English teacher jobs in Arlington, Virginia - Page 4Create job alerts

Job DescriptionSalary: Position: Elementary English Support Teacher (Kindergarten, First, Second, and Third Grade ) Supervisor: Principal 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. Please note that we will begin reviewing applications starting on January 5, 2026. The Opportunity: We are seeking support teachers with experience in early childhood education to provide instructional support in either Spanish, Mandarin Chinese, or English at Global Citizens Public Charter School (Global Citizens PCS), for the 2026-2027 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. We are aware of white supremacy culture and the systemic oppression that exists even in the current education system. At Global Citizens PCS, we will critically examine our biases and then actively work on counteracting these biases and disrupting the dominant narrative. 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. Diversity, Equity, and Inclusion (DEI) are our core values and central to our learning, development, and growth: • Diversity: All children, of all backgrounds, learning abilities, and physical capacities, will thrive and contribute to a positive, inclusive, and supportive learning community., • Equity: All children are capable of reaching high levels of academic excellence and whole child wellness. Thus, all children will have the opportunity to gain fluency in more than one language/culture and learn from and with each other. All children will be held to high expectations ensuring equally high outcomes for all and removing the predictability of success or failure that currently correlates with social, cultural, or socio-economic factors., • Inclusion: We will live our core value of diversity by creating an environment of connection, belonging, empowerment, and respect where the richness of different ideas, backgrounds, and perspectives are harnessed to create value. The core values live in our Global Citizens PCS educational model through four key pillars: Globally Competent Bilingualism, Academic Excellence, Social Justice, and Whole Child Wellness. Elementary School English Support Teacher Job Description The Classroom Support Teacher is instrumental in influencing the lives of children at Global Citizens PCS, so they can thrive academically, socially, and emotionally. Support teachers will support the lead Mandarin Chinese, Spanish, or English teachers with creating a student-centered learning environment that respects the culture and identity of each and every child. In early childhood, our children will learn all content areas in the partner language for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The support teacher will collaborate with the lead Mandarin Chinese, Spanish, or English teacher to implement lessons in the partner language (Mandarin Chinese or Spanish) and also serve as a model for the partner language. The support teacher will also facilitate small group instruction and lead mini-lessons on a regular basis. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Support teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with lead teachers and all leadership team members to fully understand and respond to the needs of students and families, support in the implementation of plans according to the mission, vision, and key pillars of Global Citizens Public Charter School, while also remaining focused on the implementation of high-quality dual language instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Inform lesson plans developed by the lead teacher for alignment to the mission and vision, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborate with lead teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth and achievement Curriculum, Instruction, Assessment, & Support • Collaborate with the Lead teacher to plan and teach all core subjects - English Language Arts (and Social Studies), Mandarin Language Arts (and Culture), or Spanish Language Arts (and Culture), as well as math, science, and social studies, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Support the lead teacher with setting clear and measurable goals throughout the year for every student in all areas of study; support the lead teacher with regularly assessing the progress of each child and providing differentiated, child-centered instruction to meet the needs of each child on a daily basis, • Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with lead teachers and teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Contribute to an inclusive, equitable, caring, and culturally competent learning environment that meets the academic, social, emotional, and physical needs of each student, • Maintains positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Works closely with teachers and staff to recognize and employ each students strengths and differences as assets for teaching and learning, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development, • Participate in parent conferences and school-wide events and contributes to the broader school community The ideal candidate is highly knowledgeable in the following: • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Support Teacher Requirements • At least two years of experience as a support teacher or assistant teacher preferred, • Progressing towards meeting state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education or meet eligibility, including a Bachelors degree in Education and passing scores on Praxis I & II, • Experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Ability to collaborate and teach through a lens of diversity, equity, justice, and inclusion, • Communication skills (both oral and written) Compensation Salary for this position is competitive and ranges from $28K to $48K. Additionally, Global Citizens PCS offers a comprehensive benefits package. We are Deeply Committed to Diversity, Equity, and Inclusion Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs core values and key pillars, including our commitment to diversity, equity, and inclusion.

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 full-time English Language Learners Teacher. This teaching position entails instructional and planning responsibilities for providing IB English Language Learners education to students 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., • Plan and provide rigorous and differentiated instruction to DCI students who qualify for EL services and support, following the SIOP Model and the IB approach., • Conduct WIDA assessments and report on progress, analyze multiple sources of EL learning data, and differentiate EL instruction and school supports based on data analysis, • Participate in child study meetings and provide case management functions, • Collaborate with and support general education teachers and related service providers to ensure the educational needs of ELs are met, • Collaborate closely with education leadership on EL programming, • Keep current on all EL related regulations and initiatives, • Demonstrate effective advocacy and transition planning to ensure ELs' success post-graduation., • 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., • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes.

Job Description Teach What You Love. Inspire Curious Minds. Do you have a skill, passion, or area of expertise you’d love to share? We’re looking for enthusiastic instructors who want to bring ideas to life for engaged, curious students. Whether your background is academic, artistic, technical, or hands-on, if you enjoy working with youth and teaching in a creative, flexible environment, we want to hear from you. ✔ Teach 1–12 hours per week ✔ Choose your days, hours, and age group ✔ Small, daytime, in-person classes ✔ 30-week school year (September–May) This Herndon learning center serves homeschooled students in K-12th, so classes go beyond standard school curriculum. Families are looking for depth, creativity, and variety—not worksheets and test prep. You do not need to be a licensed teacher. You do need enthusiasm, experience, and a genuine interest in sharing your knowledge. We are interested in hearing from instructors across a wide range of subjects and disciplines. While this list is not exhaustive, the following areas reflect some of our current interests and needs: • Chemistry, • Science, • Psychology, • Nurse Educator for Health Classes, • English, Writing, Reading, Language Arts, • AI/ Machine Learning, • Cybersecurity, • Mythology, Urban Legends, Superstitions, • Drumming, • Decorative Arts: Sculpture, Mosaics, Stained Glass, Fiber Arts, Metal Work, • Woodworking, • ASL sign language for children (elementary), • Civics, • Geography, • Business, • Hand Drumming, • Architecture, Interior Design or City Planning, • Model UN, • Marketing/Advertising, • Technical Writing, • Microbiology or Epidemiology, • Food Science or Food Chemistry, • Graphic Design, • Veterinary Science, • Video Editing or Film, • Film Appreciation, • Bookmaking, • Calligraphy, • Japanese, • EMT, • OTHER IDEAS?....tell us! High school courses are often an excellent fit for adjunct college professors. Retired and former teachers are welcome to apply, as are subject-matter experts and teaching artists from a wide range of professional fields. Most classes meet for 1–2 hours per week, with the possibility of scheduling multiple classes back-to-back. Days, times, and session length are negotiable. All instruction is in person at our Herndon location, conveniently situated near the Dulles Toll Road, Fairfax County Parkway, and the Herndon Metro Station (approximately 3/8 mile). Instructors are engaged as independent contractors. Background checks and reference verification are required. Compensation is negotiable and based on subject matter and experience. For more information about our programs, visit . Company DescriptionCompass was founded in 2012. The concept for Compass grew from the desire to provide creative, innovative, and interactive classes for homeschooled students with the consistency and quality provided by paid, professional instructors. Compass offers more than 200 classes each week for more than 600 students from more than 400 families.Compass was founded in 2012. The concept for Compass grew from the desire to provide creative, innovative, and interactive classes for homeschooled students with the consistency and quality provided by paid, professional instructors. Compass offers more than 200 classes each week for more than 600 students from more than 400 families.

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 Dedicated Aide for next school year 26-27. The Dedicated Aide assists in the supervision and instruction of students with disabilities or special needs in a regular or special education classroom; observes and documents student progress; implements plans for instruction; and provides clerical support, as needed. Dedicated Aides at DCI also have afternoon duty posts and responsibilities to support after school programming. Compensation: (Starting salary 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), • Bilingual in Spanish and English a plus., • 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., • Adapt classroom activities, assignments and/or materials under the direction of the teacher for the purpose of providing an opportunity for students with disabilities or special needs to participate in classroom activities., • Support student's independent achievement and growth through implementation of best practices., • Provide opportunities and support for children to understand, acquire, and use their tools to complete their work., • Reinforce the use of communication efforts of students with disabilities under the guidance of the instructional team to include self advocacy., • Implement academic instruction taught by a teacher for individuals or small groups for the purpose of meeting learning goals, as described by an IEP and/or district benchmarks., • Implement behavioral plans designed by the IEP team for students with behavior disorders or other special conditions; document progress., • Participate, as appropriate, in communication between school and home per a student's IEP., • Confer with teachers on a regular basis for the purpose of assisting in evaluating the progress of students with disabilities or special needs and/or implementing IEP objectives., • Assist other staff members as may be required for the purpose of supporting them in the completion of their work activities., • When not supporting the department as a Dedicated Aide, you'll be required to:, • Support teachers as an additional instructor in the classroom;, • Teach courses and/or substitute teach as the sole instructor as necessary; and perform administrative duties for the department., • Commit to environmentally sustainable business practices., • Follow the Special Education teams Designated Aide expectations., • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes.

Job Description LTC Language Solutions is seeking contract ESL instructors for our clients in Falls Church, VA. Since 1993, we have been providing one-on-one language and cultural training for relocating expat families. Each assignment is contracted separately, so the details below will vary: • Language Class: Private English tutoring for adults and children, from basic to advanced levels., • Location: Face-to-face. Lessons are often held at the student's home or workplace. Instructors must reside in the greater Falls Church area. Any applicants outside the Falls Church area will be auto-rejected by the system. If you are planning to move to Falls Church, please answer "yes" and explain when you will relocate., • Schedule: TBD - typically 2-5 hours per week, though more are potentially available (typically 60- or 90-minute sessions), • Start: Throughout the year, • Duration: Ranging from 30 to 90 hours of classes, • Requirements: Native-level English speaker with 2+ years of teaching experience, • Compensation: Negotiable based on experience and distance traveled We look forward to hearing from you! Please note this is not a full-time position, but a contract position. Powered by JazzHR vQnqzqbcY2

Job DescriptionSalary: Salary starts at $37,000 - $66,032 and will be commensurate with degree and years of experience Job Opportunity: Classroom Assistant 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) Compensation: Salary starts at $37,000 - $66,032 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: Breakthrough Montessori PCS classroom assistants are dedicated to public Montessori and are excited to help shape this transformational school. This position focuses on assisting the class through transitions and helps support another assistant and guide in the classroom to help children be as independent as possible. This work includes duties like leading groups of children on walks to and from recess, managing lunch for a classroom of children with the help of another adult, creating activities for and managing a group of children during after-school programming, etc. Essential Functions and Responsibilities: The Classroom Assistant is a 10-month position. Typical working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 10:00am-6:00pm. Responsibilities include the following: • Assist in the planning, implementing, and coordinating of the whole group events in a Montessori classroom, focusing on whole group management., • Maintain a prepared learning environment according to the developmental and curricular specifications outlined by the Guide/Teacher, including following a weekly and daily cleaning/ sanitizing schedule to maintain the prepared environment, • Work on maintaining the environment and material-making if all students have left aftercare before 6:00 pm., • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Ability and openness to being trained by the Lead Guide to maintain consistent limits and freedoms for students according to the Montessori method and manage various behavior needs in collaboration with the classroom team, • Participate in weekly group coaching meetings, level meetings, and classroom team meetings, • Create and maintain a high-quality afternoon lesson, with an expectation of weekly lesson submissions, • Maintain and deliver activities for aftercare, creating programming to share with colleagues for regular rotation, and overseeing group activities with aftercare classes, with an expectation of following lessons as set forth by the Extended Day Coordinator, • Observe student activity and base interactions on observed needs and developmental abilities, • Communicate effectively with colleagues and the school leadership team, • Direct all questions and concerns from families directly to the Guide, • Be willing to take the lead when necessary and take the initiative always, • Fulfill duties in accordance with the Classroom Assistant Appraisal, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Attend and participate in school events outside of regular school hours, • Other duties as assigned, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of the environment, • care of self, • community building 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, • Enthusiasm and commitment to our vision and mission, • Creative, energetic and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Punctuality, • Ability to effectively direct families to the Guide if they have questions, • 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., • Minimum requirement is an Associate's degree, but a Bachelors degree in the applicable field is preferred, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant, • Experience with families from diverse backgrounds Benefits: We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid COVID sick leave, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • Paid leave for the observation of a religious holiday Breakthrough invests heavily in the professional development (PD) of our faculty through: • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • A Continuing Education grant program that provides grantees up to $20,000 to complete Montessori teacher training, an advanced degree or other license. Other benefits include: • Health, dental, vision, • Retirement (Vanguard Retirement) Breakthrough Montessori PCS is an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job DescriptionSalary: Salary starts at $39,000 - $65,195 and will be commensurate with degree and years of experience Job Opportunity: Montessori Assistant- Primary 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) 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- Primary 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- Primary is a 10-month position. Typical working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: • Assist in the planning, implementation, and coordination of the Montessori classroom, • Maintain a prepared learning environment according to the developmental and curricular specifications outlined in the Montessori Scope & Sequence, • Knowledge of the nomenclature associated with Montessori materials and an understanding of how to support children with their use, • Set limits and boundaries and maintain appropriately high standards for child behavior in the Montessori context, • Observe student activity and base lesson support on observed needs and interests as well as knowledge of previous lessons given, • Participate in weekly group coaching meetings, • Ability to complete record-keeping tasks for the needs of the individual child as well as the group, • Ability and openness to being trained by the Lead Guide to maintain consistent limits and freedoms for students according to the Montessori method, • Knowledge of literacy programming and the ability to support reading growth through multiple methods as needed, including working with students individually or in small groups, assessing the reading level, and reinforcing skills or concepts presented by the guide, • Communicate effectively with colleagues and the school leadership team, • Communicate effectively with parents/families, under the guidance of the classroom Guide, to help them understand the details and implementation of the Montessori approach, • Provide a spirit of hospitality at school gatherings, occasional public events, and ongoing family engagement events, • Participate in other school functions as requested by the Executive Director, • Exhibits:, • self-discipline, • independence, • responsibility, • grace and courtesy, • respect for others, • care of environment, • care of self, • community building Required Competencies and Qualifications: • Have a firm commitment to upholding the schools mission and anti-bias/anti-racist pedagogy., • Commitment to upholding the confidentiality of students and parents, • Proven ability to work as a member of a diverse team of educators, • Enthusiasm and commitment to our vision and mission, • Creative, energetic, and nurturing personality, • Organizational and interpersonal skills, • Timeliness and attention to detail, • Ability to communicate effectively with parents, • Excellent oral and written communication skills, • Fluency in a language other than English is a plus Education and Experience: • Experience working with diverse populations of students, parents, and families., • Bachelors degree required, • Classroom assisting experience, preferably in a Montessori environment and/or with young children, • Experience collaborating and working as an assistant Benefits: We provide employees with a robust leave policy that includes: • Paid personal time off, • Paid COVID sick leave, • Paid family leave (in addition to DC paid family leave), • Paid bereavement leave, • A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;, • An individual professional development budget of $250/year to pursue additional PD opportunities;, • Conference participation and, • Health, dental, vision, • Retirement (Vanguard Retirement), • AFLAC, • Educator wellness groups, facilitated by a clinical psychologist. For information on Breakthrough Montessori PCS, including more information on employee benefits and our company culture, visit our website at . Breakthrough Montessori PCS is an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Job Description High School Teacher (26-27 SY) Job Summary Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a 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 Secondary roles (middle and high school) include content-specific instruction in courses such as ELA, math, science, social studies, and electives. Special Education Teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings. Location and Type of Work Fully In-Person (5 days per week onsite) This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families. Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development. Key Responsibilities The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission Alignment, Relationships, and Culture- 30% • Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice., • Build trusting, affirming relationships with students, families, and teammates., • Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners., • Communicate regularly with families, including academic updates and support plans.Instructional Planning & Content Delivery- 40%, • Internalize, adapt, and deliver high-quality, standards-aligned lessons., • Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences., • For elementary roles: deliver core math and literacy instruction to the homeroom., • Use student performance data to plan reteach, intervention, and enrichment., • Participate in grade-level and/or content team meetings to align on instructional strategy.Professional Collaboration, Development, and Feedback- 20%, • Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings., • Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs., • When assigned a Capital Teaching Resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.Schoolwide Duties & Operational Expectations- 10%, • Perform duties (arrival, lunch, transitions, dismissal) as assigned., • Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions., • Bachelor’s degree, • Commitment to working with students from communities with limited access to high-quality educational opportunities, • At least one year of teaching experience in a PreK3–12th grade school OR an education degree that included student teaching / residency with full-classroom responsibility, • Bachelor’s degree in the relevant content area, • Demonstrated strength in the content area / grade band you are applying to teach, • Experience teaching in an urban K–12 public school setting, • Strong communication skills with families and caregivers, including culturally responsive partnership, • Must be able to remain in a classroom environment for extended periods to deliver instruction., • Must be able to monitor students throughout the school building, including transitions, lunch, and recess., • Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events). Core Competencies: KIPP DC Vision for Teaching Excellence: • Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content., • Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students., • Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially. Teachers collaborate with families and empower students to work towards ambitious academic and socio-emotional learning goals., • The anticipated starting salary range for this position is $65,500-$98,880. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Please click here for our salary scale., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change and your exact schedule will be shared in your offer letter. #ZR Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR MlW8y3PjTO

Job DescriptionEnglish Language Development (ELD) Teacher Location: Shaw Campus – Petworth, Washington, DC Start Date: Immediate Center City Public Charter Schools (Center City PCS) empower our students for lifelong success by building strong character, promoting academic excellence, and generating public service throughout Washington, D.C. In this endeavor we are committed to attracting, developing, and retaining one of the best faculties in the District. Center City staff are teachers, mentors, and leaders, and they play an important role in ensuring each of our students maximize their potential. Our network serves over 1,400 students annually at our six campuses, located across the District, with a staff of over 250 dedicated individuals. Center City uses an inclusion model to provide content-based English language development instruction for English Learners. English Language Development teachers work under the direct supervision of the campus principal, with additional support from the Student Support Services Department at Central Office. The ideal candidate is highly knowledgeable on the Common Core State Standards and in research-based instructional strategies for second language acquisition. Responsibilities Instructional Planning and Delivery * Work collaboratively with general education teachers to co-plan and execute differentiated, integrated content and language development lessons that meet academic standards while developing language proficiency for English Learners * Use a variety of co-teaching models to deliver content-based English language development instruction in both whole group and small groups * Provide instruction and assessment address academic speaking, listening, reading, and writing, with appropriate levels of scaffolds and challenges to promote students’ growth toward proficiency in English * Use data to analyze the academic and linguistic needs of students for instructional purposes Classroom Environment * Create an environment of respect and rapport and a culture of learning * Manage classroom procedures and student behavior * Communicate directions, expectations, procedures, and content with students Student Engagement and Assessment * Administer English language proficiency assessments * Set instructional outcomes * Engage students in learning with quality questioning and discussion techniques * Demonstrate flexibility and responsiveness to student needs * Use student data to inform instruction and integrate differentiated content-based language instruction * Engage parents and families in their child’s academic success by fostering an ongoing relationship centered around hopes and dreams * Provide language access with families who prefer languages other than English Compliance * Maintain accurate and up-to-date records, including quarterly English language development data and progress reports * Ensure that Center City PCS is in compliance with Federal and State Law * Implement Individualized Education Plans as assigned; this includes planning and implementing instruction, collecting data, reporting progress, and working collaboratively to update IEPs Professional Development and Collaboration * Participate in the Center City PCS learning community via PLCs, campus/district professional development, and weekly campus based grade-level planning sessions * Reflect on teaching by accepting ongoing informal feedback and implement changes based on that feedback School Culture and Responsibilities * Follow school-wide procedures for attire, behavior, and punctuality * Maintain teacher hours from 8:00 AM - 4:00 PM * Attend and participate in occasional school events outside of regular school hours Qualifications * Bachelor’s degree in applicable subject area, as appropriate * Passing Praxis scores (Elementary, ECE, or content specific test) * Minimum of 2 years of teaching experience (preferred) * Demonstrates knowledge of English language development pedagogy, the WIDA Framework, and the ACCESS test * Certification in TESOL * Demonstrates ability to use data to assess student learning and growth * References that reflect high standing with past employer * Able to lift up to 10 pounds and able to stand for long hours

Job DescriptionSalary: $28K to $38K Position: Dedicated Aide Supervisor: Director of Special Populations Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 2026. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 5, 2026. The Opportunity: Global Citizens is seeking a passionate Dedicated Aide to support students with special needs in our inclusion classrooms. The Dedicated Aide will assist with specialized instruction and related services for students in grades Pre-K3 Grade 3. The types of students with special needs who have Dedicated Aides assigned to them include: students with autism, pervasive developmental disorder (PDD), developmental delays in one or more areas, intense behavioral challenges, multiple learning problems, and other related disorders. 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. Dedicated Aide Job Description Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each students social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Principal and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth and achievement Major Duties and Responsibilities Support a Student with Special Needs throughout the School Day • Assist the student with participating in lessons, daily activities, and assessments, • Support the student with daily living activities (e.g. eating and toileting,) as needed, • Facilitate independent work with materials in the inclusion environment, • Teach lessons under the direction of the lead teacher and the special education teacher in the resource room, • Implement prescribed behavioral strategies and positive behavior support in all settings, • Accompany and assist students during related service sessions (speech therapy, occupational therapy, etc)., • Collaborate with the Lead Teacher and the Special Education Coordinators in the planning and management of lessons and work that the student will be done independently and with support, • Provide regular communication about students development to the lead teacher, • Collaborate with the Special Education Coordinator and the Applied Behavioral Analysis (ABA) provider to implement ABA within the classroom setting. This includes planning for: classroom environment, natural environment teaching, instruction, discrete trial instruction, behavior management strategies, and reinforcement systems, • Participate in all training related to data collection and assessment, • Gather written observations for Teaching Strategies GOLD (and any other assessments) as requested by the lead teacher, • Discuss observations with the lead teacher, other teaching staff, and the Special Education Coordinator, • Regularly collect data to track students progress in program areas: curriculum and IEP, • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations, • Collaborate with the Lead Teacher, special education service providers (speech, physical therapist,occupational therapist), ELL teacher and other Assistant Teachers to address student needs in the classroom, • Contribute productively to the school as a whole, • Attend and participate in school events outside of regular school hours, • Possess a minimum of a High School Diploma (an Associates degree or Bachelors degree preferred), • At least two years of classroom experience, preferably in a public school or urban setting, • Willingness to take Behavior Technician and Crisis Prevention and Intervention (CPI) training, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written), • ABA and RBT experience recommended, but not required Compensation Salary is competitive and based on education and professional experience, and ranges from $28K to $38K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click Apply for This Job on the top right. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at . Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

Job Description 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 High School Music/Visual Art/Design Teacher. This teaching position entails instructional and planning responsibilities for providing IB Music/Visual Art/Film education to students 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., • Deliver exceptional Music/visual Art/Film instruction to diverse learners in English and/or a target language., • Plan lessons using a deep understanding of, and integration with, the IB Music/visual Art/Film Education curriculum framework., • Deliver exceptional Music/visual Art/Film instruction, through immersion methods, to diverse learners in a culturally responsive manner., • 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., • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes.

Job Description Position Title: ESL Teacher Department: Mentora Division Reports To: Director of Academics Primary Location: Washington, DC FLSA Classification: Non-Exempt Parameters: Full-Time; 12 months/year Pay Range: $50,000 per year Position Summary: Bay Atlantic University is committed to providing a quality education for our students to ensure they become proficient in reading, listening, writing and speaking English. Currently, we are seeking an ESL teacher to teach classes to non-English speaking adults and teenagers. We are looking for someone that is dedicated to helping our students achieve and succeed. The ESL teacher will provide a safe, inclusive, enjoyable, and interactive learning environment with concentrated classes, private tutorials, or substitutions as needed to help students become successful. Essential Functions: As defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and tasks performed by incumbents of this class. Duties and Responsibilities: 1. Instruct English as a Second Language classes or substitutions as assigned., 2. Ensure students are participating in class and excited about learning., 3. Completely and thoroughly prepare learning material preceding class., 4. Complete attendance daily for each class., 5. Conduct field trips and labs within class hours as indicated on syllabi., 6. Complete all scoring of exams and updating of student grades by the end of the final testing day of each session., 7. Read and follow all Mentora College policies and procedures as explained in the Employee Handbook., 8. Complete all forms and requests according to policies and procedures in a timely manner (e.g. Field Trip forms, Professional Development requests, Teacher Absence form, etc.), 9. Attend teachers meeting once per month for up to 1 hour., 10. Complete a minimum of 1 pre-approved professional development activity for every 4 months of employment, 11. Submit professional development documents, certificates, and any change of status forms to Academic Director to keep personnel file current., 12. Support academic program through administrative tasks and/or training in place of teaching on an as needed and/or requested basis when opportunities are available. General Expectations: Employees are expected to accomplish assigned duties in an efficient, effective, and competent manner and to strive for improvement and excellence in all work performed. Additionally, employees must understand the comprehensive role of the university and cooperate and work harmoniously with students, faculty and staff, and the public. Employees will follow all university policies, rules, regulations, and guidelines as they relate to this position. Education and Experience Requirements: Masters degree from an accredited institution in ESL, TESOL, TESL, or related Education degree and Native English Proficiency, or Bachelors Degree from an accredited university and CELTA or comparable TEFL teaching certificate, in addition to one-year teaching experience. 1. Must have excellent listening, speaking, and writing skills, 2. Able to problem solve, prioritize conflicting demands and effectively manage time to meet all deadlines, 3. Must show up on time each day as scheduled, 4. Dedicated to students by providing additional support, as needed, to help them achieve their goals, 5. Imparts a positive image with student and staff To ensure the health and safety of our community, BAU requires COVID-19 vaccinations for faculty and staff. Knowledge, Skills, and Abilities: Knowledge of and ability to follow college policies and procedures. Knowledge of current technologies and word processing, database, presentation, and spreadsheet software, specifically Microsoft Office applications. Knowledge of tools used for student interest and personality type and the ability to interpret results of such tools to assist students in making sound decisions. Knowledge of the proper operation of and the ability to use personal computers and standard office equipment. Skill in evaluating a students academic interests and desires to formulate a plan designed to assist the student in achievement of specified career goals. Ability to communicate effectively, verbally and in writing, and to relate to others in a professional, helpful manner. Ability to relate to a diverse population and to maintain composure when faced with difficult situations Ability to multi-task and organize, prioritize, and follow multiple projects and tasks through to completion with an attention to detail. Ability to work independently while contributing to team environment. Ability to analyze problems, identify solutions and take appropriate action, resolve problems using independent judgment and decision-making processes. Ability to establish and maintain effective working relationships with supervisors, other department staff, students, and the public. Ability to read and interpret policies related to academic programs and student requirements for participation in various programs. Work Environment: Work is primarily performed under general supervision in an office setting with appropriate climate control. Travel, early morning, evening, and weekend work may be required. Physical Requirements: Essential functions of this position require: lifting, manual dexterity, ability to communicate. Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body; involves sitting majority of time; walking and standing are required only occasionally, and all other sedentary criteria are met Mental Application: Utilizes memory for details, verbal instructions, emotional stability, critical thinking, adaptability, and creative problem-solving skills are important. Disclaimer: The above statements describe the general nature, level, and type of work performed by the incumbent(s) assigned to this classification. They are not intended to be an exhaustive list of all responsibilities, demands, and skills required of personnel so classified. Job descriptions are not intended to and do not imply or create any employment, compensation, or contract rights for any person or persons. Management reserves the right to add, delete, or modify any and/or all provisions of this description at any time as needed without notice. This job description supersedes earlier versions.