for the last three years by Niche, the #1 Best High School for STEM in Virginia, and rank in the Top 20 Best Private K-12 Schools in the country. This recognition highlights the strength and expertise of our faculty, as well as the high academic standards we set for students. What We're Looking For Teachers who are inspired in their approach, and who stretch the boundaries of learning, are typically the most successful. We encourage enthusiasm and support our instructors to demonstrate the thirst for knowledge to our students. We believe that passion is contagious and so we encourage our teachers to be both creative and innovative. We are looking for teachers that stretch beyond textbook teaching and bring together instruction methods that will ultimately help students delve deeper into a subject. This position serves as a substitute teacher for science and biology classes across middle and high school. This position is a full-time, on-campus position during regular school hours. Your Primary Responsibilities Able to differentiate instruction Able to create positive classroom community and build relationships with students Able to engage students in rigorous content and well-planned, well-paced lessons Skilled in classroom management (high warm and high firm) Has excitement, joy and passion for teaching kids and personal development/learning Has strong verbal and written communication skills with kids, employees, and parents Open to feedback and continuous growth Creative in instructional and classroom management strategies Cooperative, supportive, flexible Well organized Has a strong work ethic and “do whatever it takes” mind set Position Qualifications Minimum Qualifications: All applicants must have a BA or BS degree from an accredited or approved college or university. Preferred Qualifications: Experience with children is preferred. Together with a high level of personal responsibility and optimism, a successful applicant will demonstrate strong communication and interpersonal skills, will thrive in a fast-paced, achievement-oriented learning environment, and will be able to stand for long periods of time inside and outside of the building. Benefits: BASIS Independent Schools offers a comprehensive benefits package which includes: Competitive salary dependent on education and experience. Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools. Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred. Three PPO medical plans to choose from, as well as dental and vision insurance. An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit. Student tuition remission for your children to attend our schools. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes. BASIS Independent McLean is seeking qualified candidates for a Temporary Substitute Teacher! BASIS Independent McLean opened in 2016 and sits on an 11-acre campus located in Tysons Corner in Northern Virginia, with convenient access to Washington, D.C. less than 15 miles away. We have been named the #1 Private K-12 School in Virginia for the last three years by Niche, the #1 Best High School for STEM in Virginia, and rank in the Top 20 Best Private K-12 Schools in the country. This recognition highlights the strength and expertise of our faculty, as well as the high academic standards we set for students. What We're Looking For Teachers who are inspired in their approach, and who stretch the boundaries of learning, are typically the most successful. We encourage enthusiasm and support our instructors to demonstrate the thirst for knowledge to our students. We believe that passion is contagious and so we encourage our teachers to be both creative and innovative. We are looking for teachers that stretch beyond textbook teaching and bring together instruction methods that will ultimately help students delve deeper into a subject. Our Primary School Teachers, also known as Learning Expert Teachers (LETs), cultivate a culture of joyful learning as they co-create with the students. LETs at the elementary level customize education to meet the individual needs of each student. Our teachers love teaching, and our students love learning. Guided by the belief that any child can excel with the right support, our elementary teachers’ deep pedagogical expertise ensures that each student receives a world-class education, with personalized attention. This position serves as a substitute teacher for multiple subject areas across elementary school classes. This position is a temporary role with an anticipated end date of October 2026. Primary Job Responsibilities include, but are not limited to: As one of two teachers in the elementary classroom, Learning Expert Teachers (LETs) are responsible for one classroom of students—all day, every day—and work with the Subject Expert Teacher to find the best ways to deliver lessons, engage students, and create an environment where students will understand, and retain, what they learn in class. LETs utilize expertise in different pedagogical methods to provide individual or small group instruction to meet the different needs of students, while also establishing and maintaining standards of student behavior needed to achieve an optimal learning atmosphere in the classroom. Other duties include, but are not limited to: Evaluating students’ academic and social growth, keeping appropriate records, and preparing progress reports. Communicating with parents via email, conferences, and other means to discuss students’ progress and interpret the BASIS Independent Schools culture. Identifying student needs and cooperating with the Subject Experts or other professional staff members in assessing and helping students solve health, attitude, and learning problems. Supervising students during classroom transitions through the day. Able to differentiate instruction Able to create positive classroom community and build relationships with students Able to engage students in rigorous content and well-planned, well-paced lessons Skilled in classroom management (high warm and high firm) Has excitement, joy and passion for teaching kids and personal development/learning Has strong verbal and written communication skills with kids, employees, and parents Open to feedback and continuous growth Creative in instructional and classroom management strategies Cooperative, supportive, flexible Well organized Has a strong work ethic and “do whatever it takes” mind set Minimum Qualifications: A bachelor's or master's degree in early childhood or elementary education. Demonstrated success in student achievement, child development and classroom management. Candidates must have the ability to obtain a fingerprint clearance card. Preferred Qualifications: A minimum of 2 years of experience as a classroom teacher is preferred. A successful applicant will demonstrate strong communication skills and be open to new ideas in teaching methods. Benefits: BASIS Independent Schools offers a comprehensive benefits package which includes: Competitive salary dependent on education and experience. Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools. Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred. Three PPO medical plans to choose from, as well as dental and vision insurance. An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit. Student tuition remission for your children to attend our schools. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Job DescriptionSalary: Starting at $70,000 MISSION YouthBuild DC Public Charter School (YouthBuild PCS) is an alternative high school for young people seeking to transform their lives by re-engaging in their education in a non-traditional school environment. YouthBuild PCS prepares students for post-secondary education and the workplace by offering, in English and Spanish, academic, vocational and workforce development programs. YouthBuild PCS believes that service to the community is an essential part of the transformative process. Therefore, students serve their community through volunteer projects and by creating housing for low-income residents in the Washington, DC metropolitan area. For more information about YouthBuild PCS, visit youthbuildpcs.org. RESPONSIBILITIES Every student at YouthBuild PCS is assigned a Student Success Counselor/Coach to help them with overcoming challenges that impede their ability to be successful in school and in life. Through a combination of one-on-one counseling and group and community programming, a Student Success Counselor enables students to set and achieve goals and overcome obstacles to student success such as mental and physical health, transportation, housing, childcare, etc. The Student Success Counselors primary responsibilities include, but are not limited to: Counseling Provide one-on-one counseling to students for the purposes of: • setting personal and school goals, • assisting students with problem-solving and critical thinking to include self -analysis and self-management, • supporting students with short term crisis intervention, • increasing social skills, anger management, self-esteem, and conflict resolution,, • systematically coaching students in the process of barrier identification and problem-solving, and;, • ultimately ensuring sustained engagement and persistence in school and success in life, • Create an environment that is supportive while reinforcing the need for individual student accountability, • Maintain an effective system of record keeping and documentation which ensures confidentiality Collaboration and Coordination • Participate in interdisciplinary team meetings including Student Support Team and IEP meetings as needed, • Meet with academic and construction program teachers regularly to discuss counseling case reviews, behavior plan progress, social emotional curriculum planning as well as other concerns, • Collaborate with outside agencies to share information and ensure creation of seamless service delivery plans for students, • Meet with students and their families to effectively interpret the services of public and private agencies whose programs and services may meet their needs Leadership and Training • Serve as an active member of the School Culture and Student Support team working closely with other departments to ensure student success, • Advocate for students both at YouthBuild and as they navigate challenges outside of school, • Conduct home visits when necessary, • Co-facilitate student and family workshops, • Co-facilitate teacher and staff professional development sessions QUALIFICATIONS Successful candidates will possess the following qualifications: • Demonstrated passion for and commitment to YouthBuilds mission to transform lives of DC opportunity youth, • Masters in social work, counseling, psychology or related field required, • Valid professional license in the District of Columbia or eligibility to obtain licensure, • Minimum of two years of clinical experience required; experience working as a school counselor or social worker in school-based settings, preferably urban or alternative school settings, • Expertise in positive youth development principles and alternative high schools, • Exemplary listening and interpersonal skills, • Strong cultural competency skills, including excellent ability to communicate with diverse students and staff, • Experience using data and data systems to make programming decisions and ability to coach others in the use of data to ensure service delivery meets the needs of all students, • Ability to plan strategically and maintain a focus on results, • Energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans, • Extraordinary interpersonal skills and desire to work as a team player with teachers and staff, • Ability to partner and create relationships with parents and community members, • Ability to thrive in a highly collaborative work environment, and flexibility to navigate complex situations, tasks, and challenges, • Energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans, • Excellent verbal and written communication skills, • Proficiency in Spanish strongly preferred YouthBuild PCS is an Equal Opportunity Employer, and does not allow discrimination with respect to employment or any of the terms or conditions of employment because of race, ethnicity, national origin, gender, age, sexual orientation, sexual identity, marital status or religion. Benefits: • 401(k), • 401(k) matching, • Dental insurance, • Employee assistance program, • Flexible spending account, • Health insurance, • Health savings account, • Life insurance, • Paid time off, • Parental leave, • Professional development assistance, • Retirement plan, • Tuition reimbursement, • Vision insurance Schedule: • Monday to Friday Education: • Master's degree Experience: • clinical counseling: 2 years+ Language: • Spanish (preferred) License/Certification: • DC clinical license

Job Description ST. COLETTA OF GREATER WASHINGTON CLASS SPECIFICATION ADAPTIVE PE TEACHER Definition Under the direction of the School Systems Specialist, the incumbent is responsible for designing and implementing age-appropriate motor/leisure programs for students with intellectual disabilities, autism, and/or multiple disabilities. Duties include providing quality adapted physical education activities with appropriate accommodations, modifications, and adaptations to make each activity accessible to students and to improve their gross motor skills. Taking into consideration each student’s individual communication needs is essential. Train classroom staff to support their students during physical education activities. Essential duties require the ability to keep up with running students and or to lift or assist with lifting a student. An important aspect of the job is gaining general knowledge of and implementing the assigned student’s Individual Education Plan (IEP) goals and objectives. In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements. Other Performance Measures: Successful performance on the job requires following safety guidelines and policies to reduce accidents or injury to self or students, school dress standards, proper attendance and leave policies, and compliance with other policies set forth in the Employee Handbook. Creativity, initiative, and effective problem-solving are also important to the success of the incumbent. Attend and participate in weekly team, staff, and development meetings; read and accept responsibility for weekly staff notes and all policies and procedures. Complete all paperwork accurately and timely. Perform bus duty detail as assigned. Support the overall school mission through volunteer opportunities and contribute to the smooth operation of the school day. Examples of Essential Functions • Adapt and provide physical education activities as appropriate for all students; interfacing with theme-based teaching opportunities as appropriate., • Evaluate each student’s gross motor progress and prepare assessment reports, both formal and informal., • Research, order, and provide adaptive PE equipment and assistive technology., • Ensure the use of students augmentative/alternative communication systems., • Schedule physical education classes and/or opportunities for Special Olympics for all students; coordinate supports for Special Olympics with the Special Olympics coordinator., • Participate in the Special Olympics committee, attending meetings, tournaments, and trainings as appropriate., • Serve as Special Olympics coach, requiring eight (8) weeks of Special Olympics coaching in the evening hours, outside the normal school day., • Assist with the care and use of the hydrotherapy pool in accordance with prescribed training., • Provide written communication to parents regarding the physical education program provided to students., • Ability to establish and maintain effective work relationships with parents, teachers, classroom staff, therapists, and other school staff., • Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing, and/or pulling of objects and materials of moderate weight (45 lbs.)., • Ability to lift and position students with physical disabilities., • Most tasks require oral communication, visual and hearing perception, and the ability to get around the classrooms, cafeteria, gym, campus, etc., • The ability to keep up with running children and or to lift or assist with lifting students is essential., • Maintain the confidentiality of the parent, student, and staff personal identifiable information., • Other duties as assigned, such as coordination of the swimming program and bus duty. Required Qualifications: • Knowledge of assessment and goal writing for the pediatric population with neurological and muscular disorders., • Knowledge of the positioning and equipment needs of the student population., • Ability to assess the physical motor needs of students and plan appropriate instruction programs., • Ability to effectively plan, develop, and implement appropriate adaptive physical education activities., • Ability to include all students while addressing their individual needs., • Ability to accurately complete required reports promptly., • Ability to establish and maintain effective communication with therapists, teachers, classroom staff, parents, and students., • Ability to foster an open teaching relationship with therapists, teachers, and classroom staff., • Requires strong interpersonal skills and the ability to communicate verbally and in writing., • Successful completion of the required training courses within a specified period of time, • Tuberculosis screening to ensure no significant risk to the health and safety of others., • Successfully passing a criminal background investigation and pre-employment drug screening. Examples of Knowledge, Skills, and Abilities • Knowledge of methods, materials, practices, procedures, and programs in the field of special education, and specifically in the area of adaptive physical education., • Knowledge of related laws, regulations, and policies., • Ability to maintain a safe environment for students and staff., • Ability to communicate effectively with students, parents, teachers, and staff., • Ability to interpret and follow instructions furnished verbally, in writing, diagram, or schedule form., • Ability to read and follow safety rules, operating and maintenance instructions, and procedure manuals., • Ability to write routine reports and correspondence using English grammar and spelling. Sensory Requirements Most tasks require visual perception and discrimination. Some tasks require oral communication ability. Some tasks require the ability to perceive and discriminate sounds. Minimum Acceptable Education and Experience: Bachelor’s degree in adaptive physical education, physical education or related field; prior experience working with students with intellectual disabilities, autism, multiple disabilities and challenging behaviors is preferred. CPR Trainer Certification is a plus. School Hours of Work - 7:50 AM to 3:10 PM – Wednesday 7:50 AM to 4:00 PM – Monday, Tuesday, Thursday, Friday

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 Overview: DCI is hiring a full-time HS Special Education Teacher. This teaching position entails both instructional and case management responsibilities for providing special education services and supports to students with exceptional learning needs at DCI during the school year. Salary Range: $63,113 - $105,575 (Starting salary is determined by education and years of relevant experience) Qualifications: • Bachelor's Degree is required., • A Master's Degree in secondary education or this content area is preferred., • Previous experience teaching in this content area is strongly preferred., • Ability to use multiple technology platforms to guide instruction and communicate with students and families and proficiency with communicating using G-Suite tools, including Gmail, is preferred., • Strong written and oral communication skills., • Clear a background check. Key Qualities & Skills: • Plan lessons using a deep understanding of, and integration with, the IB English, Math, Science & Social Studies Education curriculum framework., • Deliver exceptional english instruction, through immersion methods, to diverse learners in a culturally responsive manner., • Provide instruction to DCI students with Individual Education Plans (IEPs)., • Write, deliver, and monitor IEPs., • Provide behavioral support to students with Tier 3 behaviors and have a special education classification., • Conduct special education meetings and case management functions., • Collaborate with general education teachers and related service providers., • Collaborate closely with education leadership., • Keep current on all OSSE regulations and initiatives., • Demonstrate effective advocacy and transition planning for students with disabilities at DCI., • Advise students, including teaching an advisory class using our advisory curriculum, and support other aspects of the school's instructional program., • Ability to handle the intensity required to work in a high-performing charter school, and remain organized, responsible, and accountable., • Ability to proactively manage the classroom learning environment in accordance with the school's discipline approach to maximize student engagement and learning., • Ability to accept and implement feedback received for real-time improvement., • Interest and desire to engage in the IB MYP/DP and language immersion., • Embrace professional development through attending coaching meetings, school/content-based sessions, and external development opportunities to deliver instruction at a high level., • Collaborate with general and special educators, coordinators, and leadership., • High degree of communication through a variety of mediums with parents and students., • Embrace French, Spanish, and Chinese cultures by leading and participating in cultural activities for faculty and students., • Ensure that our 1:1 Chromebooks program is implemented effectively for students by infusing technology into instruction., • Other duties as assigned. 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., • Teachers and staff have the appropriate technology and support to do their work. DC International School is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural and multilingual environment.

Job Description:\n\nSalary: Position:Preschool Special Education/English Learner Support Teacher Supervisor: Special Education Coordinator Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: We are seeking a Student Support (Special Education/English Learner) Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). 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. Student Support (Special Education/English Learner) Teacher Job Description The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders that influence the lives of children at Global Citizens PCS. Special Education/English Learner Teachers will work with general education teachers to 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. 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). Student Support (Special Education/English Learner) Teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language. 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. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families. Key responsibilities include, but are not limited to: School Mission and VisionImplement a shared school mission and vision to promote each students social, emotional, and academic developmentActively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each studentReinforce the mission with students and families, inspiring them to act on the mission every single dayReflect 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 learningCollaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School CultureModel ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleaguesContribute 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 teachersSet personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessionsParticipate in professional development and coaching cycles led by Principal and other instructional leadersEncourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvementDevelop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement ComplianceImplement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure complianceAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state lawAnalyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school yearAdminister the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments Case ManagementServe as case manager for students with a 504 accommodation planUpdate IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarterInform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshotsIssue quarterly progress reports on IEP, 504s, and BIPs goals for students & familiesProvide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandatesMonitor and support implementation of goals and objectives in content Curriculum, Instruction, and AssessmentCase manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventionsDesign and implement engaging instruction based on IEP goals and objectives for each studentAddress IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groupsCollaborate with general education teachers and the Special Education Coordinator to assess every students mastery of the content and diagnose areas of student misunderstandingServe as owner of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review processUtilize 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 activitiesSet 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 basisActively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessmentCollaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learningEnsure 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 Service DeliveryOversee the delivery of both instruction and related services as stipulated on IEPsProvide and/or support modifications and accommodations as needed in classroomsCo-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each studentMaintain a portfolio of student work samples, anecdotal data, and classroom observationsServe as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)Be accountable for students mastery of academic standardsCo-facilitate professional learning and training to teachers, staff, and families Equitable and Inclusive Student SupportImprove 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 changeWork with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students needsUse student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gapsServe 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 populationsAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law Student and Family EngagementBuild rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about themEnsure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetingsPromotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusivenessImplement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school missionEngage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic developmentProvides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students progress towards their IEP goals), and school challenges and accomplishmentsPlan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goalEvaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications planCreates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families) The ideal candidate is highly knowledgeable in the following:Effective language acquisition strategiesResearch-based, tiered instructional strategiesEarly Childhood curriculum, instruction, & developmentData analysis protocolsCulturally Sustaining PedagogyAnti-racist beliefs and practicesResponsive Classroom/Restorative Justice/Conscious DisciplineReaders and Writers Workshop & Play-Based Centers Special Education Teacher/Co-Coordinator Requirements:At least three years of experience as a Special Education Teacher preferredMeet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special EducationA Bachelors degree or a Masters degree in Education and passing scores on Praxis I & IIDeep experience and knowledge of learning standards and student-centered curriculumAn 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 exceptionalitiesAbility to excel as a member of a multidisciplinary team and an instructional teamAbility to work in a multicultural, multilingual environmentStrong 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, dis

Job Description About the Role HeyTutor has partnered with a local school district in Washington DC to provide high-impact, in-person tutoring to Middle School and High School students. Applicants must have completed an Associate’s degree or higher, or be currently enrolled in college. We are hiring English & Math Tutors to support students in grades 6th-12th during the school day. This is a great opportunity for college students, aspiring educators, and education professionals looking for consistent hours, competitive pay, and meaningful work in their community. An in-person background check is required. Pay & Benefits • $29-$32 per hour, based on education and experience, • Attendance-based pay incentives, • Voluntary health benefits (Critical Illness, Accident, Hospital Indemnity), • 401(k) retirement planSchedule, • Monday–Friday availability required, • Must be available between 7:30 AM – 4:30 PMRequirements, • Completed AA degree or higher, OR currently enrolled in college (required), • Experience working with children or tutoring preferred, • Comfortable tutoring Math and English Language Arts (ELA) for 6th-12th grade., • Ability to manage small groups independently, • Comfortable working in a classroom setting, • Ability to pass an FBI-DOJ in-person background check (provided by HeyTutor) Key Responsibilities • Tutor small groups of Elementary students without direct teacher supervision, • Deliver lessons using provided curriculum and materials, • Create an engaging and welcoming learning environment, • Support positive student behavior and participation, • Track attendance and student progress using the HeyTutor Dashboard, • Assist with student assessments when requested, • Escort students to and from designated areas on campus, • Clock in/out daily using Deputy, • Complete additional duties as assigned Why You’ll Love This Role • Make a meaningful impact in local schools, • Consistent weekday schedule, • Competitive pay with growth opportunities, • Ideal for education majors, aspiring teachers, and experienced tutors, • Structured curriculum, paid training, and ongoing support Who We Are HeyTutor is a leading EdTech company partnering with over 50 school districts nationwide. In 8+ years, we’ve supported 400,000+ students and delivered 1M+ tutoring lessons. Our high-dosage tutoring model is proven to improve student outcomes, and we’re proud to be ranked #28 Best Startup Employer by Forbes. Equal Opportunity Employer HeyTutor is an Equal Opportunity Employer. We are committed to creating a diverse and inclusive workplace and encourage all qualified applicants to apply regardless of race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or veteran status. Powered by JazzHR gM5IK2h7K5

Job DescriptionSalary: $18.40-$23.40 Division: Academics Reports to: Principal Schedule: 10month position | 7:50am3:50pm Position Summary The Substitute Teacher maintains a positive and productive classroom environment in the absence of the regular teacher. This role involves delivering lesson plans, managing classroom behavior, and ensuring continuity of instruction while supporting student learning and engagement. Key Responsibilities: • Implement lesson plans and instructional materials provided by the classroom teacher, • Maintain classroom management and a safe, respectful learning environment, • Engage students in instructional activities and support their learning needs, • Adapt instruction to meet diverse student abilities and learning styles, • Track attendance, behavior, and student progress as needed, • Collaborate with school staff to ensure smooth daily operations, • Supervise students during transitions, lunch, and recess as assigned, • Follow school policies, routines, and procedures Qualifications: • Bachelors degree in Early Childhood, Elementary Education, or related field, • Experience working in a school setting preferred, • Strong classroom management and communication skills, • Ability to adapt quickly and work collaboratively, • Bilingual (English/French or English/Spanish) preferred Candidates may click here provided to view the full job description and complete list of responsibilities. Additional duties may be assigned based on school needs.

Job DescriptionJob Title: Substitute Teacher Department: Education FLSA Status: Part-Time (0-20 hours per week) Reports to: Early Years and Elementary Campus Principals Work Schedule: 8am - 4pm, Monday-Friday Compensation: $25/hour Company Overview: The Washington Yu Ying Public Charter School is a leader in Chinese Immersion education, achieving high levels of academic and organizational success. Our diverse and inclusive community reaches far beyond the walls of our building. Here at Yu Ying our teachers, staff and families are collaborators, who together, are raising the next generation of culturally fluent and well-rounded global citizens. Position Overview: The In-house Substitute Teacher carries out regular teacher's lesson plans while the regular teacher is absent. During a prolonged absence of the regular teacher, the In-house Substitute Teacher is responsible for performing all essential functions identified in the absent teacher's job description. The In-house Substitute Teacher will also comply with other school operation procedures accordingly and may take on additional responsibilities as requested by the school. Essential Responsibilities: • Serve as classroom teacher for assigned grade level(s). Develop curricula and teach subjects, including but not limited to: reading, language arts, social studies, mathematics, and science., • Follow the absent teacher's written lesson plans. Consult with the Assistant Principal and/or appropriate personnel to resolve questions and/or concerns., • Maintain a supportive classroom environment following the structures in place to support students, e.g. Morning Meetings, Brain Smart Start, and restorative circles., • Implement effective classroom management procedures. Maintain high standards and uphold the student code of conduct., • Vary instructional techniques to address individual learning styles and stimulate student interest., • Communicate academic and behavioral objectives to parents, • Supervise non-classroom duties as assigned., • Work cooperatively with other teachers., • Supervise students in and out of classroom activities during the assigned working day., • Consult with the teaching team and teaching team partner on effective methods of classroom management., • Implement the school wide culture system in the classroom along with the discipline policy to effectively handle student behaviors., • Perform other specific job related duties as requested.Qualifications:, • Bachelor's degree required. Bachelor's or Master's degree in education preferred., • 1 year of experience as a classroom teacher preferred. Early childhood and/or elementary experience with 2+ years preferred., • Familiarity with IB Primary Years Program framework and inquiry-based teaching methods preferred.Terms of Employment: 10 Months Physical Demands: The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential responsibilities of the job. Unless reasonable accommodation(s) can be made, while performing this job, the staff member shall: • Use physical strength to lift, move, carry, pull or push equipment and/or student(s)., • Sit, stand, walk, and run for required periods of time., • Speak and hear., • Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision., • Communicate effectively in English, using proper grammar and vocabulary., • Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers and/or controls. Environmental Demands: The environmental demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. • Exposure to a variety of childhood and adult diseases and illnesses., • Occasional exposure to a variety of weather conditions., • Exposure to heated/air-conditioned and ventilated facilities., • Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment., • Function in a workplace with a high level of noises at times.* 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 English Primary Montessori Teacher (Guide) In anticipation of having open positions for the school year 2026-2027, we are accepting applications for Primary Montessori Teachers passionate about supporting students and staff in a bilingual environment. Our staff exhibits enthusiasm, a caring attitude, and a love of learning. Join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation’s capital. Serving children in PK3 through 5th grade, LAMB is a community that is committed to children and promotes peace and equality for all. Job Overview LAMB is looking to hire enthusiastic Montessori teachers to support students in PK3-Kindergarten. Montessori certification in 3-6 is preferred, but if not currently certified, the applicant must be enrolled in or willing to enroll in a Montessori training program. If you have experience with students in grades PK3 through Kindergarten, apply today! Primary Duties and Responsibilities • Develop grade-level skills and teach across content areas utilizing the Montessori Curriculum, materials, and other tools for the targeted language., • Maintain fidelity to LAMB’s Dual Language Allocation Plan., • Develop Montessori and other materials for all areas of the classroom., • Collaborate with co-teacher to deliver the bilingual Montessori primary curriculum, ensure that learning standards are met, and maintain and manage a positive learning environment., • Co-plan/co-teach, and collaborate with co-teacher to plan instruction, recordkeeping, analyze data, plan special activities, and arrange and supervise field trips., • Share planning documents with the Lower Elementary Coach and Coordinator at least once a month - either through Transparent Classroom or another planning form., • Build a classroom culture that demonstrates the principles of biliteracy, Grace and Courtesy, and PAZ (Positive Words, Actions of Respect, Zone of Learning)., • Actively and positively participate in LAMB’s coaching culture and identify and work towards achieving personal and professional goals., • Attend and participate in regular meetings (grade level team, language cohort, co-teaching, coaching meetings, data meetings, IEP, AED, 504, BIP)., • Plan for and draft intervention plans to support individual student needs and ensure progress toward social-emotional, and academic outcomes, in collaboration with the Student Support Team and service providers, including attending Multi-Tier System of Support (MTSS) / Student Services Team (SST) / Individual Education Plan (IEP) meetings., • Execute intervention plans (including Tier 2, Tier 3, 504, BIP, IEP) designed in collaboration with the Student Support Team for students based on teacher observations and recordkeeping, normed progress monitoring and benchmarking results, and school-wide assessments., • Complete surveys and assessments assigned by the Student Support Team to inform student evaluations., • Participate in all scheduled Professional Development sessions and trainings to ensure continued education and professional growth., • Maintain accurate, up-to-date, and confidential records of children’s progress utilizing a web-based program and other assessment tools to track mastery within the sequence of the Montessori curriculum., • Cultivate strong partnerships with families through updates, monthly newsletters, and other community-wide communications, in addition to regular communication with families regarding academic progress, classroom work, positive contributions, behavior, and incidents., • Participate in parent-teacher conferences and meetings throughout the school year, communicate with parents in accordance with school policy, and promote the school’s mission, objectives, and policies to parents., • Read and respond to emails from supervisors, colleagues, and families within 48 hours., • Welcome interns or assigned Montessori trainees into your classroom and provide regular feedback to support his/her professional development (for grades PreK-5) if applicable., • Meet with the Principal and/or Coach to develop solutions for any parent, staff, or school-related challenges, as needed., • Support school safety and assist with arrival and dismissal procedures, and lunch and recess coverage, as assigned and necessary., • Attend and participate in Back to School Night, Graduation/Moving Up Celebration, and one family workshop., • Management of professional development around the use of technology and educational platforms (Google Suite, Clever, ParentSquare, Transparent Classroom, PowerSchool, etc)., • Embody the Montessori philosophy of Grace and Courtesy and LAMB’s ideals of PAZ in all relationships - with students, colleagues, families, and other community members., • Embrace and foster student belonging and inclusion in the classroom by modeling and upholding high expectations for all students and practicing Grace and Courtesy plus our PAZ values., • Arrive and begin work on time, and be punctual for arrival, meetings, transitions, and dismissal., • Punch In and Punch Out on time and maintain your Paycom information up to date., • Other duties as assigned. Basic Qualifications • Possess Primary Certification in Montessori education (MACTE accredited); If not currently certified, the applicant must be enrolled in or willing to enroll in a Montessori training program, • Meet state educational requirements, preferably a valid state-issued teaching license or Bachelor’s degree in Early Childhood, Elementary Education, or equivalent from an accredited university, • Spanish native or Bilingual speaker (Spanish/English), • Have extensive experience working in early childhood programs and/or experience in dual-language education, • Ability to work with students of various abilities, including those with identified exceptionalities, • Experience with Google Workspace (preferred), • Meet health requirements, including immunizations and TB screening Skills and Values • Strong commitment to supporting diversity, equity, and inclusion and creating an anti-racist school environment, • Models critical thinking and student-centered practice with abilities in standards and data analysis to inform curricular planning for high-impact results, • Demonstrated ability to be an independent and collaborative solutions-oriented problem-solver, • Commitment to demonstrate love and joy towards students, colleagues, and the work, • Willing, hard-working attitude with a growth mindset toward self, students, and colleagues, • Demonstrated ability to take ownership of personal work and the school mission, • Commitment to learning and implementing Grace and Courtesy and PAZ, • Open to deepening understanding and differentiation for each student’s individual needs, especially for students with IEPs and other student services., • Understanding of the different levels of age-appropriate student development, • Ability to establish strong, trusting, and authentic relationships with students, colleagues, families, and other stakeholders, • Ability to manage time and work in a fast-paced, dynamic school environment, multi-task, prioritize, and stay calm under pressure, • Stay up to date with current educational research, technology, and educational platforms (Google Suite, Clever, ParentSquare, Transparent Classroom, PowerSchool, etc) Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice. FLSA Classification: Exempt Reports to: Principal Schedule: 10-month full-time position, from 8:00 am to 4:15 pm one day per week until 4:45 pm. Compensation Salary is commensurate with experience. Generous benefits package includes medical insurance (health, dental, & vision), retirement plan, life insurance, short-term and long-term disability, flexible spending account (medical, dependent care, and transit), and vacation/sick leave. Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at http://www.lambpcs.org/careers. Only applicants meeting the minimum qualifications for the position will be considered. Successful completion of a background investigation is required for employment in this position. LAMB welcomes resumes from all qualified applicants. No phone calls and no employment agencies, please. The Latin American Montessori Bilingual Public Charter School does not discriminate based on race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities. Powered by JazzHR r20OM7z5WA

Job Description High School Math Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a High School Teacher at KIPP DC Public Schools, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. Teachers may be content-specialized (for example, English, math, science, social studies, or specialty electives). About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team High School includes two schools in Washington, DC, serving grades 9-12. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community, • Work collaboratively with peers and grow their leadership through opportunities like grade-level chair, fellowships, or school leadership development cohorts. If applicable, you may also mentor a Capital Teaching Resident by modeling excellent instruction, gradually releasing classroom responsibilities, and participating in weekly coaching and feedback. Secondary roles (middle and high school) include content-specific instruction in courses such as ELA, math, science, social studies, and electives. Special Education Teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings. Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy.Professional Collaboration, Development, and Feedback- 20%, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Support school events such as family-teacher conferences, open houses, field trips, and community events. Qualifications Required Qualifications • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • “Teaching experience” here refers to serving as the teacher of record / lead instructor responsible for instruction and progress of an assigned class or section. It does not include paraprofessional work, substitute-only experience, internships without lead teaching responsibility, or daycare-only experience. Preferred Qualifications • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Strong collaboration habits with teammates (planning, data analysis, shared ownership for student growth) Physical Requirements • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • Growth & Development: Teachers at KIPP DC are continuous learners and seek out feedback and development opportunities, while also being self reflective about their own practice. Teachers apply flexibility and a problem-solving approach to persist through challenges. Teachers have a deep and growing understanding of their own identity, mindsets, and biases and use this insight to inform their teaching and professional development. Benefits & CompensationKIPP DC offers an extremely competitive compensation and benefits package: • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, teachers have up to 7 sick days and 3 personal days, paid holidays, and paid breaks throughout the school year. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at danica.cunningham@kippdc.org. Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR Cvid6fQeul

Job DescriptionJob Title: Chinese Substitute Teacher Department: Education FLSA Status: Part-Time (0-20 hours per week) Reports to: Early Years and Elementary Campus Principals Work Schedule: 8am - 4pm, Monday-Friday Compensation: $25/hour Company Overview: The Washington Yu Ying Public Charter School is a leader in Chinese Immersion education, achieving high levels of academic and organizational success. Our diverse and inclusive community reaches far beyond the walls of our building. Here at Yu Ying our teachers, staff and families are collaborators, who together, are raising the next generation of culturally fluent and well-rounded global citizens. Position Overview: The In-house Substitute Teacher carries out regular teacher's lesson plans while the regular teacher is absent. During a prolonged absence of the regular teacher, the In-house Substitute Teacher is responsible for performing all essential functions identified in the absent teacher's job description. The In-house Substitute Teacher will also comply with other school operation procedures accordingly and may take on additional responsibilities as requested by the school. Essential Responsibilities: • Serve as classroom teacher for assigned grade level(s). Develop curricula and teach subjects, including but not limited to: reading, language arts, social studies, mathematics, and science., • Follow the absent teacher's written lesson plans. Consult with the Assistant Principal and/or appropriate personnel to resolve questions and/or concerns., • Maintain a supportive classroom environment following the structures in place to support students, e.g. Morning Meetings, Brain Smart Start, and restorative circles., • Implement effective classroom management procedures. Maintain high standards and uphold the student code of conduct., • Vary instructional techniques to address individual learning styles and stimulate student interest., • Communicate academic and behavioral objectives to parents, • Supervise non-classroom duties as assigned., • Work cooperatively with other teachers., • Supervise students in and out of classroom activities during the assigned working day., • Consult with the teaching team and teaching team partner on effective methods of classroom management., • Implement the school wide culture system in the classroom along with the discipline policy to effectively handle student behaviors., • Perform other specific job related duties as requested.Qualifications:, • Bachelor's degree required. Bachelor's or Master's degree in education preferred., • Native-level proficiency in Mandarin Chinese is strongly preferred, • 1 year of experience as a classroom teacher preferred. Early childhood and/or elementary experience with 2+ years preferred., • Familiarity with IB Primary Years Program framework and inquiry-based teaching methods preferred.Terms of Employment: 10 Months Physical Demands: The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential responsibilities of the job. Unless reasonable accommodation(s) can be made, while performing this job, the staff member shall: • Use physical strength to lift, move, carry, pull or push equipment and/or student(s)., • Sit, stand, walk, and run for required periods of time., • Speak and hear., • Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision., • Communicate effectively in English, using proper grammar and vocabulary., • Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers and/or controls. Environmental Demands: The environmental demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all inclusive. • Exposure to a variety of childhood and adult diseases and illnesses., • Occasional exposure to a variety of weather conditions., • Exposure to heated/air-conditioned and ventilated facilities., • Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment., • Function in a workplace with a high level of noises at times.* 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:\n\nSalary: Position:Elementary Special Education/English Learner Teacher Supervisor: Special Education Coordinator Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: We are seeking a Special Education/English Learner Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). 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. Student Support (Special Education/English Learner) Teacher Job Description The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders that influence the lives of children at Global Citizens PCS. Special Education/English Learner Teachers will work with general education teachers to 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. 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). Student Support (Special Education/English Learner) Teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language. 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. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families. Key responsibilities include, but are not limited to: School Mission and VisionImplement a shared school mission and vision to promote each students social, emotional, and academic developmentActively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each studentReinforce the mission with students and families, inspiring them to act on the mission every single dayReflect 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 learningCollaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School CultureModel ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleaguesContribute 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 teachersSet personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessionsParticipate in professional development and coaching cycles led by Principal and other instructional leadersEncourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvementDevelop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement ComplianceImplement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure complianceAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state lawAnalyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school yearAdminister the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments Case ManagementServe as case manager for students with a 504 accommodation planUpdate IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarterInform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshotsIssue quarterly progress reports on IEP, 504s, and BIPs goals for students & familiesProvide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandatesMonitor and support implementation of goals and objectives in content Curriculum, Instruction, and AssessmentCase manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventionsDesign and implement engaging instruction based on IEP goals and objectives for each studentAddress IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groupsCollaborate with general education teachers and the Special Education Coordinator to assess every students mastery of the content and diagnose areas of student misunderstandingServe as owner of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review processUtilize 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 activitiesSet 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 basisActively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessmentCollaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learningEnsure 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 Service DeliveryOversee the delivery of both instruction and related services as stipulated on IEPsProvide and/or support modifications and accommodations as needed in classroomsCo-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each studentMaintain a portfolio of student work samples, anecdotal data, and classroom observationsServe as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)Be accountable for students mastery of academic standardsCo-facilitate professional learning and training to teachers, staff, and families Equitable and Inclusive Student SupportImprove 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 changeWork with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students needsUse student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gapsServe 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 populationsAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law Student and Family EngagementBuild rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about themEnsure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetingsPromotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusivenessImplement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school missionEngage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic developmentProvides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students progress towards their IEP goals), and school challenges and accomplishmentsPlan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goalEvaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications planCreates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families) The ideal candidate is highly knowledgeable in the following:Effective language acquisition strategiesResearch-based, tiered instructional strategiesEarly Childhood curriculum, instruction, & developmentData analysis protocolsCulturally Sustaining PedagogyAnti-racist beliefs and practicesResponsive Classroom/Restorative Justice/Conscious DisciplineReaders and Writers Workshop & Play-Based Centers Special Education Teacher/Co-Coordinator Requirements:At least three years of experience as a Special Education Teacher preferredMeet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special EducationA Bachelors degree or a Masters degree in Education and passing scores on Praxis I & IIDeep experience and knowledge of learning standards and student-centered curriculumAn 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 exceptionalitiesAbility to excel as a member of a multidisciplinary team and an instructional teamAbility to work in a multicultural, multilingual environmentStrong 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,

Job DescriptionElementary Special Education Teacher (PK3-5) Location: Washington, D.C. Model: 50/50 English-Hebrew Immersion Our Mission Sela was founded to dismantle educational inequity, racial segregation, and cultural isolation. We provide a space where students are celebrated as they begin their journey as global citizens. As a bilingual Hebrew-English school, we proudly serve over 280 students from Pre-K3 through 5th grade in the heart of DC. The Role As an Special Education Teacher, you will serve as a case manager and teacher within our 50/50 immersion model. You will work jointly with the English and Hebrew language teachers to support students with disabilities. You will be conducting push-in and pull-out lessons as well as co-teaching classes. In addition, you will write IEPs and lead IEP meetings. You will be responsible for delivering high-quality instruction in ELA and math to our students with disabilities, ensuring a seamless dual language experience for our diverse student body. Key Responsibilities Case Management Excellence: Lead the development, implementation, and monitoring of Individualized Education Programs (IEPs). Coordinate and facilitate multidisciplinary IEP meetings with families, clinicians, and administrators. Dual Language Instructional Support: Design specialized lesson plans that adapt Common Core standards for students with diverse needs, specifically navigating the cognitive demands of a dual-language environment. Data-Driven Advocacy: Regularly analyze progress monitoring data to tailor interventions. Use data to advocate for student needs during IEP meetings. Strategic Collaboration: Partner closely with Hebrew immersion teachers and English-language teachers to "bridge" content, ensuring that accommodations are effectively implemented across the day. Compliance & Integrity: Maintain meticulous records in accordance with IDEA, FERPA, and DC local policies, ensuring all timelines for evaluations and annual reviews are met. Instruction and Curriculum Plan and deliver specially designed instruction (SDI) in ELA and Math, aligned with student IEP goals. Modify and adapt grade-level curricula to ensure rigor is maintained while removing barriers to access. Utilize a variety of research-based interventions to support foundational skill gaps. Work with Hebrew co-teachers to develop visual aids, scaffolds, and modified vocabulary lists to support students during Hebrew-immersion blocks. Classroom Environment and Student Engagement Implement Positive Behavioral Interventions and Supports (PBIS) and restorative justice practices tailored to students’ individual behavioral intervention plans (BIPs). Foster student self-advocacy, helping learners understand their own profiles and the "superpowers" of their neurodiversity. Family Engagement and Communication Serve as the primary point of contact for families of students with IEPs, providing regular updates on goal progress. Empower families by demystifying the special education process and providing strategies for home-based support in a bilingual context. Collaborate with external providers (OTs, SLPs, Psychologists) to ensure a holistic approach to student development. Minimum Requirements • Education: Bachelor’s degree from an accredited institution (Master’s degree preferred)., • Expertise: Deep subject-matter knowledge; ideally a major/minor or graduate degree in Education or a core content area. A teaching license is preferred but not required., • Experience: At least two years of elementary teaching experience with a proven track record of student growth., • Skills: Exceptional oral and written communication; ability to motivate a diverse group of learners., • Eligibility: Must be legally authorized to work in the United States.Compensation & Benefits Sela PCS offers a competitive salary scale based on experience and education. • Salary Range: $58,525 - $98,328 (View our full Salary Scale), • Benefits: Comprehensive medical, dental, and vision insurance. Powered by JazzHR dhCzSoyMdu

Job DescriptionPhysical Education Teacher Location: Washington, D.C. Model: 50/50 English-Hebrew Immersion Our Mission Sela was founded to dismantle educational inequity, racial segregation, and cultural isolation. We provide a space where students are celebrated as they begin their journey as global citizens. As a bilingual Hebrew-English school, we proudly serve over 280 students from Pre-K3 through 5th grade in the heart of DC. The Role As the Physical Education Teacher, you will serve as a "specials" lead within our 50/50 immersion model. You will spearhead PE instruction for grades K-5, promoting physical literacy, teamwork, and healthy lifestyles. While your primary instruction is in English, you will work in a unique linguistic environment, collaborating with Hebrew-language staff to ensure a seamless, inclusive experience for our diverse student body. Key Responsibilities • Instructional Excellence: Design DC Standards-aligned PE lesson plans that challenge students’ motor skills and coordination while accommodating diverse physical abilities., • Active Engagement: Maintain an inviting, high-energy environment (gym or outdoor space) through effective movement-based classroom management., • Data-Driven Wellness: Use informal and formal assessments of motor skills and social-emotional growth to tailor instruction., • Collaboration: Partner with Hebrew and English teachers to align schedules and integrate school-wide themes into physical activity., • Commitment to Equity: Foster an inclusive athletic environment where every child, regardless of athletic background or ability, feels empowered to participate.Instruction and Curriculum, • Plan and deliver standards-aligned physical education that supports student engagement, rigor, and differentiated movement., • Develop instructional materials and games that promote sportsmanship, conflict resolution, and teamwork., • Establish clear, measurable physical development goals and regularly evaluate student progress., • Participate in collaborative planning to ensure PE supports the broader school culture.Classroom Environment and Student Engagement, • Create a safe, respectful, and inclusive environment for physical activity., • Implement management practices that promote positive behavior during high-energy transitions and competitive play., • Foster student voice and independent problem-solving during team-based activities., • Ensure equitable access to equipment and athletic resources for all learners.Student Support and Collaboration, • Collaborate with special education teachers and support staff to provide adaptive PE for students with specific physical or developmental needs., • Use performance data to identify gaps in motor development and provide appropriate interventions., • Implement accommodations as required by IEPs, 504 Plans, or SST recommendations to ensure full participation in physical activity.Family Engagement and Communication, • Communicate with families regarding student progress, physical milestones, and school-wide wellness initiatives (e.g., Field Day)., • Participate in parent-teacher conferences and family engagement nights. Powered by JazzHR 7lDAfwV7oF

Job DescriptionWho We Are Capital Village PCS is a small learning community where learners take the lead, grow together, and change the world. We are an intentionally small middle school (grades 6-8) with a max enrollment of 175 students total and two teachers in every classroom. Our community is a village focused on the interests, needs, and ambitions of each individual learner so that all learners can grow. When a learner enrolls in Capital Village PCS, they are matched with a mentor and begin building an Individual Learning Plan alongside their family. Grounded in the principles of EL Education, we teach a rigorous curriculum through student-led projects that blend Common Core standards with local social justice problems that students are empowered to design solutions for. Who You Are You believe that school can be different, and you want to use your voice and your skills to help shape an innovative new school model that will ultimately grow to serve hundreds of students across the city. You are, above all, a learner. Your potential is limitless, because you are constantly growing as a person and as a professional. You are driven by the belief that all children, regardless of their background or their zip code, can achieve at the highest levels. You believe that it is the job of a school to provide the right academic and behavioral supports so every student can succeed, including the implementation of restorative justice practices. You are team-oriented and love to collaborate with others. You understand that founding a school is hard work, and you are excited to roll up your sleeves and get to work. The Fitness / Health Teacher Role Capital Village teachers will be part of a team working together to create a new kind of learning environment for students. We aspire to connect the children of Washington, D.C. with the high-demand, high-growth careers of the future by providing a personalized learning environment paired with high expectations for student learning. As an EL Education school, our teachers will engage students in meaningful, authentic, and productive work that allows them to demonstrate mastery of rigorous learning targets. Teachers will have the following primary responsibilities: Instruction & Assessment: • Deliver quality fitness and health instruction to students in grades 6-8., • Plan and implement dynamic, station-based activities that are safe, fun, and instructional for groups of 8-10 students., • Work within an interdisciplinary team to plan fitness challenges and initiatives., • Conduct ongoing assessment of student progress using multiple tools including anecdotal records, performance assessments with rubrics, and fitness challenges., • Use student data to drive instructional decision-making and to collaborate with students to regularly communicate student growth, needs, and performance., • Understand the needs and goals of students with disabilities (IEP or 504 plans) and English Language Learners (ELLs); differentiate instruction and provide accommodations and supports as needed., • Proactively and consistently communicate with individual parents/guardians via meetings, phone calls, or email., • Design and implement comprehensive fitness programs that promote physical health, teamwork, and personal growth. Culture: • Model and teach Habits of Character that guide students to become effective learners and ethical people., • Use classroom management techniques that make use of restorative and clinical practices, promote equity, and create a respectful, collaborative, and growth-minded culture., • Collaborate with the school counselor to address student needs in a supportive role., • Regularly participate in Adult "Crew" and professional development opportunities that promote self-efficacy, self-care, and anti-oppression instructional and leadership capacity growth., • Foster a love of fitness and healthy living in students, encouraging them to set and achieve personal fitness goals., • Engage in community outreach to promote the school's fitness initiatives and build partnerships.Abilities, Knowledge, and Mindset You Bring to Capital Village:, • Associate’s degree or 30+ college credits required., • Experience teaching fitness required., • CPR & First Aid certification preferred., • Experience working with students in a school setting., • Candidates fluent in Spanish and French are strongly encouraged to apply., • Ability to work collaboratively and flexibly with a diverse team of teachers., • Entrepreneurial mindset, with the drive, passion to innovate, and tolerance of ambiguity needed for a startup environment., • Evidence of the ability to accept and incorporate feedback from leaders and peers., • Experience in and desire for building learning environments and implementing discipline policies grounded in restorative justice, social-emotional learning, and anti-oppression teaching/management practices preferred.The Tangible Good This position starts immediately. Here are some of the perks: • We offer competitive compensation based on experience., • Full medical benefits., • 100% employer-paid dental, vision, short-term/long-term disability, and life insurance., • This position offers paid time off and a robust and personalized professional development program, including a mentor teacher.Physical Requirements Must be able to use a variety of equipment and classroom tools such as computers, copiers, and equipment for children, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work. Capital Village is excited to build a diverse founding team, and we encourage applicants of all backgrounds to apply. We are proud to be an equal opportunity employer, and we hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, pregnancy/parenthood, veteran status, or disability. If you have a disability or special need that requires accommodations, please let us know. Powered by JazzHR 8ibY9BEWaD

Job Description:\n\nSalary: Position:Preschool Special Education/English Learner Teacher Supervisor: Special Education Coordinator Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: We are seeking a Special Education/English Learner Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). 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. Student Support (Special Education/English Learner) Teacher Job Description The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders that influence the lives of children at Global Citizens PCS. Special Education/English Learner Teachers will work with general education teachers to 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. 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). Student Support (Special Education/English Learner) Teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language. 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. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families. Key responsibilities include, but are not limited to: School Mission and VisionImplement a shared school mission and vision to promote each students social, emotional, and academic developmentActively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each studentReinforce the mission with students and families, inspiring them to act on the mission every single dayReflect 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 learningCollaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School CultureModel ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleaguesContribute 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 teachersSet personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessionsParticipate in professional development and coaching cycles led by Principal and other instructional leadersEncourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvementDevelop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement ComplianceImplement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure complianceAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state lawAnalyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school yearAdminister the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments Case ManagementServe as case manager for students with a 504 accommodation planUpdate IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarterInform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshotsIssue quarterly progress reports on IEP, 504s, and BIPs goals for students & familiesProvide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandatesMonitor and support implementation of goals and objectives in content Curriculum, Instruction, and AssessmentCase manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventionsDesign and implement engaging instruction based on IEP goals and objectives for each studentAddress IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groupsCollaborate with general education teachers and the Special Education Coordinator to assess every students mastery of the content and diagnose areas of student misunderstandingServe as owner of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review processUtilize 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 activitiesSet 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 basisActively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessmentCollaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learningEnsure 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 Service DeliveryOversee the delivery of both instruction and related services as stipulated on IEPsProvide and/or support modifications and accommodations as needed in classroomsCo-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each studentMaintain a portfolio of student work samples, anecdotal data, and classroom observationsServe as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)Be accountable for students mastery of academic standardsCo-facilitate professional learning and training to teachers, staff, and families Equitable and Inclusive Student SupportImprove 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 changeWork with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students needsUse student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gapsServe 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 populationsAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law Student and Family EngagementBuild rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about themEnsure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetingsPromotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusivenessImplement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school missionEngage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic developmentProvides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students progress towards their IEP goals), and school challenges and accomplishmentsPlan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goalEvaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications planCreates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families) The ideal candidate is highly knowledgeable in the following:Effective language acquisition strategiesResearch-based, tiered instructional strategiesEarly Childhood curriculum, instruction, & developmentData analysis protocolsCulturally Sustaining PedagogyAnti-racist beliefs and practicesResponsive Classroom/Restorative Justice/Conscious DisciplineReaders and Writers Workshop & Play-Based Centers Special Education Teacher/Co-Coordinator Requirements:At least three years of experience as a Special Education Teacher preferredMeet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special EducationA Bachelors degree or a Masters degree in Education and passing scores on Praxis I & IIDeep experience and knowledge of learning standards and student-centered curriculumAn 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 exceptionalitiesAbility to excel as a member of a multidisciplinary team and an instructional teamAbility to work in a multicultural, multilingual environmentStrong 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,

Job Description Job description: Job Overview We are seeking an enthusiastic and dedicated Spanish Teacher Home Daycare Teacher to create a vibrant, nurturing, and educational environment for young children. In this role, you will be responsible for delivering engaging Spanish language instruction while fostering a safe and supportive space for children’s growth and development. Your passion for early childhood education, combined with your ability to connect with children and manage a classroom effectively, will help inspire young learners to develop language skills and cultural awareness from an early age. This paid position offers an exciting opportunity to make a meaningful impact on children’s lives in a home-based daycare setting. Duties • Plan and implement age-appropriate Spanish & English language lessons that promote listening, speaking, reading, and writing skills in young children, • Create a warm, welcoming classroom environment that encourages curiosity and active participation in learning activities, • Incorporate fun, interactive teaching methods such as songs, games, storytelling, and cultural activities to enhance language acquisition, • Monitor and support individual children’s developmental progress, including those with special needs or disabilities, • Maintain a safe, clean, and organized classroom that adheres to all health and safety regulations, • Communicate regularly with parents or guardians about children’s progress, behavior, and any concerns, • Manage classroom behavior through positive reinforcement strategies and effective behavior management techniques, • Ensure compliance with all licensing requirements related to childcare, early childhood education standards, and safety protocols, • Must have 6 years experience, • CDA or AA degree in Early Childhood. Qualifications • Prior experience working with children in a daycare, preschool, or similar setting is highly preferred, • Knowledge of childhood development principles and early education best practices, • Certification in first aid and CPR is required; additional certifications in special education or working with individuals with disabilities are a plus, • Strong classroom management skills with the ability to foster a positive learning environment, • Experience in toddler care, infant care, or nannying is beneficial, • Ability to teach Spanish effectively through engaging activities suitable for young learners, • Excellent communication skills to collaborate with parents, guardians, and team members

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

Job 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 Overview: DCI is hiring a full-time Instructional Aide French/Chinese. The Instructional Aide provides in-person student support as a substitute teacher and administrative support for the school leadership. Hourly Range: $22.43 - $27.74 (Starting hourly rate is determined by education and years of relevant experience.) Qualifications: • High school diploma or equivalent required. (Associates, Bachelor's Degree, or equivalent is highly preferred)., • Preference for candidates that are bilingual French, or Chinese and English., • Ability to lift and carry orders and deliveries short distances., • Excellent interpersonal and communication skills., • Experience in a school environment., • Comfortable in a Mac environment., • Ability to draft and create documents and spreadsheets., • Ability to use multiple technology platforms to guide instruction and communicate with students and families and proficiency with communicating using G-Suite tools, including Gmail, is preferred., • Clear a background check. Key Qualities & Skills: • Teach courses and/or substitute teach as the sole instructor as necessary., • Interact with students, teachers and other community members in a professional and inviting manner., • Support teachers as an additional instructor in the classroom., • Provide discipline and informal counseling in response to student issues, including tracking disciplinary responses., • Provide support to office, front desk, and facilities staff as necessary., • Assist students and staff as necessary., • Professional communication with parents, students and staff French, or Chinese and English., • Provide support to Activities, Clubs and Extracurricular team and/or Athletic Director when needed., • Embrace French, Spanish, and Chinese cultures by leading and participating in cultural activities for faculty and students., • Other duties as assigned. 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., • Teachers and staff have the appropriate technology and support to do their work. DC International School is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural and multilingual environment.

Job Description SOCIAL WORKER (LCSW/ LICSW) Definition Under direct supervision of the Social Work Lead, the incumbent is responsible for providing a full range of social services to students with varying cognitive, social and behavioral abilities. Duties of this position require weekly meetings with students, individually and in groups, to work on improving social skills, self-esteem, problem solving and personal safety skills. Important aspects of the job include ensuring that all student counseling records are documented accurately and timely, and providing various staff development in-service trainings to school staff. It is important to note that while providing students’ with social services, the employee is responsible for the supervision of a student(s) which may require the ability to keep up with a running student and or to lift or assist with lifting the student. This is essential to perform this task. An important aspect of the job is gaining knowledge of and implementing the assigned student’s Individual Education Plan goals and objectives as well as ensuring accurate data collection and documentation of such. In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements. Other Performance Measures: Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies and compliance with other policies set forth in the Employee Handbook. Creativity, initiative and effective problem solving is also important to the success of the incumbent. Attend and participate in weekly team, staff and development meetings; read and accept responsibility for weekly staff notes and all policies and procedures. Complete all paperwork accurately and timely. Perform bus duty detail as assigned. Support the overall school mission through volunteer opportunities and contribute to the smooth operation of the school day. Examples of Essential Functions • Provide direct clinical assessment, assistance and counseling to students, parents and school staff in dealing with crises; support students and teachers throughout the day and during crisis situations; and assist in resolving issues as needed., • Develop, write and implement IEP goals for counseling services., • Administer, score and interpret the Vineland Adaptive Measurement tool for teachers as needed; make appropriate referrals for outside assessments as needed., • May assist in planning, developing; and presenting in-service training programs; instruct in techniques and procedures in crisis intervention and counseling; prepare reports as required by the various jurisdictions., • Contribute to the functional behavioral assessments and the development of behavior intervention plans; assist students and families in transition planning as needed., • Maintain accurate and up to date counseling notes and phone logs of contacts with students, parents, and outside agencies., • Monitor student attendance and intervene in truancy cases in accordance with policy and procedures documenting accordingly., • Participate on the Parent Teacher Organization (PTO) Education Committee as needed., • Provide training to staff and parent groups including PTO, parent support groups, etc. on topics such as Family Life Education, Child Abuse/Neglect recognition and reporting, etc., • Facilitate Peer Mediation Program as assigned., • May oversee or supervise BSW or MSW student interns as assigned, • Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (45 lbs.)., • Ability to lift and position physically disabled individuals may be required., • Most tasks require oral communication, visual and hearing perception, and the ability to get around the classrooms, cafeteria, gym, campus, etc., • The ability to keep up with running children and or to lift or assist with lifting students is essential., • Maintain confidentiality of parent, student and staff personal identifiable information., • Other duties as assigned. Required Qualifications: • Knowledge and understanding of students with cognitive disabilities, autism, and multiple disabilities., • Knowledge of the current Federal guidelines for Special Education., • Ability to independently problem solve and navigate the steps needed to accomplish the tasks of the position., • Ability to maintain required documentation of student records and complete appropriate Medicaid documentation., • Licensed as an Independent Clinical Social Worker in the District of Columbia. DCPS School Social Worker/K-12 Grade Level preferred., • Requires strong interpersonal skills and the ability to communicate verbally and in writing., • Successful completion of the required training courses within a specified period of time, • Tuberculosis screening to assure no significant risk to the health and safety of others., • Successfully passing a criminal background investigation and pre-employment and random drug screenings., • COVID-19 Vaccination Examples of Knowledge, Skills and Abilities • Knowledge of the ethical considerations involved in the practice of licensed clinical social work., • Knowledge of individual and group therapy techniques and theories., • Knowledge of counseling techniques., • Knowledge of available community resources and their organization and use., • Skill in establishing trust and rapport with students and families., • Ability to identify personal, educational and vocational needs of students., • Ability to analyze and evaluate the effectiveness of various social work treatment practices, techniques, and procedures., • Ability to interpret and follow instructions furnished verbally, in writing, diagram, or schedule form., • Ability to read, interpret, and follow safety rules, operating and maintenance instructions, and procedure manuals., • Ability to write routine reports and correspondence using English grammar and spelling. Sensory Requirements Most tasks require visual perception and discrimination. Some tasks require oral communication ability. Some tasks require the ability to perceive and discriminate sounds. Minimum Acceptable Education and Experience: Master’s in Social Work from an accredited college or university, and Licensed as an LCSW/ LICSW in the District of Columbia as of date of hire. Hours of Work - 7:50 AM to 3:10 PM – Wednesday 7:50 AM to 4:00 PM – Monday, Tuesday, Thursday, Friday

Job DescriptionSalary: Salary starts at $39,000 - $65,195 and will be commensurate with degree and years of experience Job Opportunity: Montessori Assistant- Elementary Location: Washington, DC Department: Academics Application Deadline: Until filled Employment Type: Full-time Expected Start Date of Position: August 2026 Reports to: Assistant Principal (Primary or Elementary) Compensation: Salary starts at $39,000 - $65,195 and will be commensurate with degree and years of experience FLSA Status: Exempt About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter Schools mission is to provide diverse families in Washington, DC, a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We will serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through an uncompromising application of the time-tested Montessori instructional model. We support prevention through early learning, support and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our schools work. We are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: Under the direction of the Assistant Principal, the Montessori Assistant- Elementary works with the classroom Guide as they plan and provide appropriate learning experiences for students. They assist the Guide in preparing a structured, student-centered learning environment conducive to the intellectual, physical, social, and emotional development of all children; monitor and evaluate student development and outcomes; communicate and interact with students, parents, staff, and community; works within the Montessori pedagogical scheme to develop and modify instructional plans and materials to meet the needs of all students; maintains appropriate records; follows required procedures and practices and monitors appropriate use and care of equipment, materials and facilities. Essential Functions and Responsibilities: The Montessori Assistant- Elementary is a 10-month position. Typical working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Knowledge of the nomenclature associated with Montessori materials and an understanding of how to support children with their use, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Observe student activity and base lesson support on observed needs and interests as well as knowledge of previous lessons given, • Participate in weekly group coaching meetings, • Ability to complete record-keeping tasks for the needs of the individual child as well as the group, • Ability and openness to being trained by the Lead Guide to maintain consistent limits and freedoms for students according to the Montessori method, • Knowledge of literacy programming and the ability to support reading growth through multiple methods as needed, including working with students individually or in small groups, assessing the reading level, and reinforcing skills or concepts presented by the guide, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the Montessori approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building Required Competencies and Qualifications: • Have a firm commitment to upholding the schools mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Ability to communicate effectively with parents, • Excellent oral and written communication skills, • Fluency in a language other than English is a plus Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelors degree required, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant Benefits: We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid COVID sick leave, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • Paid leave for the observation of a religious holiday Breakthrough invests heavily in the professional development (PD) of our faculty through: • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • A Continuing Education grant program that provides grantees up to $20,000 to complete Montessori teacher training, an advanced degree or other license. Other benefits include: • Health, dental, vision, • Retirement (Vanguard Retirement), • AFLAC, • Educator wellness groups, facilitated by a clinical psychologist. For information on Breakthrough Montessori PCS, including more information on employee benefits and our company culture, visit our website at www.breakthroughmontessori.org. Breakthrough Montessori PCS is an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job DescriptionSalary: Salary starts at $59,995 - $100,222 and will be commensurate with degree and years of experience Job Opportunity: Primary Guide Location: Washington, DC Department: Academics Application Deadline: Until filled Employment Type: Full-time Expected Start Date of Position: August 2026 Reports to: Principal Compensation: Salary starts at $59,995 - $100,222 and will be commensurate with degree and years of experience FLSA Status: Exempt About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter Schools mission is to provide diverse families in Washington, DC, a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through an uncompromising application of the time-tested Montessori instructional model. We support prevention through early learning, support and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. Breakthrough Montessori PCS is committed to equity in all areas of our schools work. We are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds. Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. Position Summary: Under the direction of the Principal and the Assistant Principal, the Primary Guide plans and provides appropriate learning experiences for students. They prepare a structured, student-centered, high-fidelity Montessori learning environment conducive to all children's intellectual, physical, social, and emotional development. As a public school, our diverse population of students must have equitable access to instruction, social-emotional support, and opportunities for self-development. The Primary Guide plays a central role in creating a prepared environment in which this is possible. Essential Functions and Responsibilities: The Primary Guide is a 10-month position. Typical working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: • Plan, implement and coordinate the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Follow required procedures and practices and monitor appropriate use and care of equipment, materials and facilities, • Attend weekly coaching meetings, level meetings, and PD sessions, • Train classroom team to help maintain consistent standards, freedoms, and limits for children through use of the Montessori method, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of the environment, • care of self, • community building, • Observe student activity and base weekly lesson planning on observed needs and interests, • Work within the Montessori pedagogical scheme to develop weekly instructional plans to meet the needs of all students, • Maintain accurate and up-to-date records for all students using Transparent Classroom, • Monitor and evaluate student development and outcomes, • Prepare and present progress reports on all students, • In collaboration with the Principal and Assitant Principal, prepare, administer and reflect on formative and summative assessments, • Communicate effectively with students to ensure instruction and holistic development, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families to help them understand the details and implementation of the Montessori approach (including newsletters, phone calls, etc. as directed by Assistant Principal), • Lead the classroom team in working together to implement high-fidelity Montessori programming, through: conducting weekly classroom team meetings, collaborating with the classroom team to draft a plan to manage varied student needs including behavior challenges, and creating weekly and daily cleaning/ sanitizing schedule with classroom team to maintain the prepared environment., • Must participate and contribute to IEP, eligibility meetings, Child Study Tier 1-3, and 504 plans, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Supervise Montessori and classroom assistants, • Attend and participate in school events outside of regular school hours, not limited to conferences, Lesson Share Day, etc., • Other duties as assigned Required Competencies and Qualifications: • Have a firm commitment to Montessori pedagogy and implementation, and upholding the schools mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Excellent interpersonal skills and ability to build meaningful relationships., • Excellent verbal and written skills., • Excellent organization skills and attention to detail., • Time management skills (such as punctuality, timeliness, the time management skills to complete lesson plans, reports, record-keeping, assessments, emails, newsletters, and data collection in a timely manner)., • Fulfill duties in accordance with the Primary Guide appraisal, • Openness to feedback, desire to continue development as a professional, and willingness to take responsibility for student outcomes and the classroom team., • Enthusiasm and commitment to our vision and mission, • Fluency in a language other than English is a plus, • Creative, energetic, and nurturing personality Education and Experience: • Bachelors degree in an applicable field required, • AMI or AMS Montessori Primary diploma required, • Montessori classroom teaching experience, preferably in a public school setting, • Experience collaborating and working as a teacher, • Experience utilizing classroom modifications to develop the full potential of each child, • Experience with families from diverse backgrounds, • Additional experience/training in special education, music, art, and/or physical education is a plus Benefits: We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • Paid leave for the observation of a religious holiday Breakthrough invests heavily in the professional development (PD) of our faculty through: • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • A Continuing Education grant application program that provides grantees up to $20,000 to complete Montessori teacher training, an advanced degree or other license. Other benefits include: • Health, dental, vision, • Retirement (Vanguard Retirement), • AFLAC, • Educator wellness groups, facilitated by a clinical psychologist. For information on Breakthrough Montessori PCS, including employee benefits and our company culture, visit our website at www.breakthroughmontessori.org. Breakthrough Montessori PCS is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job Description Middle School Special Education Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a Middle School Teacher at KIPP DC, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being. As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of Lead Teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable. For middle and high school roles: Teachers may be content-specialized (for example, English, math, science, social studies, or specialty electives). About KIPP DC For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community About the Team Our Middle Schools include 6 schools in Washington, DC, serving grades 5th-8th. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time. About the Role As a Lead Teacher, you will: • Teach engaging, standards-aligned lessons informed by student data., • Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging., • Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs., • Communicate consistently and proactively with families., • Contribute to schoolwide culture and community, • Work collaboratively with peers and grow their leadership through opportunities like grade-level chair, fellowships, or school leadership development cohorts. If applicable, you may also mentor a Capital Teaching Resident by modeling excellent instruction, gradually releasing classroom responsibilities, and participating in weekly coaching and feedback. Secondary roles (middle and high school) include content-specific instruction in courses such as ELA, math, science, social studies, and electives. Special Education Teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings. Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy.Individualized Education Program (IEP) Case Management, • Serve as a case manager for students with Individualized Educational Plans (IEP’s) on your assigned caseload, • Create and update Student IEP One-Pagers that summarize IEPs for school colleagues, • Progress monitor IEP goals for students on your assigned caseload, • Complete and distribute quarterly Progress Reports for students on your assigned caseload, • Ensure students on your caseload receive mandated accommodations on classwork and assessments, • Collaborate with related service providers toward IEP implementation for students on your assigned caseload, • Attend and actively participate in all IEP Team Meetings for assigned caseload, • Complete required documentation (i.e., IEP Present Levels of Performance, Analysis of Existing Data, IEP Goals, Draft IEP Services) for assigned caseload, • Close out required documentation in the special education database (as assigned), • Collaborate with the student support team regarding school-based special education referrals, • Work closely with the team of Related Service Providers and Mental Health Practitioners to develop effective classroom interventions. Professional Collaboration, Development, and Feedback- 20% • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Support school events such as family-teacher conferences, open houses, field trips, and community events. Qualifications Required Qualifications • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • “Teaching experience” here refers to serving as the teacher of record / lead instructor responsible for instruction and progress of an assigned class or section. It does not include paraprofessional work, substitute-only experience, internships without lead teaching responsibility, or daycare-only experience. Preferred Qualifications • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Strong collaboration habits with teammates (planning, data analysis, shared ownership for student growth) Physical Requirements • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • Growth & Development: Teachers at KIPP DC are continuous learners and seek out feedback and development opportunities, while also being self reflective about their own practice. Teachers apply flexibility and a problem-solving approach to persist through challenges. Teachers have a deep and growing understanding of their own identity, mindsets, and biases and use this insight to inform their teaching and professional development. Benefits & CompensationKIPP DC offers an extremely competitive compensation and benefits package: • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at danica.cunningham@kippdc.org. Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR JYgk24SyLV

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

Job Description Special Education Teacher (ESY Case Manager) We are accepting applications for an Extended School Year (ESY) Special Education Teacher (ESY Case Manager) who is passionate about supporting students and staff in a bilingual environment. Our staff exhibit enthusiasm, a caring attitude, and a love of learning. Come join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation’s capital. Serving children in PK3 through 5th grade, LAMB is a community that is committed to children and promotes peace and equality for all. Basic Qualifications • Meet state educational requirements, preferably a valid state-issued teaching license for Cross-Categorical Special Education in elementary education or meet eligibility, including undergraduate studies in Special Education and passing scores on Praxis I & II, • Native speaker of the modeling language (English or Spanish) and commitment to learn a second language (English or Spanish) (preferred), • Ability to work with students of various abilities, including those with various identified exceptionalities;, • Ability to work in a multicultural, bilingual environment, • Meet all employment requirements, including a thorough background check Duties and Responsibilities • Provide daily academic support to students receiving specialized instruction., • Case management for a caseload of 5-10 students including providing services, collecting progress monitoring data, and writing progress reports., • Design and implement engaging instruction based on IEP goals and objectives, • Maintain records of children’s progress utilizing a web-based program and other assessment tools to track mastery, • Collaborate with the ESY Coordinator and Dedicated Aide to plan instruction and special activities, • Participate in meetings, trainings, and/or planning cooperatives to fully serve children’s needs Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. FLSA Classification: Exempt Reports to: ESY Coordinator Schedule: 8:00 am - 1:00 pm (July 7-31 2026) Compensation Salary is commensurate with experience, ranging from $32-$56 per hour. Only applicants meeting minimum qualifications for the position will be considered. Successful completion of a background investigation is required for employment in this position. LAMB welcomes resumes from all qualified applicants. No phone calls and no employment agencies, please. The Latin American Montessori Bilingual Public Charter School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities. Powered by JazzHR fIyp4k9axE

Job Description Principal Position Title:PrincipalReports To:Executive DirectorClassification:Exempt (Full-Time, Salaried)School Type:Small Public Charter High School for Girls, Washington, D.C. Approximately 250 students Program:International Baccalaureate Career Program (IBCP) POSITION OVERVIEWGirls Global Academy (GGA) is a small, mission-driven public charter high school committed to empowering young women in Washington, D.C. through a college-preparatory, globally focused education grounded in the International Baccalaureate Career Program (IBCP). GGA’s culture is built on the pillars of sisterhood, scholarship, service, and safety. The Principal is GGA’s senior on-site academic leader. Reporting directly to the Executive Director, the Principal is responsible for the day-to-day leadership of the school — overseeing instruction, managing staff, ensuring a safe and equitable learning environment, and serving as the primary point of accountability for student achievement and school culture. The ideal candidate is a proven instructional leader who combines deep pedagogical expertise with the entrepreneurial mindset required to thrive in a growing, startup-stage school environment. KEY LEADERSHIP ACCOUNTABILITIESThe Principal holds primary Responsibility and Accountability (R/A) for the following core functions, consistent with GGA’s organizational framework: 1. School Leadership, Mission & Vision • Oversee all day-to-day school operations, serving as the primary decision-maker for academic matters in the building., • Implement and reinforce GGA’s shared mission and vision across all aspects of school life; use the mission as the primary lens for decision-making and prioritization., • Develop and execute ambitious, feasible school-wide annual action plans aligned to the Strategic Plan and prescribed improvement intervals., • Apply continuous improvement and change management practices to ensure GGA consistently meets its mission and goals., • Model urgency, excellence, humility, and optimism; actively seek feedback; engage in ongoing professional learning and reflection., • Collaborate with the Executive Director in monitoring and leveraging external partnerships and resources. 1. Academic Program: Curriculum, Instruction & Assessment • Coordinate and oversee the full academic curriculum across all subject areas, including core academics, The Arts, Physical Education, and Music., • Lead the development and regular revision of Scope and Sequence documents, Curriculum Maps, and Unit Plans for all grades and subjects in collaboration with Academic Coach and IB/CTE Coordinator, • Develop and maintain the master instructional schedule in alignment with school goals., • Set clear, measurable academic goals for every student throughout the year; monitor progress through regular school-wide data analysis., • Manage the school assessment process, ensuring teachers use data to differentiate and drive instruction., • Evaluate and continuously improve the rigor, coherence, and equity of curriculum, instruction, and assessment practices. 1. Staff Management & Instructional Coaching • Manage all academic and instructional staff, including recruitment, hiring, scheduling, formal evaluation, and performance support., • Conduct frequent informal and formal classroom observations; deliver specific, actionable, and timely instructional feedback., • Develop individualized growth plans for all teachers at the start of each year; monitor progress mid-year and at year-end., • Design and facilitate high-quality, data-driven professional development aligned to school goals and teacher-identified needs., • Model and co-teach lessons using research-based instructional, anti-bias, and classroom management practices., • Manage the scheduling and supervision of substitute teachers, including sub plans and directions., • Strategically deploy teaching talent to ensure students have access to the right expertise at critical developmental stages. 1. School Culture & Student Support • Foster a professional culture grounded in relational trust, collaboration, equity, and continuous improvement., • Maintain positive, fair student behavior policies that emphasize restorative practice and behavioral growth., • Serve as a member of the Student Support Team (SST); coach teachers to implement a tiered system of academic and social-emotional supports., • Support Special Education (SPED) and English Language Learner (ELL) instruction; collaborate with the Special Education Coordinator on systematic interventions and IEP alignment., • Manage and supervise daily school operations including hallways, cafeteria, arrival/dismissal, and student transitions., • Maintain and publish regular school communications including newsletters, program updates, and student performance reports. 1. Family & Community Engagement • Build and sustain open, welcoming, two-way communication with families and the broader community in service of student success., • Engage marginalized or traditionally underrepresented families in meaningful, reciprocal partnerships., • Plan and lead student recruitment initiatives, especially during growth and grade-expansion phases, to meet enrollment targets., • Evaluate and improve the effectiveness of family engagement, community outreach, and school communications plans. 1. Professional Learning Plan • Develop and lead the school-wide Professional Learning Plan in coordination with the Executive Director and Director of Programs., • Prioritize professional development needs through careful analysis of student performance data and teacher growth areas., • Ensure all professional development sessions are thoroughly planned, engaging, and immediately actionable. COLLABORATION WITH SCHOOL LEADERSHIPThe Principal works in close partnership with GGA’s leadership team. Key collaborative relationships include: Leadership PartnerPrincipal’s Key Collaborative RoleExecutive DirectorReports directly; co-develops public face of GGA; collaborates on budget management and strategic execution.Director of School CultureJointly supports PBIS systems, school culture, student behavioral supports, Multi-tiered Support Systems, and school communications.Director of Programs (IBCP)Consults on curriculum development and effective educational programs; supports IB/CTE professional learning and program evaluation.Director of OperationsConsults on instructional materials procurement, campus safety, and technology availability; provides input on grant opportunities. Director of Student Support Collaborates to align academic and behavioral support services and interventions, ensuring students receive coordinated services that support their overall success REQUIRED QUALIFICATIONS • Bachelor’s Degree required; Master’s Degree in Education, Educational Leadership, or a related field strongly preferred., • Initial Administrative Service Credential with the ability to obtain your Standard Administrative Services Credential within three months, • Minimum 5 years of urban classroom teaching experience with a demonstrated record of high student achievement., • Minimum 3 years of instructional leadership or school leadership experience in an urban school setting., • Minimum 3 years of instructional coaching experience, including formal observation and structured feedback cycles., • Demonstrated experience leading school-based data teams: analyzing student performance data, producing actionable reports, and translating findings into instructional strategy., • Experience leading curriculum development and supporting adults in designing and implementing rigorous academic programs., • Proven success in designing and delivering staff professional development in large group, small group, and one-on-one settings., • Experience with assessment data collection, disaggregation, and analysis to close achievement and opportunity gaps., • Experience operating in a startup, launch-phase, or growth-stage school environment; demonstrated comfort with ambiguity, barrier removal, and entrepreneurial problem-solving., • Proficiency in Microsoft Office Suite (Word, Excel, PowerPoint) and Google Workspace., • Strong organizational skills and consistent ability to meet deadlines in a fast-paced environment. PREFERRED QUALIFICATIONS, • Familiarity with the International Baccalaureate (IB) framework, particularly the Career-Related Programme (IBCP)., • Experience leading or supporting Career and Technical Education (CTE) programs., • Experience in single-gender or girls’ education environments., • Knowledge of DC charter school policies, OSSE compliance requirements, and DCPSCSB regulations., • Experience with restorative practices, Positive Behavioral Interventions and Supports (PBIS/PBS), and trauma-informed approaches. CORE COMPETENCIES & ATTRIBUTESThe Executive Director will screen for evidence of the following competencies in all candidates: CompetencyWhat We Look ForInstructional ExpertiseCan articulate and model high-quality, differentiated instruction; strong track record of improving teacher practice through coaching.Data-Driven Decision MakingConsistently uses qualitative and quantitative student data to drive instructional decisions and resource allocation.Mission AlignmentDemonstrates authentic commitment to girls’ education, equity, and GGA’s four pillars: Sisterhood, Scholarship, Service, and Safety.Startup MindsetThrives in ambiguity; proactively identifies and removes obstacles; entrepreneurial in approach; calm and solutions-focused under pressure.Relational LeadershipBuilds trusting, collaborative relationships with staff, students, and families; listens actively; leads with empathy and cultural competence.Accountability & IntegrityModels the behavior expected of staff and students; holds self and others to high standards with fairness and transparency.CommunicationCommunicates clearly and professionally with diverse stakeholders: students, families, staff, and community partners.Continuous LearningRegularly seeks feedback; reflects on practice; engages in professional development; models a growth mindset for the school community. COMPENSATION • Salary for this position is competitive and commensurate with experience (ranges from $135K-$150K). Additionally, Girls Global Academy PCS offers a comprehensive benefits package. Our Commitments to Staff: • Personalized professional development tailored to your needs as an educator, • Support and coaching from an experienced leadership team, • A seat at the table where you are a decision maker in an equitable and inclusive environment, • Work-life rhythm where you are encouraged to make self care a priority How to Apply Please submit your application to our online jobs portal. All applicants will have to pass a background check. Applications will be reviewed on a rolling basis, preference will be given to applications received by March 31st. Anticipated Start Date is July 1, 2026. For the right candidate we may hire early for this position to prepare fully for SY26-27. No phone calls, please. Girls Global Academy provides equal employment opportunities 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, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Powered by JazzHR 8VWoIaRTqi

Job Description SPECIAL EDUCATION TEACHER We are accepting applications for Special Education Teachers passionate about supporting students and staff in a bilingual environment. Our staff exhibits enthusiasm, a caring attitude, and a love of learning. Join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation’s capital. Serving children in PK3 through 5th grade, LAMB is a community that is committed to children and promotes peace and equality for all. Job Overview LAMB is looking to hire enthusiastic Special Education teachers to support students in preschool through 5th grade. Primary Duties and Responsibilities • Perform case management responsibilities including developing Individualized Education Plans, monitoring the implementation of modification and accommodations to general education instruction, facilitating team meetings including IEP meetings, and documenting student progress through quarterly progress reports., • Design and implement engaging instruction based on students’ IEP goals and objectives., • Provide instruction to meet the learning needs of diverse learners by differentiated instruction through content, process and product., • Actively and positively participate in LAMB’s coaching culture and identify and work towards achieving personal and professional goals., • Attend and participate in regular meetings (grade level team, language cohort, co-teaching, coaching meetings, data meetings, IEP, AED, 504, BIP)., • Develop Individualized Education Plans (IEP) in collaboration with the parent, general education teachers, and related service providers and based on teacher observations and recordkeeping, normed progress monitoring and benchmarking results, and school-wide assessments., • Participate in all scheduled Professional Development sessions and trainings to ensure continued education and professional growth., • Maintain accurate, up-to-date, and confidential records of children’s progress utilizing a web-based program and other assessment tools to track mastery of IEP goals and objectives., • Cultivate strong partnerships with families through updates, monthly newsletters, and other community-wide communications, in addition to regular communication with families regarding academic progress, classroom work, positive contributions, behavior, and incidents., • Participate in parent-teacher conferences and meetings throughout the school year, communicate with parents in accordance with school policy, and promote the school’s mission, objectives, and policies to parents., • Read and respond to emails from supervisors, colleagues, and families in a timely fashion., • Meet with the Principal and/or Coach to develop solutions for any parent, staff, or school-related challenges, as needed., • Support school safety and assist with arrival and dismissal procedures, and lunch and recess coverage, as assigned and necessary., • Attend and participate in Back to School Night, Graduation/Moving Up Celebration, and one family workshop., • Management of professional development around the use of technology and educational platforms (Google Suite, Clever, ParentSquare, Transparent Classroom, PowerSchool, etc)., • Embody the Montessori philosophy of Grace and Courtesy and LAMB’s ideals of PAZ in all relationships - with students, colleagues, families, and other community members., • Embrace and foster student belonging and inclusion in the classroom by modeling and upholding high expectations for all students and practicing Grace and Courtesy plus our PAZ values., • Arrive and begin work on time, and be punctual for arrival, meetings, transitions, and dismissal., • Punch In and Punch Out on time and maintain your Paycom information up to date., • Other duties as assigned. Basic Qualifications • Meet state educational requirements, preferably a valid state-issued teaching license for Cross-Categorical Special Education in elementary education or meet eligibility, including undergraduate studies in Special Education and passing scores on Praxis I & II, • Bilingual (Spanish/English) preferred, • Ability to work in a multicultural, bilingual environment, • Have one or more years of teaching experience working in early childhood programs and/or experience in dual-language education;, • Ability to work with students of various abilities, including those with various identified exceptionalities;, • Experience with Google Workspace (preferred), • Meet health requirements, including immunizations and TB screening Skills and Values • Strong commitment to supporting diversity, equity, and inclusion and creating an anti-racist school environment, • Models critical thinking and student-centered practice with abilities in standards and data analysis to inform curricular planning for high-impact results, • Demonstrated ability to be an independent and collaborative solutions-oriented problem-solver, • Commitment to demonstrate love and joy towards students, colleagues, and the work, • Willing, hard-working attitude with a growth mindset toward self, students, and colleagues, • Demonstrated ability to take ownership of personal work and the school mission, • Commitment to learning and implementing Grace and Courtesy and PAZ, • Open to deepening understanding and differentiation for each student’s individual needs, especially for students with IEPs and other student services., • Understanding of the different levels of age-appropriate student development, • Ability to establish strong, trusting, and authentic relationships with students, colleagues, families, and other stakeholders, • Ability to manage time and work in a fast-paced, dynamic school environment, multi-task, prioritize, and stay calm under pressure, • Stay up to date with current educational research, technology, and educational platforms (Google Suite, Clever, ParentSquare, Transparent Classroom, PowerSchool, etc) Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice. FLSA Classification: Exempt Reports to: Manager of Special Education Schedule: 10-month full-time position, from 8:00 am to 4:15 pm Compensation Salary is commensurate with experience, ranging from $48,900 to $89,530. Generous benefits package includes medical insurance (health, dental, & vision), retirement plan, life insurance, short-term and long-term disability, flexible spending account (medical, dependent care, and transit), and vacation/sick leave. Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at http://www.lambpcs.org/careers. Only applicants meeting minimum qualifications for the position will be considered. Successful completion of a background investigation is required for employment in this position. LAMB welcomes resumes from all qualified applicants. No phone calls and no employment agencies, please. The Latin American Montessori Bilingual Public Charter School does not discriminate based on race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities. Powered by JazzHR vED7MKBxD4

Job Description:\n\nSalary: Position:Elementary Special Education/English Learner Support Teacher Supervisor: Special Education Coordinator Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: We are seeking a Student Support (Special Education/English Learner) Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). 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. Student Support (Special Education/English Learner) Teacher Job Description The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders that influence the lives of children at Global Citizens PCS. Special Education/English Learner Teachers will work with general education teachers to 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. 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). Student Support (Special Education/English Learner) Teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language. 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. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families. Key responsibilities include, but are not limited to: School Mission and VisionImplement a shared school mission and vision to promote each students social, emotional, and academic developmentActively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each studentReinforce the mission with students and families, inspiring them to act on the mission every single dayReflect 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 learningCollaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School CultureModel ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleaguesContribute 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 teachersSet personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessionsParticipate in professional development and coaching cycles led by Principal and other instructional leadersEncourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvementDevelop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement ComplianceImplement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure complianceAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state lawAnalyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school yearAdminister the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments Case ManagementServe as case manager for students with a 504 accommodation planUpdate IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarterInform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshotsIssue quarterly progress reports on IEP, 504s, and BIPs goals for students & familiesProvide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandatesMonitor and support implementation of goals and objectives in content Curriculum, Instruction, and AssessmentCase manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventionsDesign and implement engaging instruction based on IEP goals and objectives for each studentAddress IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groupsCollaborate with general education teachers and the Special Education Coordinator to assess every students mastery of the content and diagnose areas of student misunderstandingServe as owner of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review processUtilize 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 activitiesSet 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 basisActively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessmentCollaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learningEnsure 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 Service DeliveryOversee the delivery of both instruction and related services as stipulated on IEPsProvide and/or support modifications and accommodations as needed in classroomsCo-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each studentMaintain a portfolio of student work samples, anecdotal data, and classroom observationsServe as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)Be accountable for students mastery of academic standardsCo-facilitate professional learning and training to teachers, staff, and families Equitable and Inclusive Student SupportImprove 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 changeWork with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students needsUse student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gapsServe 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 populationsAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law Student and Family EngagementBuild rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about themEnsure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetingsPromotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusivenessImplement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school missionEngage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic developmentProvides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students progress towards their IEP goals), and school challenges and accomplishmentsPlan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goalEvaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications planCreates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families) The ideal candidate is highly knowledgeable in the following:Effective language acquisition strategiesResearch-based, tiered instructional strategiesEarly Childhood curriculum, instruction, & developmentData analysis protocolsCulturally Sustaining PedagogyAnti-racist beliefs and practicesResponsive Classroom/Restorative Justice/Conscious DisciplineReaders and Writers Workshop & Play-Based Centers Special Education Teacher/Co-Coordinator Requirements:At least three years of experience as a Special Education Teacher preferredMeet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special EducationA Bachelors degree or a Masters degree in Education and passing scores on Praxis I & IIDeep experience and knowledge of learning standards and student-centered curriculumAn 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 exceptionalitiesAbility to excel as a member of a multidisciplinary team and an instructional teamAbility to work in a multicultural, multilingual environmentStrong 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, di

Job Description Educational Outreach Coordinator Company Overview | Close Up is a nonprofit, nonpartisan, civic education organization that aims to inform, inspire, and empower young people to become active participants in our democracy. We believe a strong democracy requires engagement by all citizens. Therefore, we seek to reach youth from all communities and all backgrounds, regardless of race, religion, gender, socioeconomic level, or academic standing. Since 1971, we have partnered with schools nationwide to serve more than one million students and educators through experiential programs in our nation’s capital and in local communities, professional development for educators, and curriculum and resource design. Position Overview | We are seeking a dynamic, relationship-driven Educational Outreach Coordinator to join our team. In this role, you’ll be responsible for managing and growing relationships with educators, schools, and community leaders to drive participation in Close Up’s Washington, D.C. student programs. You’ll work with assigned accounts—supporting existing partners, identifying new opportunities, and expanding Close Up’s presence across the K–12 education space, including public school districts, charter schools, private schools, and education associations. In addition to managing these accounts and assisting with recruitment efforts, you’ll help uncover new pathways to deliver Close Up’s civic education offerings, including teacher professional development and customized programs. This is a fast-paced, mission-driven role where two days are not the same. You’ll engage with schools via phone, video calls, and in-person visits, while collaborating closely with internal teams to support your accounts and ensure success. Training and ongoing support are provided. This position is based at Close Up’s office in Arlington, VA. Responsibilities • Manage, maintain and grow a portfolio of existing school and district partners., • Provide excellent customer service and ensure you are able to regularly follow up and are responsive to our customers’ needs., • Cultivate and strengthen relationships with educators, administrators, and community leaders within the territories of your accounts., • Identify and pursue new recruitment opportunities and partnerships in your region(s)., • Promote Close Up’s suite of civic education programs to increase student and teacher participation., • Collaborate with internal departments to ensure alignment and high-quality program delivery., • Achieve and exceed assigned goals and performance benchmarks., • Represent Close Up at conferences, school visits, and regional events. Qualifications • Bachelor’s degree from a four-year college or university or six years of experience in sales, education or non-profit work., • Exceptional relationship building skills both internally and externally., • High level of ownership, accountability, and initiative., • Excellent written and oral communication skills., • Willingness to travel for meetings, trainings, and conferences., • Bilingual (Spanish/English) is a plus., • Authorized to work in the U.S. for any employer. Compensation and Benefits In addition to meaningful and rewarding work, Close Up provides a comprehensive benefits package which includes two robust medical insurance plans, dental insurance (over 90 percent of premiums are company-paid), and vision coverage. Close Up pays 100 percent of the premiums for life/AD&D insurance and short- and long-term disability insurance, and offers flexible spending and dependent care accounts, a 403(b) retirement savings program, paid vacation/sick days/holidays, paid parental leave, a Metro subsidy or free garage parking, free gym access, and a positive work environment. Base salary plus potential bonus awarded based on performance and foundation goals. Upload a brief statement or cover letter describing why this position is the right fit for your skills and experience. Close Up Foundation is an equal opportunity employer. No recruiters needed.

Job Description3rd Grade Math Lead Teacher Location: Washington, D.C. Model: 50/50 English-Hebrew Immersion Our Mission Sela was founded to dismantle educational inequity, racial segregation, and cultural isolation. We provide a space where students are celebrated as they begin their journey as global citizens. As a bilingual Hebrew-English school, we proudly serve over 280 students from Pre-K3 through 5th grade in the heart of DC. The Role As the 3rd Grade Math Lead Teacher, you will serve as a homeroom co-teacher within our 50/50 immersion model. You will be the primary instructor for Mathematics for the 3rd-grade cohort. You will work jointly with the English Language Arts (ELA) teacher and the Hebrew language teacher to lead many aspects of the day. You will be responsible for delivering high-quality, rigorous math instruction, ensuring a seamless dual-language experience for our diverse student body. Key Responsibilities Instructional Excellence: Design Common Core-aligned math lesson plans that challenge students while accommodating diverse learning styles. Data-Driven Growth: Regularly analyze formal and informal math assessment data to tailor pedagogical choices and drive student achievement. Classroom Culture: Maintain an inviting, high-energy learning environment through effective classroom management and developmentally appropriate strategies. Collaboration: Partner closely with the 3rd-grade ELA teacher and Hebrew co-teacher to ensure curricular coherence and a unified student experience. Commitment to Equity: Uphold the firm belief that all students can achieve at high levels, fostering an inclusive environment that values diversity. Instruction and Curriculum Plan and deliver standards-aligned 3rd-grade math instruction, focusing on critical areas such as multiplication, division, fractions, and area/perimeter. Develop lesson plans and instructional materials that support student engagement, mathematical fluency, and differentiated learning. Use formative and summative assessments to monitor student progress and adjust instruction accordingly. Establish clear and measurable learning objectives for students and regularly evaluate progress toward those goals. Participate in collaborative planning with the STEM/Math content-area team. Classroom Environment and Student Engagement Create and maintain a safe, respectful, and inclusive classroom environment. Implement classroom management practices that promote positive student behavior and engagement. Foster student voice, critical thinking, and independent problem-solving. Ensure equitable access to manipulatives, instructional resources, and academic supports. Student Support and Collaboration Collaborate with special education teachers, English learner specialists, and counselors to meet the needs of all learners. Participate in student support processes, including Student Support Team (SST) meetings and Multi-Tiered System of Supports (MTSS). Use student performance data to identify learning gaps and provide appropriate math interventions. Implement accommodations and modifications as required by IEPs or 504 Plans. Family Engagement and Communication Maintain regular, professional communication with families regarding student math progress and classroom activities. Participate in parent-teacher conferences and other family engagement opportunities. Collaborate with families to support student development and success. Minimum Requirements Education: Bachelor’s degree from an accredited institution (Master’s degree preferred). Expertise: Deep subject-matter knowledge in Elementary Mathematics; ideally a major/minor or graduate degree in Education or a STEM field. A teaching license is preferred but not required. Experience: At least two years of elementary teaching experience with a proven track record of student growth. Skills: Exceptional oral and written communication; ability to motivate a diverse group of learners. Eligibility: Must be legally authorized to work in the United States. Compensation & Benefits Sela PCS offers a competitive salary scale based on experience and education. Salary Range: $58,525 - $98,328 (selapcs.org/careers) Benefits: Comprehensive medical, dental, and vision insurance. Powered by JazzHR tpi9aZw0Cm

Job Description: The ACPS Social Work Department is seeking a School Social Worker Substitute for a temporary position. An ideal candidate will have a background in school social work, trauma-informed care, case management responsibilities, and previous experience working with students with a disability. ACPS School Social Workers strengthens the home/school/community partnership and addresses barriers to student learning. This position serves as a catalyst in promoting student wellbeing and successful completion of school. Qualifications: • Education: Bachelor's degree in related field; Master's degree in Social Work required., • Certificates & Licenses: Valid Virginia Department of Education Pupil Personnel Services License, with an endorsement in Social Worker., • Experience: A minimum of three years' work experience preferred., • Key Competencies: Demonstrated sensitivity to the needs of individuals from diverse backgrounds. Bilingual preferred (Spanish & English), not required. Essential Functions: • Assesses student and family needs (e.g. financial, medical, parenting skills, etc.) to develop and implement individualized plans of services to support educational objectives., • Maintains an ongoing liaison relationship with community agencies and other resources to meet students and family needs., • Provides clinically appropriate counseling and/ or therapeutic services to individual students, groups of students, and families when students show high levels of "at-risk" symptoms for school failure., • Maintains case records to document activities and comply with mandated requirements., • Promotes and reinforces regular student attendance with the students themselves, their families, teachers, and administrators., • Intervenes and develops attendance plans in instances of chronic truancy and non-attendance of students., • Mediates conflicts between parents, teachers, and/or students (e.g. parent/teacher, parent/parent, parent/student, etc.) to resolve issues that could impede student's success., • Responds to referrals from school administration, parents, teachers, the Student Support Team, the Special Education Committee, and others by providing direct services and by assisting families in accessing appropriate community resources., • Responds to all inquiries to provide information on district support services and/or educational programs., • Responds to requests for intervention in situations that could negatively impact the student's education plan., • Provides crisis intervention and counseling., • Completes Suicide, Risk, and Threat Assessments., • Responsible for the development, implementation, and monitoring progress of Individual Education Plan goals., • Completes social histories for the social-cultural component of new triennial multi-disciplinary referrals for Special Education Services., • Facilitates home visits and/ or parent conferences to meet the special needs of students., • Provides psycho-educational training and workshops for staff, students, and parents (e.g. parenting skills, community resources, district programs, social skill development, etc.)., • Provides comprehensive school social work services to parents, students, and school staff, addressing barriers that limit a student from receiving the full benefit from their educational experience., • Provides appropriate interventions to ensure proper school attendance and prevent school "drop-out" in conjunction with established school and community programs., • Files Juvenile Court Child in Need of Services (CHINS) petitions as needed., • Manages and follows through on the multi-agency services provided to students and their families, particularly as the needs and services impact the educational adjustment of students (i.e., FAPT meeting, Best Determination meeting, Treatment Team meetings with the Department of Community and Social Services.)., • Serves as a liaison between school and community agencies with respect to reporting child abuse/neglect., • Provides individual and group counseling for students to improve student's academic achievement., • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit. Compensation: • Daily Teacher assignments rate (1-10 days): $124.50, • Long-Term assignments rate (11 working days or more in a teaching position): $172.09 Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Description: The English as a Second Language Teacher (High School) develops bilingual students' ability to effectively perform courses of study in the English language by implementing district approved curriculum; documents teaching and student progress/activities/outcomes; provides methods to support and/or reinforcing classroom goals in the home; provides a safe and optimal learning environment; develops appropriate lesson plans and instructional techniques; evaluates students level of English fluency and providing feedback to students, parents, and administration regarding student progress, expectations, goals, etc. Learn more about the _ This is a Licensed High School 10-month, 195 day Teacher position, reporting to the School Principal. Currently One (1) opening at ACHS - King Street Campus *This position may include working with the High School Science Department, Science background preferred. Qualifications: • Education: A Bachelor's Degree from an Accredited College or University in a Related Field Required, Master's Degree Preferred., • Certificates & Licenses: A Valid Virginia Department of Education Teaching Provisional, Collegiate, or PostGraduate License, with an endorsement in English as a Second Language PreK-12, or eligibility to obtain the Teaching License with the appropriate endorsement upon hiring. Essential Functions: • Adapts classroom work to provide students with instructional materials that address individualized learning plans within established lesson plans., • Administers developmental testing programs, subject-specific assessments, etc. to assess student competency levels and/or develop individual learning plans., • Advises parents and/or legal guardians of student progress to communicate expectations and student's achievements; develops methods for improvement and/or reinforcing classroom goals in the home environment., • Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration., • Collaborates with instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes and achieve established classroom objectives in support of the school improvement plan., • Counsels students to improve performance, health status, problem-solving techniques, and a variety of personal issues., • Demonstrates methods required to perform classroom and/or subject-specific assignments to provide an effective program that addresses individual student requirements., • Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers to provide an effective classroom program and address the needs of individual students., • Instructs students to improve their success in academic, interpersonal, and daily living skills through a defined course of study., • Manages student behavior to provide a safe and optimal learning environment., • Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) to provide a safe and positive learning environment., • Participates in a variety of meetings to convey and/or gather information required to perform functions., • Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) to document student progress and meet mandated requirements., • Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) to maintain the personal safety of students, provide a positive learning environment, and adhere to the Education Code and school policies., • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

The Per Diem Educational Consultant (9-12 Math) is an onsite representative of Savvas Learning Company helping to initiate lasting change in districts and schools by delivering core content, intervention and supplemental professional development, Change of Practice, and Job-embedded services. This resource provides individual and group support for district personnel and school faculty to incorporate effective strategies into classroom practice. Additional responsibilities include delivering professional development and technical assistance to schools that have contracted with Savvas for professional development and job-embedded services. In addition, this position requires deep knowledge and extensive experience with academia, standards-based school reform and the ability to deliver high quality job-embedded professional development and site-based technical support to school personnel using innovative Savvas products, technology resources and/or research-based methodologies for school turn around. Desired applicants must have 5+ years of successful teaching experience in a 9-12 school setting and preference will be given to candidates who can provide evidence through demonstration of existing knowledge of Savvas products, experience in effective coaching and training to teachers and teacher leaders. Candidates must be local to the Midwest or Mid-Atlantic region. PRIMARY RESPONSIBILITIES Effectively implement classroom components and resources in the program: Apply the philosophy, pedagogy, and basic organization of the program. Implement each segment of the daily instructional block. Differentiate instruction based on student need. Effectively manage a Savvas curriculum classroom, technology integration and devices. Effectively utilize data and reporting tools to impact instruction and decision making. Model coaching conversations that support admin with providing effective teacher feedback. Job-Embedded Coaching and Modeling: Coach teachers to apply the philosophy, pedagogy, and basic organization of the program. Differentiate instruction based on teacher/student need. Observation and Support: Observe classroom practices following the professional development to identify implementation progress of the Savvas program. Provide teachers with critical feedback to guide implementation progress of the key instructional features of the program. Provide feedback on observable practices learned from Model Lesson/Lesson Study opportunity. Data-Based Decision Making: Use of two dashboards within the product (Performance and Assignment). Differentiate instruction based on student need. Administrator Support: Utilize Savvas program tools to determine the implementation needs. Observe the strategies and practices implemented in the instructional block and provide teachers with feedback on implementation. Understand and identify the philosophy, pedagogy, and basic organization of the program. Administrator Coaching: Classroom/Instructional coaching. Facilitation of training to support implementation. Provision of onsite technical support. Regular and ongoing communication with school and district leaders. REQUIRED QUALIFICATIONS B.A. or B.S. degree required; M.A. preferred. Experience offering workshops/coaching to teachers. Experience with classroom-based technology integration. Experience with differentiated instruction. Demonstrated success as a classroom teacher and at least five years of successful experience as a 9-12 professional in the Math content area. Strong collaboration and team building skills. Knowledge of standards-based reform, curriculum, instruction, and assessment. Ability to plan strategically with and coach school leaders and classroom teachers. Ability to provide instructional support relating to effective teaching strategies for teachers across content areas using instructional technology. Strong problem-solving skills. Excellent ability to present content to large and small groups (effective presentation skills). Excellent verbal and written communication skills. DESIRED QUALIFICATIONS Scaffolding instruction for English Language Learners. Certification in bilingual education preferred. Scaffolding instruction for students with disabilities. Strategies for the effective classroom use of instructional technology. Experience in Virtual Teaching and Learning. Programs and services to support community outreach. ADDITIONAL SKILLS, KNOWLEDGE, ABILITIES To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This person must be able to sit or stand at a personal computer for a reasonable length of time typing and reading as well as when presenting. Ability to handle a high volume of work in a short period of time, handle multiple priorities simultaneously and operate in a demanding work environment is important. Reliable attendance and punctuality are critical to successful performance in this role. TRAVEL REQUIREMENTS Must be able to travel up to 70%, including airline and automobile travel. This position requires candidates to have a reliable method of transportation to perform their job duties. Full-Day Professional Development: $550.00 per 6-hour session Half-Day Professional Development: $275.00 per 3-hour session 1-Hour Session (Webinar): $120.00 per session Travel: $160/daily (Onsite only) Administrative: $20/hour Internal Training: $30/hour This position is eligible for sick time and participation in our 401(k) program, which includes a company match. Additionally, we provide the necessary resources to perform your role, including a company-issued laptop. Savvas Learning Company is a global education company that produces award-winning learning solutions that empower educators and engage students with the highest quality content. Recognized as an industry leader, we serve millions of K-12 learners with innovative, student-centered educational programs that turn today's classrooms into active learning environments. By embracing technology, personalized learning, and immersive experiences delivered across multiple platforms, we design our learning solutions to be more accessible and relevant to each student. Our comprehensive solutions for core curriculum, and supplemental and intervention programs - supported by an array of professional development services - allow teachers to use data to inform classroom practices and tailor instructions to an individual's abilities and learning styles. Savvas Learning Company is an Equal Opportunity and Affirmative Action Employer and a member of E-Verify. All qualified applicants, including minorities, women, protected veterans, and individuals with disabilities are encouraged to apply. Please visit for more information about us, or visit us at,,, or_.

Job Description: The School Social Worker strengthens the home/school/community partnership and addresses barriers to student learning. This position serves as a catalyst in promoting student wellbeing and successful completion of school. The School Social Worker facilitates administrative processes; ensures operation in compliance with county, state, and/or federal requirements; provides information on services available to eligible students and families; and conveys information regarding the school and/or district activities, procedures and refers families to other agencies. This is a Licensed 10-month, 195 day Teacher position, reporting to the Lead Social Worker, the Principal, and Division Administrators. Qualifications: • Education: Bachelor's degree in related field; Master's degree in Social Work required., • Certificates & Licenses: Valid Virginia Department of Education Pupil Personnel Services License, with an endorsement in Social Worker, or eligibility to obtain the PPS License with the appropriate endorsement upon hiring., • Experience: A minimum of three years' work experience preferred., • Key Competencies: Demonstrated sensitivity to the needs of individuals from diverse backgrounds. Bilingual preferred (Spanish & English), not required. Essential Functions: • Assesses student and family needs (e.g. financial, medical, parenting skills, etc.) to develop and implement individualized plans of services to support educational objectives., • Maintains an ongoing liaison relationship with community agencies and other resources to meet students and family needs., • Provides clinically appropriate counseling and/ or therapeutic services to individual students, groups of students, and families when students show high levels of "at-risk" symptoms for school failure., • Maintains case records to document activities and comply with mandated requirements., • Promotes and reinforces regular student attendance with the students themselves, their families, teachers, and administrators., • Intervenes and develops attendance plans in instances of chronic truancy and non-attendance of students., • Mediates conflicts between parents, teachers, and/or students (e.g. parent/teacher, parent/parent, parent/student, etc.) to resolve issues that could impede student's success., • Responds to referrals from school administration, parents, teachers, the Student Support Team, the Special Education Committee, and others by providing direct services and by assisting families in accessing appropriate community resources., • Responds to all inquiries to provide information on district support services and/or educational programs., • Responds to requests for intervention in situations that could negatively impact the student's education plan., • Provides crisis intervention and counseling., • Completes Suicide, Risk, and Threat Assessments., • Responsible for the development, implementation, and monitoring progress of Individual Education Plan goals., • Completes social histories for the social-cultural component of new triennial multi-disciplinary referrals for Special Education Services., • Facilitates home visits and/ or parent conferences to meet the special needs of students., • Provides psycho-educational training and workshops for staff, students, and parents (e.g. parenting skills, community resources, district programs, social skill development, etc.)., • Provides comprehensive school social work services to parents, students, and school staff, addressing barriers that limit a student from receiving the full benefit from their educational experience., • Provides appropriate interventions to ensure proper school attendance and prevent school "drop-out" in conjunction with established school and community programs., • Files Juvenile Court Child in Need of Services (CHINS) petitions as needed., • Manages and follows through on the multi-agency services provided to students and their families, particularly as the needs and services impact the educational adjustment of students (i.e., FAPT meeting, Best Determination meeting, Treatment Team meetings with the Department of Community and Social Services.)., • Serves as a liaison between school and community agencies with respect to reporting child abuse/neglect., • Provides individual and group counseling for students to improve student's academic achievement., • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Description: The International Academy (IA) Improvement Coordinator leads the International Academy staff to create an outstanding learning environment for English language learners based on the core principles of the Internationals Network for Public Schools (INPS) model. The IA Improvement Coordinator works with all members of the community to support the program's mission and vision. This 10-month, 195 day Licensed position, reports to the International Academy Principal. The International Academy is located within Alexandria City High School and is committed to the following pedagogical approach to educating English Language Learners: • Heterogeneity and collaboration: schools and classrooms are heterogeneous and collaborative structures that build on the strengths of each member of the school community to optimize learning, • Experiential learning: expansion of the 21st century schools beyond the four walls of the building motivates adolescents and enhances their capacity to successfully participate in modern society, • Language and content integration: strong language skills develop most effectively in context and emerge most naturally in a purposeful, language-rich, interdisciplinary, and experiential program, • Localized autonomy and responsibility: linking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential, • One learning model for all: every member of our school community experiences the same learning model, maximizing an environment of mutual academic support. Thus all members of our school community work in diverse, collaborative groups on hands-on projects; put another way, the model for adult learning and student learning mirror each other. Qualifications: • Education: Bachelor's Degree; a Master's Degree is required., • Certificates & Licenses: A Valid Virginia Department of Education Teaching PostGraduate License with an appropriate subject based endorsement, with the endorsement of Administration and Supervision being preferred., • Experience:, • Student Centered: Belief that all students, regardless of background, can flourish and thrive in whatever college or career pathway they choose, • Equity & Cultural Competency: Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives; commitment to equity in a diverse school community, • Goal Oriented: Ability to establish clear goals and action plan for a team, • Student Achievement & Performance Management: Demonstrated patterns of student achievement, both in the classroom and from teachers previously managed; demonstrated resilience and focus on student outcomes; ensures that there are no artificial barriers between student support and instructional leadership, • Student Support Team: Coordinates with School Support Team members (e.g., counselors, social workers) to ensure students are supported and can be successful, • Behavior Management: Knowledge of behavioral management frameworks that reteach expectations and prepare students to be productive members of the school community, • Professional Learning Communities & Data Analysis: Supports the implementation of Professional Learning Communities to ensure that students' academic progress is monitored and supported; adept at data analysis; ability to extract meaningful insights across school-wide data, • Curriculum Alignment: Knowledge of school-wide academic standards and all state assessments required of students' knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies; collaborates with teachers to monitor the implementation of curriculum., • Instructional Leadership: Ability to provide instructional feedback to teachers to enhance instructional best-practices, • Differentiated Instruction: Knowledge of appropriate application and differentiation of high-leverage instructional strategies and pedagogy; provides appropriate and sustained professional learning to reinforce research-based best practices in curriculum implementation, instruction and assessment as well as differentiation and personalization, • Relationship Building: Expertise in cultivating relationships and managing a diverse group of stakeholders, • Collaborates with Central Office to ensure the appropriate levels of support are available to all students, • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit Instructional Leadership • Supports the Academy Leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school; contributes to school-wide planning and prioritizes time to accomplish goals; provides input into the strategic planning of the school, and identifies areas of ownership for self and direct reports, • Provides high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice; promotes academic excellence in a nurturing environment, • Informs teachers of professional development opportunities that develop teacher's knowledge of best practices in instructional methods and coaches teachers on how to match particular strategies to gaps in student mastery, • Participates in the school improvement planning (SIP) process and ensures the implementation of actions related to SIP goals (such as monitoring on-time graduation rate, special populations, etc.), • With guidance from the Academy Leader, leads the planning and goal setting for the grades/departments he/she coaches and ensures alignment with school-wide goals, • Supports the Academy Leader in identifying and developing emerging leaders (department heads and/or grade level chairs) through goal setting, coaching and feedback, • Studies curriculum and assessment in order to develop understanding of content mastery, and what is required of students and teachers to accomplish mastery, • Coach teachers in data analysis to determine how data aligns to end-of-year goals; Support them in disaggregating data to analyze how diverse student groups are performing; Determine what data indicates about areas of student mastery and growth; Identify specific instructional actions and adjustments to fill students' knowledge and skill gaps within an appropriate timeline School Operations and Learning Environment • Model strong staff and student culture and manage school-wide character development and behavior management systems, • Supports teachers in student support and behavior intervention systems to ensure that limited time is spent on reactive student discipline, • Develop teachers to provide rigorous and high-quality instruction and support Academy Leader in planning, implementing, and enabling systems of MTSS, • Acts as the first leadership team contact for student intervention and parent engagement, • Creates and nurtures a positive school climate with high levels of effective collaboration and communication with all stakeholders, • Provides leadership and oversight for the International Academy program including monitoring of EL services., • Serves as a point-of-contact or designee for campus-specific outside service providers, • Maintains high standards for appropriate conduct with and for staff and students, • Determines next steps for issues that rise above the teacher/grade level/department chair role, • Collaborates with the Academy Leader on hiring diverse, highly-effective teachers and school staff, • Promotes a safe, efficient, and effective work and learning environment Parents and Community Engagement/Partnerships • Maintains open and effective communications with students, parents and all school stakeholders in a timely manner, • Encourages collaborative relationships with familial organizations, i.e. PTA, and supports a productive relationship with community partnerships., • Monitors community demographics, resources, and emerging trends to ensure the school program addresses student and community needs, • Fosters and maintains a strong community commitment of support for the school division and high school Accountability: • Testing, Remediation, Oversight of EL Plans/Schedules/Accom, • Collaborate with School Testing Coordinator and EL Accountability Specialist to develop and monitor a testing plan that ensures IA students receive appropriate testing accommodations, ideal testing environment, and equitable and effective communication with students and families Graduation Rate: • Maintain and curate data systems to monitor and support key programmatic and operational functions., • Engage in regular reviews of data to ensure that students are on track for graduation and capture any students that are falling behind in attendance, grades, behavior, or language growth., • MTSS: Oversee and maintain referral systems and communication that bridge conversations between guidance staff and teachers. Develop and refine protocols and maintain tracking systems to support the MTSS process. Including using student outcome data to identify priority students for staff to discuss during instructional and student support conversations., • Academic Advising: Create or curate a vision and structure for all IA staff to share responsibility for academic advising that capitalizes on student strengths, promotes relationship building, and develops students' capacity for goal setting and reflection. Scheduling: • Intake: Build out, and maintain, the systems for intake including initial data collection of math skills, native language skills, English skills, and interviews to capture socio-emotional and physical needs., • Scheduling: Engage staff in the development and/or revision of the four year course sequence as necessary. Analyze staffing needs and create the IA master schedule in accordance with the Internationals Network model. Organize student data and support creation of student cohorts that are heterogeneous. Coordinate with school leadership around electives scheduling and space allocation., • Enrollment: Conduct outreach to local middle schools and newcomer students to distribute information about the program and ensure appropriate service delivery placement for EL students. Collaboration: • Engage in school and network-based learning opportunities targeted to Internationals' school leaders. Including bi-weekly meetings with Internationals to reflect on progress toward IA's goals and strategic initiatives. As appropriate, engage in instructional rounds or instructional leadership cycles with an Internationals coach., • Coordinate with Hammond MS for the purpose of cohorting rising 9th graders to maintain a supportive classroom environment that is heterogeneous., • Coordinating school visits from network schools, • Coordinating data handoff for students transferring from MS to HS IA at ACHS. Instructional Leadership: • Lead staff through a strategic planning process each year including vision/ mission revision and goal setting, including collaboration with Internationals staff., • Develop and refine the vision for and structures related to team meetings and professional development time that supports data-driven and team-based collective inquiry approaches that lead to improved instructional outcomes, particularly related to language growth and development., • Curriculum: Develop and execute a strategy for curriculum development and feedback and create a schedule to support teachers in designing and getting feedback on curriculum to ensure curriculum is VDOE standards-aligned and is grounded in the core tenets of the Internationals instructional approach., • Instruction: Work with IA staff to define shared priority areas for instruction related to the instructional approach and communicate rationale and expectations for how these priority areas will guide the work of teams and individual teacher development goals., • Team coaching: Develop teacher capacity to lead interdisciplinary (Team Leader) and content teams (PLC Leader) via coaching and meeting observation and feedback. Facilitate regular teacher dialogue about student data and student work., • Teacher coaching: Provide individualized coaching and support for staff as needed., • Professional Learning: Plans and delivers professional development in the summer and throughout the year. Communicates on a regular on-going basis with Internationals Network staff to arrange teacher professional development in collaboration with the network including engaging in and leveraging network-based PD opportunities. Generates a coherent PD plan and framework for the school year that is grounded in the findings from the SFS data analysis and strategic planning sessions from the previous year. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Description: The English as a Second Language Teacher (Middle School) develops bilingual students' ability to effectively perform courses of study in the English language by implementing district approved curriculum; documents teaching and student progress/activities/outcomes; provides methods to support and/or reinforcing classroom goals in the home; provides a safe and optimal learning environment; develops appropriate lesson plans and instructional techniques; evaluates students level of English fluency and providing feedback to students, parents, and administration regarding student progress, expectations, goals, etc. This is a Licensed Middle School 10-month, 195 day Teacher position, reporting to the School Principal. *Learn more about the _ Qualifications: • Education: A Bachelor's Degree from an Accredited College or University in a Related Field Required, Master's Degree Preferred., • Certificates & Licenses: A Valid Virginia Department of Education Teaching Provisional, Collegiate, or PostGraduate License, with an endorsement in English as a Second Language PreK-12, or eligibility to obtain the Teaching License with the appropriate endorsement upon hiring. Essential Functions: • Adapts classroom work to provide students with instructional materials that address individualized learning plans within established lesson plans., • Administers developmental testing programs, subject-specific assessments, etc. to assess student competency levels and/or develop individual learning plans., • Advises parents and/or legal guardians of student progress to communicate expectations and student's achievements; develops methods for improvement and/or reinforcing classroom goals in the home environment., • Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration., • Collaborates with instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes and achieve established classroom objectives in support of the school improvement plan., • Counsels students to improve performance, health status, problem-solving techniques, and a variety of personal issues., • Demonstrates methods required to perform classroom and/or subject-specific assignments to provide an effective program that addresses individual student requirements., • Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers to provide an effective classroom program and address the needs of individual students., • Instructs students to improve their success in academic, interpersonal, and daily living skills through a defined course of study., • Manages student behavior to provide a safe and optimal learning environment., • Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) to provide a safe and positive learning environment., • Participates in a variety of meetings to convey and/or gather information required to perform functions., • Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) to document student progress and meet mandated requirements., • Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) to maintain the personal safety of students, provide a positive learning environment, and adhere to the Education Code and school policies., • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Description: The Dual Language - Elementary Teacher facilitates student success in academic and interpersonal skills through implementing district approved curriculum; documents teaching and student progress/activities/outcomes; address specific educational needs of students' providing a safe and optimal learning environment; and provides feedback to students, parents, and administration regarding student progress, expectations, goals, etc. This is a Licensed Elementary 10-month, 195 day Teacher position, reporting to the School Principal. The Dual Language Program allows students to develop high levels of proficiency in Spanish and English. This 50/50 Dual Language program model enrolls both Heritage Speakers of Spanish and students with English as their first language. Students receive half of the day's instruction in Spanish and half in English. The program nurtures students' understanding and appreciation of diverse cultures. Students heighten their understanding of their own language and the target language they are acquiring. *Please Note: Alexandria City Public Schools (ACPS) can accept Visa Candidates for Dual Language positions, as Visa sponsorship is covered by ACPS for Dual Language positions only. Qualifications: • Education: A Bachelor's Degree from an Accredited College or University in a Related Field Required, Master's Degree Preferred., • Certificates & Licenses: A Valid Virginia Department of Education Teaching Provisional, Collegiate, or PostGraduate License, with an endorsement in Early/Primary Education PreK-3 or in Elementary Education PreK-6, or eligibility to obtain the Teaching License with the appropriate endorsement upon hiring., • Experience: Job-related experience within the specialized fields with increasing levels of responsibility required, previous Elementary teaching experience preferred. Key Competencies: • Academic language proficiency in English and Spanish., • Knowledge of current standards, curriculum, and instructional practices in language arts and the content areas., • Commitment to the goals of dual language; previous experience in a dual-language program preferred., • Knowledge of methods and strategies for teaching academic content to second language learners preferred., • Commitment and ability to work with a full range of students, including gifted students, students with disabilities, English language learners, and students from diverse cultural and social backgrounds., • A strong and positive attitude that all students can learn and have the capacity for academic excellence., • Understand and apply knowledge about cultural norms, values, and beliefs in the context of teaching and learning., • Ability to integrate technology into instruction., • Remains current on research-based methods and strategies for working with culturally and linguistically diverse students. Essential Functions: • Provides Spanish language instruction in language arts and academic content areas., • Collaborates with English dual language partner teachers and other colleagues to plan and coordinate instruction., • Plans differentiated classroom instruction that addresses a range of language proficiency levels and individual learning needs., • Adapts instructional materials for Spanish language learners., • Administers developmental testing programs, subject-specific assessments, etc. to assess student competency levels and/or developing individual learning plans., • Advises parents and/or legal guardians of student progress to communicate expectations; student achievements; develops methods for improvement and/or reinforcing classroom goals in the home environment., • Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration., • Collaborates with instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan., • Counsels students to improve performance, health status, problem-solving techniques, and a variety of personal issues., • Demonstrates methods required to perform classroom and/or subject-specific assignments to provide an effective program that addresses individual student requirements., • Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers to provide an effective classroom program and addressing the needs of individual students., • Instructs students to improve their success in academic, interpersonal, and daily living skills through a defined course of study., • Manages student behavior to provide a safe and optimal learning environment., • Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) to provide a safe and positive learning environment., • Participates in a variety of meetings to convey and/or gather information required to perform functions., • Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) to document student progress and meet mandated requirements., • Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) to maintain the personal safety of students, provide a positive learning environment, and adhere to the Education Code and school policies., • May perform other additional duties or tasks as designated by supervisor. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Description: The Middle School English/Language Arts Teacher (ELA) facilitates student success in academic and interpersonal skills through implementing district approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of students' providing a safe and optimal learning environment; and providing feedback to students, parents, and administration regarding student progress, expectations, goals, etc. This is a Licensed, Middle School 10-month, 195 day Teacher position, reporting to the School Principal. Qualifications: • Education: A Bachelor's Degree from an Accredited College or University in a Related Field Required, Master's Degree Preferred., • Certificates & Licenses: Valid Virginia Department of Education Teaching Provisional, Collegiate, or PostGraduate License, with an endorsement in English - Middle School (6-8), English, or eligibility to obtain the Teaching License with the appropriate endorsement upon hiring. Essential Functions: • Adapts classroom work to provide students with instructional materials that address individualized learning plans within established lesson plans., • Administers developmental testing programs, subject-specific assessments, etc. to assess student competency levels and/or developing individual learning plans., • Advises parents and/or legal guardians of student progress to communicate expectations; student achievements; develops methods for improvement and/or reinforcing classroom goals in the home environment., • Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration., • Collaborates with instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes and achieve established classroom objectives in support of the school improvement plan., • Counsels students on performance improvement, health status, problem-solving techniques, and a variety of personal issues., • Demonstrates methods required to perform classroom and/or subject-specific assignments to provide an effective program that addresses individual student requirements., • Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers to provide an effective classroom program and address the needs of individual students., • Instructs students to improve their success in academic, interpersonal, and daily living skills through a defined course of study., • Manages student behavior to provide a safe and optimal learning environment., • Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) to ensure a safe and positive learning environment., • Participates in a variety of meetings to convey and/or gather information required to perform functions., • Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) to document student progress and meet mandated requirements., • Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) to maintain the personal safety of students, provide a positive learning environment, and adhere to the Education Code and school policies., • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Description: The English as a Second Language Teacher (Elementary) develops bilingual students' ability to effectively perform courses of study in the English language by implementing district approved curriculum; documents teaching and student progress/activities/outcomes; provides methods to support and/or reinforcing classroom goals in the home; provides a safe and optimal learning environment; develops appropriate lesson plans and instructional techniques; evaluates students level of English fluency and providing feedback to students, parents, and administration regarding student progress, expectations, goals, etc. This is a Licensed Elementary 10-month, 195 day Teacher position, reporting to the School Principal. *Learn more about the _ Qualifications: • Education: A Bachelor's Degree from an Accredited College or University in a Related Field Required, Master's Degree Preferred., • Certificates & Licenses: A Valid Virginia Department of Education Teaching Provisional, Collegiate, or PostGraduate License, with an endorsement in English as a Second Language PreK-12, or eligibility to obtain the Teaching License with the appropriate endorsement upon hiring. Essential Functions: • Adapts classroom work to provide students with instructional materials that address individualized learning plans within established lesson plans., • Administers developmental testing programs, subject-specific assessments, etc. to assess student competency levels and/or develop individual learning plans., • Advises parents and/or legal guardians of student progress to communicate expectations and student's achievements; develops methods for improvement and/or reinforcing classroom goals in the home environment., • Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration., • Collaborates with instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes and achieve established classroom objectives in support of the school improvement plan., • Counsels students to improve performance, health status, problem-solving techniques, and a variety of personal issues., • Demonstrates methods required to perform classroom and/or subject-specific assignments to provide an effective program that addresses individual student requirements., • Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers to provide an effective classroom program and address the needs of individual students., • Instructs students to improve their success in academic, interpersonal, and daily living skills through a defined course of study., • Manages student behavior to provide a safe and optimal learning environment., • Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) to provide a safe and positive learning environment., • Participates in a variety of meetings to convey and/or gather information required to perform functions., • Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) to document student progress and meet mandated requirements., • Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) to maintain the personal safety of students, provide a positive learning environment, and adhere to the Education Code and school policies., • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Posting Title: Research Interventionist (Korean-speaking RN) ---- Hiring Department: School of Nursing ---- Position Open To: All Applicants ---- Weekly Scheduled Hours: 10 ---- FLSA Status: Non-Exempt ---- Earliest Start Date: Immediately ---- Position Duration: Expected to Continue Until Aug 31, 2025 ---- Location: UT MAIN CAMPUS ---- Job Details: Purpose To perform part-time research intervention duties at the School of Nursing, under the supervision of Dr. Wonshik Chee. This study is to investigate the promotion of a web-app based physical activity program. Responsibilities Weekly Interventions: Conduct weekly interventions with participants via chat in Simplified Korean or English. Procedural Tasks: Maintain a research diary, manage communications for participant payments and Fitbit distribution, and coordinate with the Principal Investigator (PI), Coordinator, and peer interventionists. Recruitment Activities: Engage in recruitment activities to support the study. Required Qualifications Licensure: Current Registered Nurse (RN) license within the U.S. Language Proficiency: Fluency in Korean and English (both spoken and written) Communication Skills: Strong interpersonal and communication skills Technical Skills: Basic proficiency in Zoom, MS Office, Microsoft Teams, etc. Flexibility: Ability to work according to participants' schedules in different time zones. Salary Range $36.00 hourly Working Conditions Research interviews will be conducted remotely via chat and/or video call. Work Shift Work hours vary based on patient interview availability. Required Materials Resume/CV At least 1 professional reference (preferred 2). Please provide their name and preferred contact method (email or phone). Letter of interest Importantfor applicants who are NOT current university employees or contingent workers:You will be prompted to submit your resume the first time you apply, then you will be provided an option to upload a new Resume for subsequent applications. Any additional Required Materials (letter of interest, references, etc.) will be uploaded in the Application Questions section; you will be able to multi-select additional files. Before submitting your online job application, ensure thatALLRequired Materials have been uploaded. Once your job application has been submitted, you cannot make changes. Important for Current university employees and contingent workers:As a current university employee or contingent worker, you MUST apply within Workday by searching for Find UT Jobs. If you are a current University employee, log-in to Workday, navigate to your Worker Profile, click the Career link in the left hand navigation menu and then update the sections in your Professional Profile before you apply. This information will be pulled in to your application. The application is one page and you will be prompted to upload your resume. In addition, you must respond to the application questionspresented to upload any additional Required Materials (letter of interest, references, etc.) that were noted above. ---- Employment Eligibility: Regular staff who have been employed in their current position for the last six continuous months are eligible for openings being recruited for through University-Wide or Open Recruiting, to include both promotional opportunities and lateral transfers. Staff who are promotion/transfer eligible may apply for positions without supervisor approval. ---- Retirement Plan Eligibility: The retirement plan for this position is Teacher Retirement System of Texas (TRS), subject to the position being at least 20 hours per week and at least 135 days in length. ---- Background Checks: A criminal history background check will be required for finalist(s) under consideration for this position. ---- Equal Opportunity Employer: The University of Texas at Austin, as an _,complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, or veteran status in employment, educational programs and activities, and admissions. ---- Pay Transparency: The University of Texas at Austin will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor's legal duty to furnish information. ---- Employment Eligibility Verification: If hired, you will be required to complete the federal Employment Eligibility Verification I-9 form. You will be required to present acceptable and original _ to prove your identity and authorization to work in the United States. Documents need to be presented no later than the third day of employment. Failure to do so will result in loss of employment at the university. ---- E-Verify: The University of Texas at Austin use E-Verify to check the work authorization of all new hires effective May 2015. The university's company ID number for purposes of E-Verify is 854197. For more information about E-Verify, please see the following: • _ [PDF], • _ [PDF], • _ [PDF], • _ [PDF] ---- Compliance: Employees may be required to report violations of law under Title IX and the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act (Clery Act). If this position is identified a Campus Security Authority (Clery Act), you will be notified and provided resources for reporting. Responsible employees under Title IX are defined and outlined in _. The Clery Act requires all prospective employees be notified of the availability of the Annual Security and Fire Safety report. You may _ or obtain a copy at University Compliance Services, 1616 Guadalupe Street, UTA 2.206, Austin, Texas 78701.

Job Description: The English as a Second Language Teacher (High School) develops bilingual students' ability to effectively perform courses of study in the English language by implementing district approved curriculum; documents teaching and student progress/activities/outcomes; provides methods to support and/or reinforcing classroom goals in the home; provides a safe and optimal learning environment; develops appropriate lesson plans and instructional techniques; evaluates students level of English fluency and providing feedback to students, parents, and administration regarding student progress, expectations, goals, etc. Learn more about the _ This is a Licensed High School 10-month, 195 day Teacher position, reporting to the School Principal. Qualifications: • Education: A Bachelor's Degree from an Accredited College or University in a Related Field Required, Master's Degree Preferred., • Certificates & Licenses: A Valid Virginia Department of Education Teaching Provisional, Collegiate, or PostGraduate License, with an endorsement in English as a Second Language PreK-12, or eligibility to obtain the Teaching License with the appropriate endorsement upon hiring. Essential Functions: • Adapts classroom work to provide students with instructional materials that address individualized learning plans within established lesson plans., • Administers developmental testing programs, subject-specific assessments, etc. to assess student competency levels and/or develop individual learning plans., • Advises parents and/or legal guardians of student progress to communicate expectations and student's achievements; develops methods for improvement and/or reinforcing classroom goals in the home environment., • Assesses student progress towards objectives, expectations, and/or goals to provide feedback to students, parents, and administration., • Collaborates with instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes and achieve established classroom objectives in support of the school improvement plan., • Counsels students to improve performance, health status, problem-solving techniques, and a variety of personal issues., • Demonstrates methods required to perform classroom and/or subject-specific assignments to provide an effective program that addresses individual student requirements., • Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers to provide an effective classroom program and address the needs of individual students., • Instructs students to improve their success in academic, interpersonal, and daily living skills through a defined course of study., • Manages student behavior to provide a safe and optimal learning environment., • Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) to provide a safe and positive learning environment., • Participates in a variety of meetings to convey and/or gather information required to perform functions., • Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) to document student progress and meet mandated requirements., • Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) to maintain the personal safety of students, provide a positive learning environment, and adhere to the Education Code and school policies., • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

Job Description: The Dual Language Instructional Coach (Middle School) under the supervision of the Dual Language Coordinator, will provide site-based, technical assistance to administrators, faculty, and staff to support effective implementation of the ACPS Dual Language Program. This is a 10-month, 195 day Middle School Licensed position, reporting to the DL Coordinator, for the 2026-2027 SY. Tasks include, but are not limited to: • Coaching of dual language teachers to support implementation of adopted instructional approaches and best practices (i.e., Project GLAD, biliteracy model), including the modeling, co-planning, and co-teaching of instruction, as well as the mentoring of new dual language, • Direct support of Spanish language arts Professional Learning Communities (PLC) for middle school dual language teachers., • Development and delivery professional learning to support program priorities and site-based needs., • Planning and support of the administration of site-based dual language assessments (i.e., the STAMP)., • Participation in site-based master scheduling to optimize dual language student outcomes., • Participation in committee work and decision-making related to dual language implementation at the assigned middle school., • Development of collegial relationships that support implementation of the vision, priorities, and goals of the Dual Language Program., • Engagement in the planning and supervision of dual language curriculum writing and revision. Qualifications: • Education: A Bachelor's Degree from an Accredited College or University in a Related Field Required, Master's Degree Preferred., • Certificates & Licenses: A Valid Virginia Department of Education Teaching Collegiate, or PostGraduate License, with an endorsement in an appropriate subject/grade level area., • Experience: Minimum of 5 years' experience teaching and/or coaching with a record of successfully impacting student achievement. Preferred experience working successfully with linguistically and culturally diverse learners., • Key Competencies:, • Language proficiency in Spanish and English., • Extensive knowledge of second language acquisition and content-based language instruction., • Extensive experience effectively working with culturally and linguistically diverse students., • Ability to work cooperatively and effectively with teachers to foster a professional learning community., • Evidence of continuous learning and a commitment to participation in professional growth opportunities and self-reflection., • Demonstrated ability to organize and prioritize responsibilities, projects, and tasks., • Effective oral and written communication skills., • Previous coaching and/or teacher leadership experience in a dual language/immersion program preferred, but not required. Essential Functions: Plan • Co-plans instructional units and lessons, and develops resources aligned to the dual language curriculum framework and division goals., • Co-creates and co-adapts assessments to evaluate student learning and support academic excellence in the dual language program., • Plans ongoing professional learning that aligns with school, dual language program, and division goals., • Prepares structures and resources needed for ongoing professional learning., • Gathers, analyzes, and interprets dual language data and collaborates with teachers to guide instruction., • Co-plans monthly communications to dual language families in the middle school. Teach • Provides embedded professional learning opportunities through various coaching models; co-teaches with a gradual release of responsibility; and provides effective feedback and follow-up., • Builds dual language teachers' capacity to utilize research-based instructional strategies that meet the needs of diverse dual language students (i.e., students with IEPs, language learners, gifted students, etc.)., • Supports implementation of professional learning for dual language teachers and administrators in understanding the dual language curriculum framework, program, assessments, data analysis, and other areas of focus., • Guides dual language staff in selecting, analyzing, and interpreting multiple sources of data to improve instructional planning and delivery. Assess • Conducts non-evaluative walk-throughs and provides data-based, descriptive, and constructive feedback that facilitates teacher reflection and growth., • Collects, analyzes, and uses data to support improvement of teacher practice, and to evaluate its impact on student achievement. Adjust • Participates in ongoing professional learning with division initiatives and foundational coaching essentials, including, but not limited to: division procedures protocols, division curriculum and assessments, pedagogy, professional learning communities, equity, and data literacy., • Engages in self-reflection on the impact of coaching activities on teacher practices and student achievement data. Compensation: • Step Placement and Salary for this position is determined by _ Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols. WP

The Per Diem Educational Consultant ELA 6-12 is an onsite representative of Savvas Learning Company helping to initiate lasting change in districts and schools by delivering core content, intervention and supplemental professional development, Change of Practice, and Job-embedded services. This resource provides individual and group support for district personnel and school faculty to incorporate effective strategies into classroom practice. Additional responsibilities include delivering professional development and technical assistance to schools that have contracted with Savvas for professional development and job-embedded services. In addition, this position requires deep knowledge and extensive experience with academia, standards-based school reform and the ability to deliver high quality job-embedded professional development and site-based technical support to school personnel using innovative Savvas products, technology resources and/or research-based methodologies for school turn around. Desired applicants must have 5+ years of successful teaching experience in a 6-12 school setting and preference will be given to candidates who can provide evidence through demonstration of existing knowledge of Savvas products, experience in effective coaching and training to teachers and teacher leaders. Candidates must be local to the Midwest or Mid-Atlantic region. PRIMARY RESPONSIBILITIES Effectively implement classroom components and resources in the program: Apply the philosophy, pedagogy, and basic organization of the program. Implement each segment of the daily instructional block. Differentiate instruction based on student need. Effectively manage a Savvas curriculum classroom, technology integration and devices. Effectively utilize data and reporting tools to impact instruction and decision making. Model coaching conversations that support admin with providing effective teacher feedback. Job-Embedded Coaching and Modeling: Coach teachers to apply the philosophy, pedagogy, and basic organization of the program. Differentiate instruction based on teacher/student need. Observation and Support: Observe classroom practices following the professional development to identify implementation progress of the Savvas program. Provide teachers with critical feedback to guide implementation progress of the key instructional features of the program. Provide feedback on observable practices learned from Model Lesson/Lesson Study opportunity. Data-Based Decision Making: Use of two dashboards within the product (Performance and Assignment). Differentiate instruction based on student need. Administrator Support: Utilize Savvas program tools to determine the implementation needs. Observe the strategies and practices implemented in the instructional block and provide teachers with feedback on implementation. Understand and identify the philosophy, pedagogy, and basic organization of the program. Administrator Coaching: Classroom/Instructional coaching. Facilitation of training to support implementation. Provision of onsite technical support. Regular and ongoing communication with school and district leaders. REQUIRED QUALIFICATIONS B.A. or B.S. degree required; M.A. preferred. Experience offering workshops/coaching to teachers. Experience with classroom-based technology integration. Experience with differentiated instruction. Demonstrated success as a classroom teacher and at least five years of successful experience as a 6-12 professional in the ELA content area. Strong collaboration and team building skills. Knowledge of standards-based reform, curriculum, instruction, and assessment. Ability to plan strategically with and coach school leaders and classroom teachers. Ability to provide instructional support relating to effective teaching strategies for teachers across content areas using instructional technology. Strong problem-solving skills. Excellent ability to present content to large and small groups (effective presentation skills). Excellent verbal and written communication skills. DESIRED QUALIFICATIONS Scaffolding instruction for English Language Learners. Certification in bilingual education preferred. Scaffolding instruction for students with disabilities. Strategies for the effective classroom use of instructional technology. Experience in Virtual Teaching and Learning. Programs and services to support community outreach. ADDITIONAL SKILLS, KNOWLEDGE, ABILITIES To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This person must be able to sit or stand at a personal computer for a reasonable length of time typing and reading as well as when presenting. Ability to handle a high volume of work in a short period of time, handle multiple priorities simultaneously and operate in a demanding work environment is important. Reliable attendance and punctuality are critical to successful performance in this role. TRAVEL REQUIREMENTS Must be able to travel up to 70%, including airline and automobile travel. This position requires candidates to have a reliable method of transportation to perform their job duties. Full-Day Professional Development: $550.00 per 6-hour session Half-Day Professional Development: $275.00 per 3-hour session 1-Hour Session (Webinar): $120.00 per session Travel: $160/daily (Onsite only) Administrative: $20/hour Internal Training: $30/hour This position is eligible for sick time and participation in our 401(k) program, which includes a company match. Additionally, we provide the necessary resources to perform your role, including a company-issued laptop. Savvas Learning Company is a global education company that produces award-winning learning solutions that empower educators and engage students with the highest quality content. Recognized as an industry leader, we serve millions of K-12 learners with innovative, student-centered educational programs that turn today's classrooms into active learning environments. By embracing technology, personalized learning, and immersive experiences delivered across multiple platforms, we design our learning solutions to be more accessible and relevant to each student. Our comprehensive solutions for core curriculum, and supplemental and intervention programs - supported by an array of professional development services - allow teachers to use data to inform classroom practices and tailor instructions to an individual's abilities and learning styles. Savvas Learning Company is an Equal Opportunity and Affirmative Action Employer and a member of E-Verify. All qualified applicants, including minorities, women, protected veterans, and individuals with disabilities are encouraged to apply. Please visit for more information about us, or visit us at , , , or_.