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Job DescriptionDescription: The Organization Maya empowers opportunity and justice-involved youth to transform the trajectory of their lives. We do this by engaging each of our scholars in a restorative, relevant school experience that prioritizes personalized academic support, well-being, and preparation for the post-Maya pathway of their choice. With an education in our network of schools, our scholars will do more than succeed — they will thrive! If you are interested in learning more about See Forever, please visit our website at . Site Description The Youth Services Center (YSC) is the District of Columbia’s detention center for male and female youth, responsible for the care and custody of young people placed in secure detention by court order from the DC Superior Court Family Court Division. Position Overview The English Teacher must be willing to teach a range of English subject areas, including English I, English II, English III, English IV, and/or Reading and Language Arts. With the support of a special education teacher, this position will also support students with special learning or emotional needs to ensure that they receive the level of instruction that they need to enable them to succeed. Requirements: Responsibilities Specific responsibilities will include, but not be limited to: • Designing and implementing curriculum including unit plans and assessments that are aligned both with Common Core standards and with the school-wide curricular framework at Maya Angelou Academy at YSC, • Developing and implementing age-appropriate, culturally responsive teaching practices, • Working with technology and computer-based programs to support scholars’ individual learning plans, • Successfully using a backward design model in creating a curriculum with clear objectives and goals directly related to end-of-year benchmarks, • Developing differentiated learning plans, materials, and handouts for diverse learners in a small classroom setting, • Assessing individual learning styles and adapting teaching methods to fit, • Creating a classroom and school environment that features a rich diversity of resources engages student interest, promotes student leadership, and stimulates student learning, • Managing administrative assignments effectively and with a high level of professionalism and integrity, • Participating in interdisciplinary team meetings for all students, • Bachelor’s degree in education or subject field (required), • Must have or be eligible for certification by OSSE in the appropriate content area (must obtain within 1 year of employment), • Experience working with opportunity or justice involved youth (preferred) At the Maya Angelou Schools, the key to our success is rooted in building trusting, respectful and nurturing relationships with each other. We strive to create safe spaces for all to be able to reach their limitless potential. We are at our best when we work together to ensure the unique needs of our community are met. We empower each other to grow successfully so we can see forever! This is how we live the Maya Way, even when no one is watching. Salary and Benefits Maya Angelou Schools and See Forever Foundation salaries are comparable to those of other public charter schools in the District of Columbia area. Compensation for instructional roles follows our established pay bands, which can be accessed from our career page. In addition, we offer a robust benefits plan, including health care coverage, HSA/FSA and dependent care accounts, voluntary dental and vision, employer-paid short-term and long-term disability options, commuter benefits, a 401k retirement savings plan with employer contribution offered after 1 year of service, along with the opportunity to positively impact students with a broad range of experiences and backgrounds. See Forever is an equal-opportunity employer. We believe a diverse staff is a better, more effective staff. Salary Range $67,500.00 - $107,500.00

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 Special Education Coordinator. The Special Education Coordinator is responsible for assisting school leadership in special education compliance and coordinating with School Counselors, Psychologists and the Director of Student Support to ensure the delivery of services to students with exceptional learning needs at DCI. Salary Range: $69,966 - $116,323 (Starting salary is determined by education and years of relevant experience) Qualifications: • A Master's Degree in Special Education is preferred (Bachelor's Degree and deep knowledge of special education required)., • Previous experience as an effective special education teacher and/or learning support teacher is required., • Previous experience in special education case management is required., • Must have demonstrated commitment to equity and continuous improvement., • Must possess strong analytical, planning, and problem-solving skills, and plan, implement and monitor work independently as a leader and as part of a team., • Must have experience in backward planning and professional development and/or coaching., • Must have excellent oral and written communication skills, and superior interpersonal skills to be able to build strong working relationships with teachers, school leaders, students and families, and other key stakeholders., • Previous experience as a teacher leader or supervisor of special education teachers is preferred., • Knowledge and experience with differentiating and scaffolding instruction for students with IEPs required., • Experience with 1:1 technology preferred The Special Education Coordinator will work closely with the school leadership team and special education teaching team in the development and improvement of our special education program to ensure special education bilingual students are successful in our IB for all, language immersion 6-12 school. The Special Education Coordinator is responsible for co-developing, along with the Student Support team and leaders, DCI's special education programming and strategic plan with clear objectives and an annual work plan. The work will be focused in six areas: • Supervising and Coaching the Special Education Teachers, • Regularly meet with the special education team to implement strategic plan, learn collaboratively, and problem solve., • Supervise special education teachers to ensure consistency and quality of special education instruction and services., • Coach special education teachers based on coaching objectives and research-based practices., • Curriculum and Instruction, • Coordinate the revision and systematization of curriculum for special education classes, in partnership with the Student Support team and the Director of Student Support, • Systematize, support, and monitor special education co-teaching partnerships and ensure best practices, in partnership with the Student Support team and the Director of Student Support., • Research and procurement of instructional materials/platforms that support special education instruction., • Case Management, • Coordinate and supervise special education case management, including the development of IEPs and 504 plans for students, preparation for and facilitation of IEP meetings., • Ensure compliance with federal and local disability law, monitoring student progress, in partnership with the Student Support team and the Director of Student Support., • Communicate and partner with families to ensure seamlessness of service delivery and to problem-solve when issues arise., • Ensure asset-based approach to case management, including building on students' strength and ensuring student voice and choices are included., • Data, Assessment and Compliance, • Support and monitor the use of special education accommodations in testing and during instruction, in partnership with the Student Support team and the Director of Student Support., • Work closely with DCI Data and Assessment Coordinator to plan and supervise standardized testing for special education students, in partnership with the Student Support team and the Director of Student Support., • Analyze and utilize data formative, summative, standardized assessment data to improve instruction, co-teaching, case management, interventions, and professional development., • Keep current on all OSSE and federal disability regulations and initiatives, and ensure DCI complies with all regulations, in partnership with the student support team and the Director of Student Support., • Professional Development and Coaching, • Deliver school-wide and department-specific professional development on special education strategies, in collaboration with the Student Support team, other instructional leaders, and external partners., • Advise teachers on modifying/accommodating curriculum for special education students., • Communication and Partnerships, • Partner with leaders and teachers to ensure special education students are successfully included in all aspects of DCI programming and initiatives (IB for all, field trips, scheduling formation and revision, testing, etc) and the school can achieve its IB for all vision with this community of students., • Partner with related service providers to ensure student services are successfully implemented, in partnership with the Student Support team and the Director of Student Support. Faculty and Staff Development/Benefits: DCI is committed to the principles of servant leadership and to providing faculty and staff with the resources and training they need to provide an excellent education experience for every student and family. • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes.

Job Description 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 Math Teacher. This teaching position entails instructional and planning responsibilities for providing IB HS Math 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 Math instruction to diverse learners., • Past experience teaching grades 9 - 12, • Past experience teaching IB Integrated Math I or II or IB Math Standard Level/Math Higher Level Part 1 and Part 2, AP Calculus, and similar upper level math AP and Honors courses., • Plan lessons using a deep understanding of, and integration with, the IB HS Math Education curriculum framework., • Deliver exceptional Math 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 DescriptionDescription: Skills on the Hill - Occupational Therapist, Washington, DC: Calling All Pediatric Miracle Workers! Are you a GLIMMER OF HOPE for children facing functional challenges? Are you ready to unleash your SUPERHERO POWERS as a Pediatric Therapist? If you're looking to combine your passion for therapy with the power of play, Skills on the Hill has the perfect role for you! We are a pediatric therapy practice with locations in Washington, D.C. and Arlington, VA that specializes in supporting and empowering children and families to climb to their fullest potential. We are seeking a part time Physical Therapist to work in our pediatric therapy clinic located in Washington, DC on Saturdays. Why You'll Love Us: • Healing Headquarters: Join a team that transforms obstacles into opportunities for our youngest heroes., • Innovation Hub: Explore cutting-edge therapies and technologies in our playground of possibilities., • Super Sidekicks: Collaborate with a league of extraordinary therapists who share your passion and dedication and an administrative support team that lets you focus on clinical care., • Heroic Support: Receive the training and resources you need to conquer every challenge., • Heart of Gold: Your empathy and compassion must be as strong as your clinical skills., • Powerful Partnerships: Teamwork makes the dream work—collaborate with families and colleagues alike., • Quest for Knowledge: Stay curious and continue to learn, because there's always a new chapter in every hero's journey., • Therapeutic Quests: Conduct comprehensive evaluations, deliver fun therapy, and design and implement treatment plans that unlock each child's potential., • Triumphant Transformations: Use play and evidence-based practices to unleash possibilities and celebrate milestones alongside our brave pediatric warriors., • Alliance Building: Elevate, educate, and forge strong connections with families, caregivers, and our multidisciplinary team., • Documentation Mastery: Keep track of victories and strategies for future endeavors. Requirements: Requirements & Qualifications to Join Our League: • Masterful Degree: A degree in Physical Therapy from an accredited institution, advanced experience a plus but not required., • License to Heal: DC licensure (or eligibility) to practice your heroic craft., • Experience: Experience in pediatric occupational therapy is heroic. We are seeking heroes with least 2 years experience is required due to limited supervision and mentoring., • Value Alignment: Collaboration, inclusivity, lifelong learning, accountability, credibility, and adaptability is what we live and work by., • Availability to Work with Our Squad: A minimum of 4 hours is required and can be done mornings or afternoons., • Clearance for the Hero Hall of Fame: Ability to pass basic drug screen and background check, valid CPR/first aid certification or ability to obtain and current TB test., • Tech-Savvy Superpowers: Proficiency in Microsoft Office, iPad, and EMR system wizardry., • Superhero-Level Communication Powers: Masterful communication skills, both written and verbal., • Well stocked and organized clinic with sensory equipment, games, other therapeutic supplies, • Access to clinical resources, available online and in office, • Flexible schedule and autonomy, • Scheduling handled by admin team so you can concentrate on your patients, • Waiting list of children ready for immediate scheduling, • Opportunities for additional work in the future so you can grow with us, • Accrued paid time off, • Physical Therapist, • 2 years minimum experience, • Degree from an accredited school or program., • Current Board of Physical Therapy license issued by DC, • Experience working with children with developmental delays is preferred., • Knowledgeable of evidence-based practices found to benefit children, • Experience and ability to work independently, using critical thinking skills and processes to arrive at objective, results-oriented decisions within the context of patient care and organizational priorities., • Candidate should demonstrate good judgment, decision-making, and communication skills with a variety of individuals and groups. Should exercise discretion and maintain confidentiality., • Good working knowledge in all applicable computer programs (Microsoft Office) and use of iPad., • Valid CPR certification & TB Test., • Provide client-based treatment, • Provide ongoing parent/family/teacher education, • Plan individual treatment programs based on client’s needs and adjust as needed, • Administer pediatric standardized assessments, • Knowledge of sensory integration theory and practice, • Promote developmentally appropriate skills in areas of fine/visual motor, feeding, self-help, language and social-emotional development, • Torticollis, • Gait deficits, • Sensory processing and motor planning difficulties, • Global developmental delays, • Neuromuscular impairments, • Genetic disorders, • Learning disabilities, • Autism, • ADHD & self regulation challenges, • Executive functioning weaknesses, • Visual motor and perceptual deficits, • Cerebral Palsy, • Duties require extensive standing and walking., • Requires lifting, positioning, pushing, and/or transferring patients. If you're ready to harness your powers for good and become a part of our Skills on the Hill PEDIATRIC MIRACLE WORKER team, assemble your resume and prepare your cover letter to explain why you're the hero we need. Don your cape and apply today—because every child deserves a hero! Join us in rewriting the story of pediatric therapy - one miraculous moment at a time. Apply now and help us in supporting and empowering children and families to climb to their fullest potential. Visit our website at to learn more about our practice

Job DescriptionDescription: Skills on the Hill - Speech Language Pathologist, Washington, DC: Calling All Pediatric Miracle Workers! Are you a GLIMMER OF HOPE for children facing functional challenges? Are you ready to unleash your SUPERHERO POWERS as a Pediatric Therapist? If you're looking to combine your passion for therapy with the power of play, Skills on the Hill has the perfect role for you! We are a pediatric therapy practice with locations in Washington, D.C. and Arlington, VA that specializes in supporting and empowering children and families to climb to their fullest potential. We are seeking a part time Speech Language Pathologist to work in our pediatric therapy clinic located in Washington, DC on Saturdays. Why You'll Love Us: • Healing Headquarters: Join a team that transforms obstacles into opportunities for our youngest heroes., • Innovation Hub: Explore cutting-edge therapies and technologies in our playground of possibilities., • Super Sidekicks: Collaborate with a league of extraordinary therapists who share your passion and dedication and an administrative support team that lets you focus on clinical care., • Heroic Support: Receive the training and resources you need to conquer every challenge., • Heart of Gold: Your empathy and compassion must be as strong as your clinical skills., • Powerful Partnerships: Teamwork makes the dream work—collaborate with families and colleagues alike., • Quest for Knowledge: Stay curious and continue to learn, because there's always a new chapter in every hero's journey., • Therapeutic Quests: Conduct comprehensive evaluations, deliver fun therapy, and design and implement treatment plans that unlock each child's potential., • Triumphant Transformations: Use play and evidence-based practices to unleash possibilities and celebrate milestones alongside our brave pediatric warriors., • Alliance Building: Elevate, educate, and forge strong connections with families, caregivers, and our multidisciplinary team., • Documentation Mastery: Keep track of victories and strategies for future endeavors. Requirements: Requirements & Qualifications to Join Our League: • Masterful Degree: A degree in Speech Language Pathology from an accredited institution, advanced experience a plus but not required., • Experience: Experience in pediatric therapy is heroic. We are seeking heroes with least 2 years experience is required due to limited supervision and mentoring., • Value Alignment: Collaboration, inclusivity, lifelong learning, accountability, credibility, and adaptability is what we live and work by., • Availability to Work with Our Squad: A minimum of 4 hours is required and can be done mornings or afternoons., • Clearance for the Hero Hall of Fame: Ability to pass basic drug screen and background check, valid CPR/first aid certification or ability to obtain and current TB test., • Tech-Savvy Superpowers: Proficiency in Microsoft Office, iPad, and EMR system wizardry., • Superhero-Level Communication Powers: Masterful communication skills, both written and verbal., • Well stocked and organized clinic with equipment, games, other therapeutic supplies, • Access to clinical resources, available online and in office, • Flexible schedule and autonomy, • Scheduling handled by admin team so you can concentrate on your patients, • Waiting list of children ready for immediate scheduling, • Opportunities for additional work in the future so you can grow with us, • Accrued paid time off, • Speech-language Pathologist, • 2 years minimum experience, • Degree from an accredited school or program., • Current license issued by DC, • Experience working with children, • Knowledgeable of evidence-based practices found to benefit children, • Experience and ability to work independently, using critical thinking skills and processes to arrive at objective, results-oriented decisions within the context of patient care and organizational priorities., • Candidate should demonstrate good judgment, decision-making, and communication skills with a variety of individuals and groups. Should exercise discretion and maintain confidentiality., • Good working knowledge in all applicable computer programs (Microsoft Office) and use of iPad., • Valid CPR certification & TB Test., • Provide client-based treatment, • Provide ongoing parent/family/teacher education, • Plan individual treatment programs based on client’s needs and adjust as needed, • Administer pediatric standardized assessments, • Promote developmentally appropriate skills in areas of language, articulation, pragmatics, motor planning, • Global developmental delays, • Genetic disorders, • Learning disabilities, • Autism, • ADHD, • Cerebral Palsy, • Apraxia, • Sensory processing dysfunction, • Down Syndrome, • Feeding challenges, • Articulation Discorders, • Receptive/Expressive challenges, • Duties require extensive standing and walking., • Requires lifting, positioning, pushing, and/or transferring patients. If you're ready to harness your powers for good and become a part of our Skills on the Hill PEDIATRIC MIRACLE WORKER team, assemble your resume and prepare your cover letter to explain why you're the hero we need. Don your cape and apply today—because every child deserves a hero! Join us in rewriting the story of pediatric therapy - one miraculous moment at a time. Apply now and help us in supporting and empowering children and families to climb to their fullest potential. Visit our website at to learn more about our practice

Job DescriptionDescription: Skills on the Hill - Occupational Therapist, Arlington, Virginia: Calling All Pediatric Miracle Workers! Are you a GLIMMER OF HOPE for children facing functional challenges? Are you ready to unleash your SUPERHERO POWERS as a Pediatric Occupational Therapist? If you're looking to combine your passion for therapy with the power of play, Skills on the Hill has the perfect role for you! We are a pediatric therapy practice with locations in Washington, D.C. and Arlington, VA that specializes in supporting and empowering children and families to climb to their fullest potential. We are seeking a part time Occupational Therapist to work in our pediatric therapy clinic located in Washington, DC on Saturdays. Why You'll Love Us: • Healing Headquarters: Join a team that transforms obstacles into opportunities for our youngest heroes., • Innovation Hub: Explore cutting-edge therapies and technologies in our playground of possibilities., • Super Sidekicks: Collaborate with a league of extraordinary therapists who share your passion and dedication and an administrative support team that lets you focus on clinical care., • Heroic Support: Receive the training and resources you need to conquer every challenge., • Heart of Gold: Your empathy and compassion must be as strong as your clinical skills., • Powerful Partnerships: Teamwork makes the dream work—collaborate with families and colleagues alike., • Quest for Knowledge: Stay curious and continue to learn, because there's always a new chapter in every hero's journey., • Therapeutic Quests: Conduct comprehensive evaluations, deliver fun therapy, and design and implement treatment plans that unlock each child's potential., • Triumphant Transformations: Use play and evidence-based practices to unleash possibilities and celebrate milestones alongside our brave pediatric warriors., • Alliance Building: Elevate, educate, and forge strong connections with families, caregivers, and our multidisciplinary team., • Documentation Mastery: Keep track of victories and strategies for future endeavors. Requirements: Requirements & Qualifications to Join Our League: • Masterful Degree: A degree in Occupational Therapy from an accredited institution, advanced experience a plus but not required., • License to Heal: DC state licensure (or eligibility) to practice your heroic craft., • Experience: Experience in pediatric occupational therapy is heroic. We are seeking heroes with least 2 years experience is required due to limited supervision and mentoring., • Value Alignment: Collaboration, inclusivity, lifelong learning, accountability, credibility, and adaptability is what we live and work by., • Availability to Work with Our Squad: A minimum of 4 hours is required and can be done mornings or afternoons., • Clearance for the Hero Hall of Fame: Ability to pass basic drug screen and background check, valid CPR/first aid certification or ability to obtain and current TB test., • Tech-Savvy Superpowers: Proficiency in Microsoft Office, iPad, and EMR system wizardry., • Superhero-Level Communication Powers: Masterful communication skills, both written and verbal., • Well stocked and organized clinic with sensory equipment, games, other therapeutic supplies, • Access to clinical resources, available online and in office, • Flexible schedule and autonomy, • Scheduling handled by admin team so you can concentrate on your patients, • Waiting list of children ready for immediate scheduling, • Opportunities for additional work in the future so you can grow with us, • Accrued paid time off, • Occupational Therapist, • 2 years minimum experience, • Degree from an accredited school or program., • Current Board of Occupational Therapy license issued by DC., • Experience working with children with developmental delays is preferred., • Knowledgeable of evidence-based practices found to benefit children, • Experience and ability to work independently, using critical thinking skills and processes to arrive at objective, results-oriented decisions within the context of patient care and organizational priorities., • Candidate should demonstrate good judgment, decision-making, and communication skills with a variety of individuals and groups. Should exercise discretion and maintain confidentiality., • Good working knowledge in all applicable computer programs (Microsoft Office) and use of iPad., • Valid CPR certification & TB Test., • Provide client-based treatment, • Provide ongoing parent/family/teacher education, • Plan individual treatment programs based on client’s needs and adjust as needed, • Administer pediatric standardized assessments, • Knowledge of sensory integration theory and practice, • Promote developmentally appropriate skills in areas of fine/visual motor, feeding, self-help, language and social-emotional development, • Feeding difficulties / oral motor delays, • Sensory processing and motor planning difficulties, • Global developmental delays, • Neuromuscular impairments, • Genetic disorders, • Learning disabilities, • Autism, • ADHD & self regulation challenges, • Executive functioning weaknesses, • Visual motor and perceptual deficits, • Cerebral Palsy, • Duties require extensive standing and walking., • Requires lifting, positioning, pushing, and/or transferring patients. Join us in rewriting the story of pediatric therapy - one miraculous moment at a time. Apply now and help us in supporting and empowering children and families to climb to their fullest potential. Visit our website at to learn more about our practice

Job DescriptionDescription: Skills on the Hill - Occupational Therapist, Arlington, Virginia & Washington, DC: Calling All Pediatric Miracle Workers! Are you a GLIMMER OF HOPE for children facing functional challenges? Are you ready to unleash your SUPERHERO POWERS as a Pediatric Occupational Therapist? If you're looking to combine your passion for therapy with the power of play, Skills on the Hill has the perfect role for you! We are a pediatric therapy practice with locations in Washington, D.C. and Arlington, VA that specializes in supporting and empowering children and families to climb to their fullest potential. We are seeking a full time Occupational Therapist to work in our pediatric therapy clinic located in Arlington, VA & Washington, DC. Why You'll Love Us: • Healing Headquarters: Join a team that transforms obstacles into opportunities for our youngest heroes., • Innovation Hub: Explore cutting-edge therapies and technologies in our playground of possibilities., • Super Sidekicks: Collaborate with a league of extraordinary therapists who share your passion and dedication and an administrative support team that lets you focus on clinical care., • Heroic Support: Receive the training and resources you need to conquer every challenge., • Heart of Gold: Your empathy and compassion must be as strong as your clinical skills., • Powerful Partnerships: Teamwork makes the dream work—collaborate with families and colleagues alike., • Quest for Knowledge: Stay curious and continue to learn, because there's always a new chapter in every hero's journey., • Therapeutic Quests: Conduct comprehensive evaluations, deliver fun therapy, and design and implement treatment plans that unlock each child's potential., • Triumphant Transformations: Use play and evidence-based practices to unleash possibilities and celebrate milestones alongside our brave pediatric warriors., • Alliance Building: Elevate, educate, and forge strong connections with families, caregivers, and our multidisciplinary team., • Masterful Degree: A degree in Occupational Therapy from an accredited institution, advanced experience a plus but not required., • License to Heal: Virginia and DC state licensure (or eligibility) to practice your heroic craft., • Experience: Experience in pediatric occupational therapy is heroic. We are seeking heroes with least 2 years experience is required due to limited supervision and mentoring., • Value Alignment: Collaboration, inclusivity, lifelong learning, accountability, credibility, and adaptability is what we live and work by., • Availability to Work with Our Squad: A minimum of 4 hours is required and can be done mornings or afternoons., • Clearance for the Hero Hall of Fame: Ability to pass basic drug screen and background check, valid CPR/first aid certification or ability to obtain and current TB test., • Tech-Savvy Superpowers: Proficiency in Microsoft Office, iPad, and EMR system wizardry., • Superhero-Level Communication Powers: Masterful communication skills, both written and verbal., • Well stocked and organized clinic with sensory equipment, games, other therapeutic supplies, • Access to clinical resources, available online and in office, • Flexible schedule and autonomy, • Scheduling handled by admin team so you can concentrate on your patients, • Waiting list of children ready for immediate scheduling, • Opportunities for additional work in the future so you can grow with us, • Accrued paid time off, • Occupational Therapist, • 1 year minimum experience preferred but new grads welcome to apply, • Degree from an accredited school or program., • Current Board of Occupational Therapy license issued by the state of Virginia., • Experience working with children with developmental delays is preferred., • Knowledgeable of evidence-based practices found to benefit children, • Experience and ability to work independently, using critical thinking skills and processes to arrive at objective, results-oriented decisions within the context of patient care and organizational priorities., • Candidate should demonstrate good judgment, decision-making, and communication skills with a variety of individuals and groups. Should exercise discretion and maintain confidentiality., • Good working knowledge in all applicable computer programs (Microsoft Office) and use of iPad., • Valid CPR certification & TB Test., • Provide client-based treatment, • Provide ongoing parent/family/teacher education, • Plan individual treatment programs based on client’s needs and adjust as needed, • Administer pediatric standardized assessments, • Knowledge of sensory integration theory and practice, • Promote developmentally appropriate skills in areas of fine/visual motor, feeding, self-help, language and social-emotional development, • Feeding difficulties / oral motor delays, • Sensory processing and motor planning difficulties, • Global developmental delays, • Neuromuscular impairments, • Genetic disorders, • Learning disabilities, • Autism, • ADHD & self regulation challenges, • Executive functioning weaknesses, • Visual motor and perceptual deficits, • Cerebral Palsy, • Duties require extensive standing and walking., • Requires lifting, positioning, pushing, and/or transferring patients. Join us in rewriting the story of pediatric therapy - one miraculous moment at a time. Apply now and help us in supporting and empowering children and families to climb to their fullest potential. Visit our website at to learn more about our practice

Job DescriptionSalary: Flexible We are seeking a sharp, reliable, and proactive Executive Assistant to support the CEO of a cybersecurity company. This is a high-responsibility role for someone who can produce the CEOs day, week, and year ensuring priorities are clear, tasks move forward, and both professional and personal commitments run smoothly. No prior experience in federal contracting or IT required. Many of our best team members have backgrounds in education, production, childcare, or family support the skills of being organized, dependable, and adaptable translate perfectly into this role.Spanish fluency helpful. Responsibilities: • Manage and prioritize CEOs inbox, calendar, and daily tasks, • Draft and respond to professional emails with excellent written communication, • Drive CEO to meetings and appointments (company car provided), • Coordinate with contractors and vendors (Spanish language a plus), • Research, follow-ups, and project management support, • Full-time, MondayFriday - 6:30am-3pm preferred, • 60% - Managing business operations, scheduling and outreach to customers, • 20% - childcare, teaching and personal support for family management, • U.S. citizen (required), • Excellent communication and writing skills, • Highly organized, detail-oriented, and proactive, • Tech-savvy: comfortable with email, scheduling, and task management tools, • Spanish language skills helpful, • Valid drivers license required Why This Role Matters: You will be the right hand to a CEO who values efficiency, reliability, and trust. This is not just a desk job youll help keep both business and personal life running smoothly. If you have the heart of a caregiver, the organization of a teacher, or the hustle of someone who makes things happen, this could be the perfect fit.

Job Description Speech Language Pathologist Job Summary The Speech language role is an integral part of the Student support team, ensuring that students receive the necessary support to overcome communication challenges. This role focuses on identifying and addressing speech, language, and communication difficulties that may impact a student's ability to succeed academically and socially. Related service provider salaries are exempt and start at $82,620 and increase with years of experience. Please see the salary scale here. Related service providers can earn up to $4,000 in renewal add-ons to their base salary each year they return to KIPP DC. This is a Full-time, fully on-site role that will support multiple campuses, with an immediate start date. About KIPP DC By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes. Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We believe students and teachers best succeed when surrounded by an ecosystem of supports, including our central headquarters team that supports KIPP DC’s 20 schools and two programs, 7,500 students, and 1,300 teachers, leaders, and staff members dedicated to this mission. About the team A school-based Speech-Language Pathologist (SLP) plays a crucial role in supporting students with speech, language, and communication challenges. They assess and diagnose issues such as articulation, language delays, stuttering, and social communication difficulties. The SLP works closely with teachers, parents, and other school staff to develop individualized plans that promote student success in both the classroom and social settings. Through targeted therapy and interventions, they help students improve their communication skills, enhance academic performance, and build confidence in their ability to engage with peers and teachers. About the Role While SLPs focus on the specific needs of their assigned schools, they are also part of a larger network of SLPs within the region. This network allows for collaboration, sharing of resources, and professional development opportunities, ensuring consistency in service delivery and access to a broader range of expertise and support across schools. Location and Type of Work This is an exempt position and will report to the Director of Student Support. As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support which requires this position to be fully on-site. This role is currently required to be on-site or in schools during regular work hours. Responsibilities Service Delivery: 70% • Provide speech and language therapy to special education students in groups and as individuals per their Individual Education Plans, • Provide intervention to students through response to intervention including small groups and classroom intervention, • Serve students with swallowing disorders as it relates to the school setting, • Provide appropriate individualized programs of therapy to meet individual students' needs and correct existing speech or language impairments, • Conduct speech, language and hearing screenings, • Conduct speech/language evaluations, • Serve as a resource to school staff members in the development of a balanced program for oral communication and speech, language and literacy development, • Participate in Multidisciplinary team meetings and responsibilities. Attend meetings, write progress summaries on present levels of performance, and propose IEP goals., • Assist and guide teachers in observing, describing and referring suspected and identified speech and language impairments, • Assist in the proper referrals of students to agencies and specialists in the community as appropriate, • Keep thorough records for each student receiving therapy or other school provided speech-language services, • Demonstrate strong pedagogy, • Implement the school-wide student management policies within classrooms and everywhere on campus, • Exhibit positive rapport with students, • Create and foster a positive learning environment, • Establish and maintain strong communication lines with all parents, • Be available for Open Houses, Parent-Teacher Conferences and other events involving parents, • Assist in the development of curriculum standards and mapping, • Maintain a neat, clean classroom environment and a professional personal appearance, • Serve on school committees as needed, • Perform clerical duties, as required, relating to textbooks, instructional supplies, student reports and records, attendance reports, etc, • Master’s in an accredited speech language program., • Commitment to working with limited access to quality educational opportunities., • Experience/strength in phonemic awareness and reading remediation., • Experience working in a public/charter school., • Experience working in an urban school., • Ability to lift 10 pounds, • Ability to stand frequently, • Commitment to Students and Schools: Demonstrates commitment to education reform, believing in every child's potential for success and prioritizing students, schools, and the essential role of families., • Strategic Thinking and Problem Solving: Finds creative solutions to challenges that achieve broader goals of team and organization., • Project Management: Sets a high bar for own work and supports others to achieve desired team outcomes., • Communications and Influence: Demonstrates adept communication skills and influence to advance work by adjusting content and style., • Teamwork: Contributes to a supportive team culture, fostering diverse work styles and maintaining a high performance standard., • Trust and Collaboration: Establishes and nurtures effective relationships with a diverse set of stakeholders to support the best outcomes for our work., • Cultural Humility: Advances KIPP DC’s commitment to anti-racism by creating a diverse, equitable, and inclusive environment for all stakeholders., • At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Related service provider salaries are exempt and start at $82,620 and increase with years of experience. Please see the salary scale here. Related service providers can earn up to $4,000 in renewal add-ons to their base salary each year they return to KIPP DC., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter. Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR PwQWTQg0zC

Job Description Dedicated Aide We are accepting applications for a Dedicated Aide 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. Job Overview The Dedicated Aide is responsible for providing educational and behavioral support to students in an atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, physical, and psychological growth. Duties and Responsibilities • Work one-on-one with a student to help support academic instruction and guide behavior as needed, • Implement prescribed behavioral strategies and positive behavior support, • Support the classroom teachers in providing a learning environment in which students with differing learning modalities may attain success, • Attend and participate in mandatory professional development sessions and meetings, • Remain current with trends, techniques, and advances in technology that are applicable to the program, • Support the bilingual goal of the school by modeling first and second language (Spanish) for all students., • Maintain the welfare and safety of students by following school regulations and the Positive Behavior Intervention matrix. Serve as a model for appropriate student behavior in the school environment, • Collect daily data to track student progress in the areas of behavior and academics as needed, • Provide feedback to teachers about student behaviors, performance, or any observation relevant to the children., • Collaborate with the Montessori Teacher, Special Education Teacher, special education service providers (speech, PT, OT), and other Assistant Teachers to address student needs in the classroom, • Participate in school activities: special events, field trips, workshops, etc., • Provide administrative support to the special education team, • Help with recess, lunch, and transitions, • Associate’s Degree or 48 college credit hours or have successfully passed the ParaPro Assessment administered by ETS (with a high school diploma or equivalent) preferred, • ABA or RBT training and experience preferred, • Experience working with students with disabilities, • Energetic, flexible, imaginative, and eager to work in a bilingual and multicultural public school FLSA Classification: Non-exempt Reports to: SPED Manager Schedule: 10-month full-time position Salary: $33,619 - $55,567 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 . 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 RKCnQO03AF

Job Description Status The position of teacher (grades 9–12) is a full-time, exempt, 10-month position. Responsibilities Emotional Intelligence: • Demonstrates self-awareness and the ability to recognize and manage one's emotions effectively., • Exhibits empathy and understanding towards others, fostering positive relationships and a supportive work environment., • Works collaboratively with colleagues, staff, and stakeholders to achieve common goals and foster a sense of unity., • Actively listens to others, values diverse perspectives, and encourages open dialogue., • Builds effective teams, delegates tasks appropriately, and promotes a culture of mutual respect and cooperation. Flexibility and Adaptability: • Demonstrates openness and flexibility in embracing change (or different ideas) and adjusting to new circumstances or initiatives., • Adapts quickly to evolving situations and demonstrates a willingness to learn and grow from challenges., • Analyzes complex issues, identifies root causes, and generates creative solutions., • Applies critical thinking and sound judgment to make informed decisions., • Receives feedback with an open mind, demonstrating a growth mindset and a willingness to improve., • Provides constructive feedback to others in a respectful and supportive manner, focusing on professional growth and development., • Communicates clearly, confidently, and respectfully with diverse audiences, including staff, parents, students, and community members., • Listens attentively, asks thoughtful questions, and seeks to understand others' viewpoints., • Engages in constructive dialogue and debates while maintaining respect and professionalism., • Expresses dissenting opinions or disagreements tactfully, considering the impact on relationships and the broader goals., • Builds and maintains positive and trusting relationships with staff, parents, students, and community members., • Demonstrates approachability, active listening, and the ability to connect with individuals from diverse backgrounds., • Exhibits determination and resilience in the face of challenges and setbacks., • Maintains a positive attitude, motivates others, and leads by example during difficult times., • Demonstrates high ethical standards and acts with integrity in all professional interactions., • Maintains confidentiality and handles sensitive information with discretion., • Upholds professional boundaries and adheres to relevant laws, regulations, and ethical guidelines. Qualifications: • Bachelor’s degree (Required), • Two years of teaching experience in a high-need, high performing school and evidence of impact on student learning in that setting (Preferred), • Familiarity with the Danielson’s Framework (Strongly preferred)

Job DescriptionSalary: Salary starts at $59,995 - $82,217 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 2025 Reports to: Principal Compensation: Salary starts at $59,995 - $82,217 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 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 Assitant Principal), • Lead classroom team in working together to implement high-fidelity Montessori programming, through: conducting weekly classroom team meetings, collaborating with 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., • 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 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 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, • 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) 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 Status The position of teacher (grades 9–12) is a full-time, exempt, 10-month position. Responsibilities Emotional Intelligence: • Demonstrates self-awareness and the ability to recognize and manage one's emotions effectively., • Exhibits empathy and understanding towards others, fostering positive relationships and a supportive work environment., • Works collaboratively with colleagues, staff, and stakeholders to achieve common goals and foster a sense of unity., • Actively listens to others, values diverse perspectives, and encourages open dialogue., • Builds effective teams, delegates tasks appropriately, and promotes a culture of mutual respect and cooperation. Flexibility and Adaptability: • Demonstrates openness and flexibility in embracing change (or different ideas) and adjusting to new circumstances or initiatives., • Adapts quickly to evolving situations and demonstrates a willingness to learn and grow from challenges., • Analyzes complex issues, identifies root causes, and generates creative solutions., • Applies critical thinking and sound judgment to make informed decisions., • Receives feedback with an open mind, demonstrating a growth mindset and a willingness to improve., • Provides constructive feedback to others in a respectful and supportive manner, focusing on professional growth and development., • Communicates clearly, confidently, and respectfully with diverse audiences, including staff, parents, students, and community members., • Listens attentively, asks thoughtful questions, and seeks to understand others' viewpoints., • Engages in constructive dialogue and debates while maintaining respect and professionalism., • Expresses dissenting opinions or disagreements tactfully, considering the impact on relationships and the broader goals., • Builds and maintains positive and trusting relationships with staff, parents, students, and community members., • Demonstrates approachability, active listening, and the ability to connect with individuals from diverse backgrounds., • Exhibits determination and resilience in the face of challenges and setbacks., • Maintains a positive attitude, motivates others, and leads by example during difficult times., • Demonstrates high ethical standards and acts with integrity in all professional interactions., • Maintains confidentiality and handles sensitive information with discretion., • Upholds professional boundaries and adheres to relevant laws, regulations, and ethical guidelines. Qualifications: • Bachelor’s degree (Required), • Two years of teaching experience in a high-need, high performing school and evidence of impact on student learning in that setting (Preferred), • Familiarity with the Danielson’s Framework (Strongly preferred)

Job Description School Psychologist Job Summary The school psychologist role is an integral part of the Student Support team and plays a key role in evaluating students' cognitive, emotional, and behavioral functioning to support their academic success and well-being. School psychologists assess students using a variety of tools, including standardized tests, observations, and interviews, to understand their strengths and challenges in areas such as learning, behavior, and mental health. After conducting assessments, the school psychologist makes recommendations for the school team to best support their learning profile, tailored to each student's needs. Additionally, they support the school team in determining if students meet DC eligibility criteria for special education under the designated disability classifications. Related service provider salaries are exempt and start at $82,620 and increase with years of experience. Please see the salary scale here. Related service providers can earn up to $4,000 in renewal add-ons to their base salary each year they return to KIPP DC. This is a full-time, fully on-site role that will support multiple campuses with an immediate start date. About KIPP DC By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes. Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We believe students and teachers best succeed when surrounded by an ecosystem of supports, including our central headquarters team that supports KIPP DC’s 20 schools and two programs, 7,500 students, and 1,300 teachers, leaders, and staff members dedicated to this mission. Location and Type of Work This is an exempt position and will report to the Director of Student Support. As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support which requires this position to be fully on-site. This role is currently required to be on-site or in schools during regular work hours. Responsibilities Evaluation Delivery: 40% • Provides core services including: prevention, consultation, intervention, and assessment., • Services include, but are not limited to, conducting observations, collecting data, reviewing student records, conferring with teachers and parents, interviewing students, planning behavior interventions, and conducting in-services and professional development. These core services are adapted to the particular needs of each student, situation, and setting., • Routinely gathers evidence of positive outcomes resulting from psychological services delivered to students, school personnel, and parents., • Fulfills mandates of federal and state law and the expectations of the DCPS Board of Education and school system leadership., • Receives and reviews available developmental information from school and outside resources about student behavior(s) and selects evidence-supported or evidence-based psychological interventions., • Accurately administers, scores, and interprets psychological measures of intelligence, personality, behavior, achievement, adaptive functioning, and developmental maturity., • Demonstrates positive, collaborative problem-solving orientation with students, parents and guardians, educators, administrators, community members, and colleagues., • Helps all stakeholders understand child development and how it affects student performance academically and social/emotionally., • Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems., • Provides oversight to social workers and supports them in writing functional behavior assessments, developing behavior intervention plans, and tracking student responses to the behavior interventions., • Assists in identifying needed community resources for students and makes appropriate referrals to resources to facilitate educational and behavioral interventions recommended for student success., • Participates in hearings and due process proceedings, as needed., • Participates in disciplinary proceedings: expulsions, manifestations, and causation meetings., • Demonstrates strong pedagogical content knowledge, • Implements the school-wide student management policies within classrooms and everywhere on campus, • Exhibits positive rapport with students, • Creates and fosters a positive learning environment, • Establishes and maintains strong communication lines with all parents, • Master's Degree in School Psychology, Educational or Clinical Psychology from an accredited institution, to include forty-two (42) semester hours of graduate level coursework and five hundred (500) clock hours of satisfactory field experience in a PreK through 12 school setting under the supervision of a certified school psychologist. See DCMR 1659.1 for additional details regarding required graduate level coursework., • Certification as a School Psychologist by the District of Columbia Office of the State Superintendent of Education (OSSE)., • At least two years of experience as a school psychologist, • Ability to lift 10 pounds, • Ability to stand frequently, • Commitment to Students and Schools: Demonstrates commitment to education reform, believing in every child's potential for success and prioritizing students, schools, and the essential role of families., • Strategic Thinking and Problem Solving: Finds creative solutions to challenges that achieve broader goals of team and organization., • Project Management: Sets a high bar for own work and supports others to achieve desired team outcomes., • Communications and Influence: Demonstrates adept communication skills and influence to advance work by adjusting content and style., • Teamwork: Contributes to a supportive team culture, fostering diverse work styles and maintaining a high performance standard., • Trust and Collaboration: Establishes and nurtures effective relationships with a diverse set of stakeholders to support the best outcomes for our work., • Cultural Humility: Advances KIPP DC’s commitment to anti-racism by creating a diverse, equitable, and inclusive environment for all stakeholders., • At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector. Related service provider salaries are exempt and start at $82,620 and increase with years of experience. Please see the salary scale here. Related service providers can earn up to $4,000 in renewal add-ons to their base salary each year they return to KIPP DC., • KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical., • KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years., • Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter. Equal Employment Opportunity Employer KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law. Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information. Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying, kindly reach out to Danica Cunningham at . Please include your name, resume, and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused. Powered by JazzHR zf6d628sIc

Job Description Master's degree in Speech-Language Pathology, active SLP license and 1+ year of Speech-Language Pathology experience required. Applicants who do not meet these qualifications will not be considered. A full-time professional is needed to provide instruction and support for students in grades 6 through 12 at a middle and high school campus located in Alexandria, VA. This contract position spans the 20252026 school year with the possibility to also cover the current school year and summer (CSY) sessions. Part-time availability may be considered. Key Responsibilities: • Deliver educational support and instruction for grades 6-8 and 9-12 as required, primarily supporting grade 8-12 students, • Follow the school calendar and work schedule, which includes 174 instructional days for the year, • Collaborate with staff during teacher workdays, either in-person or virtually with prior approval, • Adapt to snow day arrangements, including virtual work options when pre-approved, • Start date: August 8, 2025, approximately one week before students begin classes, • End date: June 12, 2026, • Monday to Friday workweek aligned with the school calendar, • Maximum 7.5 hours per day and 37.5 hours per week, excluding after-school commitments, • Experience working with middle and high school students, grades 6 through 12, • Flexibility to provide services across the middle and high school levels at a shared campus, • Willingness to work a full-time schedule; part-time candidates may be considered, • 401(k) plan with employer matching contributions, • Comprehensive Medical, Dental, and Vision insurance options

Job DescriptionDescription: The Organization Maya empowers opportunity and justice-involved youth to transform the trajectory of their lives. We do this by engaging each of our scholars in a restorative, relevant school experience that prioritizes personalized academic support, well-being, and preparation for the post-Maya pathway of their choice. With an education in our network of schools, our scholars will do more than succeed – they will thrive! If you would like to learn more about the Maya Angelou Schools and See Forever Foundation, please visit Seeforever.org . Site Description The Maya Angelou Academy at the DC Department of Corrections is an alternative school serving incarcerated men and women ages 18-22 with individualized education plans. Located within the Central Treatment Facility, the school also supports students housed in the Central Detention Facility. Designed to meet the unique needs of justice-involved students requiring special education, the academy provides educational opportunities regardless of their academic history or current standing. Position Overview This position must be willing to teach a range of English subject areas, including English I, English II, English III, English IV, and/or Reading and Language Arts. With the support of a special education teacher, this position will also support students with special learning or emotional needs to ensure that they receive the level of instruction that they need to enable them to succeed. Requirements: Responsibilities Specific responsibilities will include, but not be limited to: • Designing and implementing curriculum, including unit plans and assessments that are aligned both with Common Core standards and with the school-wide curricular framework at Maya Angelou Academy at DOC, • Developing and implementing age-appropriate, culturally responsive teaching practices, • Successfully using a backward design model in creating a curriculum with clear objectives and goals directly related to end-of-year benchmarks, • Assessing individual learning styles and adapting teaching methods to fit, • Creating a classroom and school environment that features a rich diversity of resources engages student interest, promotes student leadership, and stimulates student learning, • Managing administrative assignments effectively and with a high level of professionalism and integrity, • Participating in interdisciplinary team meetings for all students, • Bachelor’s degree in education or subject field (required), • Must have or be eligible for certification by OSSE in the appropriate content area (must obtain within 1 year of employment), • Experience working with opportunity or justice-involved youth (preferred) At the Maya Angelou Schools, the key to our success is rooted in building trusting, respectful and nurturing relationships with each other. We strive to create safe spaces for all to be able to reach their limitless potential. We are at our best when we work together to ensure the unique needs of our community are met. We empower each other to grow successfully so we can see forever! Thisis how we live the Maya Way, even when no one is watching. Salary and Benefits Maya Angelou Schools and See Forever Foundation salaries are comparable to those of other public charter schools in the District of Columbia area. Compensation for instructional roles follows our established pay bands, which can be accessed from our career page. In addition, we offer a robust benefits plan, including health care coverage, HSA/FSA and dependent care accounts, voluntary dental and vision, employer-paid short-term and long-term disability options, commuter benefits, a 401k retirement savings plan with employer contribution offered after 1 year of service, along with the opportunity to positively impact students with a broad range of experiences and backgrounds. See Forever is an equal-opportunity employer. We believe a diverse staff is a better, more effective staff. Salary Range $67,500.00 - $107,500.00

Job Description We are looking for a passionate, energetic, and caring Staff to join the CWLC family. Creative World Learning Center is a family owned business that started in Texas in 1956. We have been a part of the Northern Virginia area for over 30 years and we offer care to children ages birth - 12 years. We are on the lookout for really great talent to help shape the future of our organization and the lives of the children we work with. As a CWLC Teacher, you will spend your days: * Delivering nurturing care and continuous supervision of assigned children, while executing creative curriculum, and maintaining classroom management. * Creating, submitting, and implementing of approved lesson plans and curriculum, and completing Daily Reports. * Maintaining the upkeep of classrooms and equipment inside and outside. * Assisting children when necessary regarding dressing, toileting and/or diapering needs, and making sure all children have clean hands, face, and diapers. * Building positive relationships with and practicing open and honest communication with parents, co-workers, and CWLC management. * Consistently interacting in a positive developmentally appropriate way with the children; role modeling appropriate behavior and language for children. We’d love to hear from you if: * You have a deep desire to work with young children and their families * You have a passion for early child childhood education and seek deeper professional development * You have prior experience in early childhood education or working in a child care center * Lead Teachers must have CDA, AA or Bachelor's Degree * You have an education and/or training in Early Childhood Education * Meet state-specific guidelines for the role

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., • 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 DescriptionSalary: Starting at $35 Capitol Language Services is a company founded in 2006 serving public and private schools in Washington D.C. Our Spanish language program aims to foster the development of a strong foundation for foreign-language acquisition while providing effective, engaging instruction at the elementary and middle school levels. Title of position: Spanish Language Teacher Location: Monday and Wednesday: Hearst Elementary School, NW Washington, DC Tuesday and Thursday: Lafayette Elementary School, NW Washington, DC Hours: 3:30-5:30 pm Compensation: $35/hour Key responsibilities: • Teaching Spanish language courses to students at the elementary level., • CLS curriculum must be strictly followed. The selected teacher will be required to plan challenging and engaging lessons and experiences designed to help students achieve content and curriculum standards. Ensure that lessons have multiple entry points and support structures, so that children with different abilities and learning styles are successful., • Maintaining regular communication with parents and CLS office. Minimum qualifications and experience: • Bachelors Degree preferred., • Two years of experience teaching Spanish language courses at the elementary level., • Native or near-native proficiency in both Spanish and English., • Solid subject matter knowledge and demonstrated knowledge of the content and the methods of teaching Spanish., • Must be committed and able to teach in a full-immersion environment with minimum use of English. Additional requirements: • Must be available for training during the week August 18-22, 2025. Dates will be confirmed in July., • Must be available for the first day of classes August 25, 2025 until the last day of classes June 12, 2026., • Must hold a US work authorization. The candidates selected for further consideration will be contacted within one week after the closing date. For information on Capitol Language Services, visit our website at Capitol Language Services is an equal opportunity employer, and 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: Starting at $35 Capitol Language Services is a company founded in 2006 serving public and private schools in Washington D.C. Our Spanish language program aims to foster the development of a strong foundation for foreign-language acquisition while providing effective, engaging instruction at the elementary and middle school levels. Title of position: Experienced Spanish Language Teacher Location: Elementary/middle school in Capitol Hill, located few blocks from the US Capitol. Hours: Monday 8:00 AM 1:30 PM with (Preparation time 11:33-12:45 pm) 5 classes of 42 minutes each. Tuesday 8:00 AM -11:30 AM 4 classes of 42 minutes each. Wednesday 9:30 AM -1:30 PM (Preparation time 11:33-12:45 pm) 3 classes of 42 minutes each. Thursday 8 AM-11:30 AM 4 classes of 42 minutes each. Compensation: $35/hour plus 2 hours of paid prep time each week. Key responsibilities: • Teaching Spanish language courses to students at the elementary and middle school levels (pre-K4 to 8th grade), • CLS curriculum must be strictly followed. The selected teacher will be required to plan challenging and engaging lessons and experiences designed to help students achieve content and curriculum standards. Ensure that lessons have multiple entry points and support structures, so that children with different abilities and learning styles are successful., • Maintaining accurate records of student progress and performance., • Maintaining regular communication with parents and CLS office. Minimum qualifications and experience: • Bachelors Degree in Second Language Acquisition or Spanish Language., • Two years of experience teaching Spanish language courses at the elementary and middle school levels with a strong record of student achievement., • Native or near-native proficiency in both Spanish and English., • Solid subject matter knowledge and demonstrated knowledge of the content and the methods of teaching Spanish., • Must be committed and able to teach in a full-immersion environment with minimum use of English. Additional requirements: • Must be available for school events and training August 18 and 25, 2025., • Must be available for the first day of classes August 26, 2025 until the last day of classes June 12, 2026., • Must hold a US work authorization. Calendar: A calendar of closure will be provided, but please note the following breaks: • All major US Holidays, • Please note that days, hours and breaks cant be changed. How to apply: Either reply to this ad or contact Emy Lloyd at (202)-704-0067. Closing date: July 15, 2025. The candidates selected for further consideration will be contacted within one week after the closing date. For information on Capitol Language Services, visit our website at Capitol Language Services is an equal opportunity employer, and 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 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 Middle School Math Teacher. This teaching position entails instructional and planning responsibilities for providing IB MS Math 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 lessons using a deep understanding of, and integration with, the IB Math Education curriculum framework., • Deliver exceptional Math 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 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 Middle School Special Education Teacher in Math. This teaching position entails instructional and planning responsibilities for providing IB education to students at DCI during the school year. This position also includes some special education case management responsibilities. 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 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., • 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 The Science/Social Studies Teacher Role Capital Village Lead Teachers will be part of a team working together to create a new kind of learning environment for students. 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. This position is a literacy-heavy combination of Science and Social Studies standards, with a focus on being inter-disciplinary with EL Education modules. Teachers will have the following primary responsibilities: Instruction & Assessment: • Teach grade-level standards of their content area to students in grades 6-8, implementing principles and components of EL Education, • Co-teach with 1-2 other teachers and model excellent instruction for Associate Teachers, • Work within an interdisciplinary team to plan curriculum & expeditions, • Conduct ongoing assessment of student work using multiple tools including anecdotal records, performance assessments with rubrics, exams, etc., • Use student data to drive instructional decision-making and to collaborate with student to regularly communicate student growth, needs, and performance, • Use blended learning tools and a personalized learning platform to differentiate instruction in the classroom, • 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, • 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, • Lead a “Crew” of 10-12 students, incorporating community-building activities and mentoring; communicate regularly with students in their Crew and their parents, • Bachelor's degree REQUIRED, • Valid Teacher Certification (DC preferred) or eligible within one year, • At least 3 years of full-time teaching experience (middle school in urban setting preferred), • Experience with EL Education and/or a personalized learning platform (highly preferred), • Demonstration of successful impact on student learning growth; ability to provide clear and specific feedback to students/families; and skills to differentiate instruction for every child, • Evidence of 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, • Ability to work collaboratively and flexibly with a diverse team of teachers We offer competitive compensation and a benefits package that includes medical, dental, vision, short-term disability, life insurance, retirement matching, paid parental leave, and more. We also offer a generous paid time off policy and a robust and personalized professional development program. 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 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 4jG6Uo9TYC

Job Description Who We Are Achievement Prep is an award-winning public charter school network dedicated to empowering underserved communities in Southeast Washington, DC. Our mission is to prepare students to excel as high-achieving scholars and leaders, not only in school but also in life. Our Values: • All Scholars are Deserving: Every scholar receives an equitable, top-tier education, • Love is at the Core: We embrace authenticity while setting high expectations, • Exceptional Academic Results: Achieved through daily, data-driven, individualized learning, • Platinum Teachers are a Main Ingredient: YOU are the key to excellent outcomes for our scholars As an Achievement Prep Middle School Lead Teacher, you'll be the driving force in closing the achievement gap. You'll specialize in either English Language Arts or Math for our middle school scholars. Join a team of passionate educators dedicated to creating an environment of joyful rigor, where the quality of instruction impacts our mission the most. Reporting to the Instructional Coach, you will: • Teach ELA or Math to 2 groups of scholars daily, • Implement a research-based curriculum, • Personalize instruction for scholars with IEPs, • Create assessments and use data to ensure mastery of standards, • Collaborate with peers to set data-driven academic goals, • Cultivate a joyful and consistent classroom culture, • Collaborate and co-teach with Scholar Support (SPED) Teachers, • Engage with scholars and families to build trust and rapport, • Support family events and communicate scholar progress, • Continuously improve your teaching practice through professional development, • Integrate into the school community and assume additional responsibilities, • Be on campus from 7:30 AM to 4:30 PM Monday, Tuesday, Thursday, Friday and until 3:00 PM on Wednesday, • Bachelor’s degree in Education or related field, • Teaching license or passing Praxis scores (if not an education major), • 2+ years of K-12 teaching experience, • Master’s degree in Education You are a mission-driven educator who believes in the power of education. You are committed to making a difference in underserved communities. You value a quality public education for all and are dedicated to serving every child. You are results-driven and an expert in your content area, constantly seeking ways to improve. You respect timelines and embrace feedback, knowing the mission isn't easy but energizes you. You thrive in ambiguity and find joy in the day-to-day. Why Work With Us? Our teachers are worth more than gold, they’re platinum! • Development: Teachers receive ongoing (weekly or bi-weekly) development from school leaders:, • Formal and informal observations and feedback, • 1:1 meetings to discuss teaching practice, scholar data, curriculum, and goals, • Content team meetings, • Wednesday afternoon professional development tailored to teacher needs, • $150 Classroom Reimbursement fund, • Compensation & Benefits: Achievement Prep offers highly competitive compensation and benefits, • Generous medical, vision, and dental benefits, • Flexible spending accounts for transit, dependent care, and medical expenses, • 401K plan with immediate employer matching up to 4%, • 44-60 days of Paid Time Off, including holidays, break periods, sick, and personal time, • Wellness benefits including reimbursements for gym, massages, counseling, etc., • It Pays to Stay: Upon completion of 2 full school years of service, employees become eligible for annual loyalty incentives, • Personalized gifts and Achievement Prep swag If you’re excited to be part of a dedicated and passionate team, please submit your resume and cover letter to this job posting. Let’s make a difference together! Achievement Prep encourages individuals of all identities and backgrounds to apply for this position. We are an equal opportunity employer fully committed to hiring a talented and diverse group of individuals. Achievement Prep does not discriminate on the basis of race, religion, creed, color, national origin or ancestry, age, sex, gender identity, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law. Powered by JazzHR nQ9TgzAYtT

Job Description:\n\nSalary: Position: Special Education/English Learner Teacher Supervisor: Founding Special Education Coordinator Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025. The Opportunity: We are seeking 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 wit

Job DescriptionSalary: $35/hr. DOE Are you passionate about art and working with children? Capitol Language Services (CLS) is seeking a creative individual to join our team as After-School Art Teacher! As an After-School Art teacher, you will prepare and deliver art classes in our afterschool programs to children who are divided by age group. There will be 2 classes back-to-back each work day. The first class will be for students in PreK and K (3:30-4:30 pm) and the second class will be for students in 1st -5th grade (4:30-5:30 pm). The Ideal Candidate will have: • At least two years of experience teaching art at the Pre-K-5th Grade Level., • Availability to work from 3:15- 5:30 pm in the following schools:, • Monday at Murch ES -4810 36th St NW, Washington, DC 20008, • Tuesday at Hearst ES - 3950 37th St NW, Washington, DC 20008, • Wednesday at Lafayette ES - 5701 Broad Branch Rd NW, Washington, DC 20015, • Thursday Brent/ Meyer ES - 2501 11th St NW, Washington, DC 20001, • EXCELLENT attendance., • Ability to prepare appropriate lesson plans and activities a week in advance., • Reliable transportation., • Strong foundation in artistic principles such as composition, color theory, and technique. Competitive Pay and Benefits: • Employee referral bonus program. Requirements: • Must be available to start soon after hired., • Have prior training in Art or an art background, • Must be at least 18 years of age., • Have an associate degree or higher., • Basic computer knowledge is required., • Familiar with Excel (to read students schedules and daily activities)., • Legal US work authorization., • Good references from previous employers., • DCPS clearance preferred, but not necessary at the time of application. Responsibilities and Duties: Responsibilities include planning, preparing and delivering art classes to children of different grades and levels. Lesson planning will be due a week in advance. This is to allow time for preparation and delivery of materials. The instructor will also evaluate students performance, take attendance, communicate any behavior issues to the coordinator and program director and keep track of students work. Other duties as required. Please attach your resume. Applications without a resume will be discarded. We will contact the selected candidates for an interview. We are an equal opportunity employer and considers all qualified applicants equally without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability status.

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., • 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 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 in ELA & History 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., • 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 DescriptionPosition: Special Education/English Learner TeacherReports to: Special Education Coordinator The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders who influence the lives of children. 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 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), the school uses a 50/50 model, where the children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The lead language teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language (Mandarin Chinese or Spanish). The lead English teacher will teach literacy and math skills to all children. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. 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 Vision • Implement a shared school mission and vision to promote each student’s social, emotional, and academic development, • Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student, • Reinforce the mission with students and families, inspiring them to act on the mission every single day, • Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning, • Collaborates with support teachers, 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 act with integrity, fairness, cultural competence, and empathy with students and colleagues, • Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serve as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by 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 Compliance • Implement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure compliance, • Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law, • Analyze the results of the Home Language Survey to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school year, • Administer the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments Case Management • Serve as case manager for students with a 504 accommodation plan, • Update IEP, 504s, and BIPs as to the achievement of goals and objectives by the end of every quarter, • Inform general education teachers of IEP, 504, and BIP goals as necessary; create IEP snapshots, • Issue quarterly progress reports on IEP, 504s, and BIP goals for students & families, • Provide interventions and all ELL services to students on your caseload, 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 comply with mandates, • Monitor and support the implementation of goals and objectives in content Curriculum, Instruction, and Assessment • Case manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventions, • Design and implement engaging instruction based on IEP goals and objectives for each student, • Address IEP and ILP goals by providing in-class support, small-group instruction, and/or pull-out groups, • Collaborate with general education teachers and the Special Education Coordinator to assess every student’s mastery of the content and diagnose areas of student misunderstanding, • Serve 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 comply with mandates, and coordinating annual IEP review process, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child daily, • Actively participate in data-analysis cycles and protocols to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Service Delivery • Oversee the delivery of both instruction and related services as stipulated in IEPs, • Provide and/or support modifications and accommodations as needed in classrooms, • Co-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) regularly to address the needs of each student, • Maintain a portfolio of student work samples, anecdotal data, and classroom observations, • Serve as the Disability Test Co-Coordinator for all standardized assessments (including PARCC), • Be accountable for student's mastery of academic standards, • Co-facilitate professional learning and training for teachers, staff, and families Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students’ 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, • Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law Student and Family Engagement • Build rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about them, • Ensure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetings, • Promotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusiveness, • Implement 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 mission, • Engage 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 student’s social, emotional, and academic development, • Provides 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 accomplishments, • Plan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goal, • Evaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications plan, • Creates and sustains positive, collaborative, and productive relationships with families and community members for the benefit of students (and their families) The ideal candidate is highly knowledgeable in the following: • Effective language acquisition strategies, • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Special Education Teacher/Co-Coordinator Requirements: • At least three years of experience as a Special Education Teacher preferred, • Meet state educational requirements, preferably a valid state-issued license for Special Education in elementary education, or meet eligibility, including undergraduate studies in Special Education, • A Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with variously identified exceptionalities, • Ability to excel as a member of a 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, • Strong communication skills (both oral and written)

Job DescriptionSalary: $32000.00 - $52000.00 Position: ECE Special Education Teacher Assistant (PreK-Kindergarten) Reports to: Principal and Assistant Principal $1000.00 dollar signing bonus for new hires!!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: • Responsibility, • Engagement, • Acceptance, • Creativity, • Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking individuals who are committed to providing high-quality, universally designed instruction, and who are committed to learning about and implementing Universal Design for Learning (UDL) strategies for our diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges Graduate • Is a unique and independent individual who is prepared to pave their own path., • Self advocates through their preferred communication modalities., • Welcomes diversity with inclusion, openness, acceptance, and respect for others., • Demonstrates empathy and a desire to help and support others in need., • Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals., • Is prepared for next steps after leaving Bridges Public Charter School. As a Special Education Teacher Assistant you will be responsible for • Working with the Lead Teacher in planning and managing an early childhood non-categorical self-contained classroom with high level special needs students, • Supporting the development and implement of the classroom discrete trial instruction, social skills instruction, and behavior plan implementation in collaboration with the lead teacher under the supervision of the BCBA, • Supporting assessing student progress regularly using VBMAPP Milestones, Transitions, and Barriers assessments., • Supporting collecting data to track students progress in 3 program areas: curriculum, IEP, and ABA/VB., • Supporting students during small group instruction, • Providing support to students during specials classes (Gardening, Music, PE, Art), • Collaborating with the Lead Teacher, special education service providers (speech, PT,OT), ELL teacher and other Assistant Teacher(s) or Teaching Fellow(s)., • Maintaining the daily attendance records for the classroom., • Facilitating Morning Meeting., • Organizing student breakfast and lunch. Maintaining breakfast and lunch count., • Providing support during recess to ensure students are safe., • Assisting with maintaining current bulletin boards (in class and hallway)., • Creating a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students, implementing Responsive Classroom techniques., • Participating in Parent Teacher Conferences, contacting parents as needed/requested and providing translation as necessary., • Responding to students behavior appropriately and successfully., • Engaging parents and families in their students learning and acting as an ambassador for the school in the community., • Contributing productively to the school as a whole., • Attending and participating in school events outside of regular school hours, • Other duties as assigned PROFESSIONAL RESPONSIBILITIES • Adhering to the 8:00 a.m.-4:00 p.m. work day, • Regularly attends work and adheres to all attendance policies., • Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal., • Participate in monthly Professional Learning Community (PLC) meetings., • Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions., • Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return., • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals., • Reading provided school information and adhering to all deadlines., • Respond to all emails within 24 hours or the next business day., • Other professional duties as assigned. SCHOOL CULTURE • Create and maintain a physically and emotionally safe environment for students., • Communicate respectfully to students, staff and families at all times., • Model, practice and discuss respectful, unbiased and effective communication with students., • Other school culture expectations as assigned. QUALIFICATIONS • Have an AA, BA or MA or a high school diploma / GED and pass the Praxis ParaPro exam., • Have taken course work in early childhood education, elementary education, or human development., • Have prior work or volunteer experience with children or students with special needs., • Demonstrate strong skills in partnering with families., • Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community minded., • Be committed to their own learning., • Have excellent time-management skills, attention to detail, and ability to work independently., • Have a passion for urban public schools., • Adhere to a high level of professional and ethical standards. SALARY & BENEFITS Salary range: $32,000-$52,000/Per Year Staff can also add up to an additional $2000.00 dollars to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic. Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401-(k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

Job Description Special Education Coordinator *Title dependent on relevant experience Girls Global Academy is a community of dedicated innovators who believe girls matter. Through our daily work, we are committed to actions that equip the next generation of leaders to navigate the world with confidence and compassion to succeed in any path they may choose. Our approach to education will allow girls to develop strong voices that inspire change. Because you matter - this is who we are looking for: • You are highly qualified and mission oriented, • You are passionate about all girls’ high school education, • You are flexible and adaptable to change and excited about working in a start-up school environment, • You are a self-starter, problem solver and have a growth mindset Special Education Coordinator Special Education Coordinator is an integral member of the GGA instructional leadership team who will be responsible for overseeing the Special Education Department. This position will work closely with teachers and the leadership team as it relates to Child Find and will also support staff in Universal Design for Learning and differentiation Qualifications • Master’s Degree in Special Education and certification in Special Education Degree or certification in special education., • A minimum of three years of successful classroom teaching experience as a special education teacher., • Extensive background knowledge with EASY IEP., • Knowledge of and experience with Universal Design for Learning and learning strategies for English learners, • Expertise in programs used to assess students for services., • Advanced understanding of instructional strategies for students with disabilities. Duties and Responsibilities Special Education • Manages the special education teachers, students, • Ensures implementation of 504 and IEPs, • Coordinates special education referrals, evaluation and reevaluation process, • Serves as the OSSE and PCSB point of contact for all IDEA monitoring, notices of non-compliance, corrective actions, and federal reporting, • Responds to inquiries of staff, district personnel, and other agencies related to serving students with disabilities, • Ensures IEPs are developmentally appropriate, curriculum/standards -based, strength based, and relevant to individual students, • Ensures that appropriate services, accommodations, goals, and behavior intervention plans for each student are provided and are being implemented, • Gathers and reports data for all reporting requirements concerning students with IEPs/504 plans and other required reports (to the State, Department of Education, census, grant applications, annual report, etc.), • Manage the EL Program including document management, student testing and screening, and adherence to Department of Education compliance requests, • Monitor and assess the progress of each student, including communicating regularly with parents and staff regarding student progress, • Advise teachers on modifying/accommodating curriculum for EL students., • Work with the head of school and other members of the school staff to develop and improve ESL programming, • Ensure that families have communication regarding student progress and school policies in their home language, • Coordinate and administer state-mandated and EL identification assessments., • Fosters positive relationships with students, • Develops regular communication protocols with parents, • Delivers thoughtful guidance and support with advisory groups, • Engages professionally and enthusiastically with new school initiatives Girls Global Academy (GGA) is an all-girls public charter high school in Washington, DC. Our school’s program has three primary focuses: • International Baccalaureate academics, combined with distinctive engineering and business pathways;, • A school culture that values all learners by working daily to fulfill the four promises of sisterhood, scholarship, service and safety;, • 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 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. 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 DWaa9Mn919

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 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., • 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. 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. 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 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 Middle School Science Teacher. This teaching position entails instructional and planning responsibilities for providing IB Science 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 lessons using a deep understanding of, and integration with, the IB Middle School Science Education curriculum framework., • Deliver exceptional science 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 Job Title: Intervention Teacher SY 25-26 Department: Education Job Title: Intervention Teacher Department: Education FLSA Status: Professional Exempt Reports to: Director of Intervention, Elementary Campus Principal Supervises: N/A Compensation: $61,714 - $96,779/year Position Overview: Teachers at Washington Yu Ying are part of a collaborative and supportive faculty with a common goal of continuously improving a great school. Essential Responsibilities, including but not limited: • Demonstrated ability to teach in ways that are interactive, hands-on, inquiry-based, and promote self-discovery and critical thinking, • Capability to support students in a variety of grade levels and collaborate with teaching teams to plan and implement effective interventions, • Demonstrated ability to administer standardized tests (. e.g. MAP, CAPE), • Demonstrated ability to implement specialized math instruction Demonstrated ability to foster high academic expectations within students, • Demonstrated ability to use student material and feedback to inform interventions on an ongoing basis, • Clear understanding of child development from grades 1-5, • Commitment to meet the needs of every child in our diverse population, • Demonstrated ability to establish effective, targeted interventions for individual and small groups of students in math, • Capability to nurture students and work collaboratively with families and teachers, • Strong interpersonal skills and proven ability to work and collaborate as a member of a team, • Interest in professional learning, growth through quality feedback, and initiative in challenging own understandings, • Commitment to develop and contribute to a community of educators, • Flexibility, dedication, and enthusiasm, • Demonstrated ability to integrate and align curriculum across academic disciplines, • Clear understanding of scope and sequence and learning objectives, • Bachelor's degree in education from an accredited institution. Master's degree in education preferred., • Native-level proficiency in English is required for English classroom teachers., • Teaching Staff Culture • The support of welcoming and appreciative students, parents, and colleagues, • A community that supports and promotes a growth mindset that allows every Yu Ying member to grow with one another each day., • A dedicated and passionate team of colleagues that value collaboration and growing themselves as educators, • A strong administration team that provides you with exceptional professional development often on the cutting edge of educational theory and philosophy, values teachers, and provides continuous feedback. This includes IB MA and Project Zero., • 10 Personal/Sick, • 1 Milestone Day per year of employment, • 11 Federal Holidays, • Chinese New Year, • Comprehensive Healthcare option, • Dependent Coverage, • FSA/HSA Options, • 100% Company Covered Life Insurance Option, • Short & Long term Disability Insurance, • Public Transit Assistance, • Staff Preference Enrollment in Yu Ying, • On-Site Daycare (Ages 3 months - 4 years old), • Professional Development Opportunities, • Annual Bonus/Stipend Opportunities/Monetary Rewards 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. 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 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 French Language Teacher. This teaching position entails instructional and planning responsibilities for providing IB French education to students at DCI during the school year. Depending on the level of the language course, this content will be partially or completely taught in French. 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., • Bilingual and biliterate in French., • Past experience teaching MYP/DP French (Language A or B), [Specific Courses], and similar AP and Honors courses., • Deliver exceptional French instruction, through immersion methods, to diverse learners., • Plan curriculum using a deep understanding of, and integration with, the IB DP Language curriculum framework., • Interest and desire to engage in the IB MYP/DP and language immersion., • Plan lessons using a deep understanding of, and integration with, the IB French Education curriculum framework., • Deliver exceptional French 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 DescriptionSalary: $28K to $38K Position: Dedicated Aide Supervisor: Founding Special Education Coordinator Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 2025. However, the position may be closed prior to that date if a qualified candidate is hired. 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 2. 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 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, • At least three years of combined experience as a teacher preferred, • Meet state educational requirements, preferably a valid state-issued teaching license for Teaching in elementary education or meet eligibility, including a Bachelors degree or a Masters degree in Education and passing scores on Praxis I & II, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a 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 DescriptionJOB DESCRIPTION Bachelor’s degree required; concentration or advanced degree in education preferred. Two or more years of experience teaching similar subject, preferably including knowledge of and experience with the revised General Education teacher Commitment to mentoring and educating opportunity youth, and belief that all students can achieve success Demonstrated ability to provide engaging and developmentally appropriate instruction while maintaining strong classroom culture Commitment to regularly assessing student progress and using data to strengthen student performance Demonstrated ability to engage diverse young adult learners, including those with disabilities and English Language Learners Familiarity with youth development principles and alternative high schools Strong cultural competency skills, including excellent ability to communicate with diverse students and staff Must be flexible, energetic, and resourceful

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.

Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demo

Provides and is accountable for the planning, assessment, instruction, communication, human relations, safety, and management of a classroom or assigned instructional setting.Supports FCPS mission to "inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demo

Job DescriptionSalary: $90K to $120K Position: Director of Spanish Instruction Supervisor: Principal Start Date: October 1, 2025 Application Deadline: Applications will be reviewed on a rolling basis until a qualified candidate is hired, at which time the position will be closed. The Opportunity: We are seeking a Director of Spanish Instruction with experience in early childhood education to lead curriculum design, instruction, and assessment for Spanish language programs (currently PK2, with future expansion) at Global Citizens PCS. The Director will provide curriculum, planning, and coaching support to Spanish educators and teaching fellows, set the strategic vision, coach and evaluate teachers, use data to drive biliteracy outcomes, and partner with the Director of Chinese Instruction on a unified dual language model. This role also manages hiring, professional development, budgets, compliance, and family engagement, while serving on the Instructional Leadership Team to support schoolwide initiatives. 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 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 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 create an environment in which all students will yearn for intercultural connections and see their benefits. Director of Spanish Instruction Job Description Key responsibilities include, but are not limited to: School Mission and Vision • Provide strategic vision and annual goals for Spanish language instruction aligned to Global Citizens PCSs mission and academic priorities., • Serve on the Instructional Leadership Team; contribute to schoolwide initiatives and multi-tiered supports., • 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 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, • Lead hiring, onboarding, and retention for the Spanish team; build a positive, inclusive team culture, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in and lead professional development and coaching cycles for Spanish language teachers, classroom staff, and teaching fellows, • 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 Planning, Coordination, and Instructional Leadership • Partner with the Director of Chinese Instruction, administrators, instructional staff, and the teaching fellows to build a unified dual language vision, shared practices, and cross-language initiatives., • Lead curriculum design, alignment, and assessment systems (PK2 now; expansion grades as added), ensuring vertical coherence and biliteracy outcomes, • Support Spanish language teachers and teaching fellows with developing lesson plans for all core subjects - Spanish Language Arts (and Culture), math, and science, • Support Spanish language teachers and teaching fellows with setting clear and measurable goals throughout the year for every student in all areas of study; support Spanish language teachers 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, • Conduct regular collaborative planning meetings with teaching teams, Spanish language teachers and teaching fellows, to provide support and resources to Spanish language teachers, classroom staff, and teaching fellows in curriculum, inclusion, student engagement, daily routines, classroom management expectations, and intentional teaching methods, • 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, • Coach, observe, and evaluate Spanish teachers and support staff; deliver high-impact feedback cycles and differentiated PD., • Manage Spanish program budgets, instructional resources, and vendor partnerships (e.g., curricula, assessments, enrichment)., • Ensure compliance with DC/OSSE requirements and school policies; maintain clear documentation and protocols. Equitable and Inclusive Student Support • Use student learning data (e.g., NWEA, CLASS, TS GOLD, internal benchmarks) to monitor progress, close gaps, and report results to school leadership and the board as needed., • Sets and monitors goals, academic progress for students in the Spanish Language Program, ensuring their well-being, and facilitating support services, • 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 ensure Spanish Language teachers 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 support Spanish Language teachers with implementing a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Engage families with DC/OSSE requirements and school policies; maintain clear documentation and protocols, • Provide routine, two-way communication with families and community partners through program communication, workshops, and showcase events, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development, • Participate in parent conferences and school-wide events and contributes to the broader school community The ideal candidate is highly knowledgeable in the following: • Effective bilingual and language acquisition strategies, • Research-based, tiered instructional strategies, • Early Childhood curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Director of Spanish Instruction Requirements: • At least five years of combined experience as a teacher preferred, • Instructional coaching experienced preferred, • Teaching license is preferred, but not required, • Bachelors degree or Masters degree in Education or Curriculum and Instruction, • Deep experience and knowledge of learning standards and student-centered curriculum, • Fluent speaking, reading, and writing in Spanish, • 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) Compensation Salary for this position is competitive and commensurate with experience (and ranges from $90K to $120K). 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 based on 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 PCS.

Job DescriptionBenefits: • Free Uniform Items, • Team Building Initiative, • Employee Referral Bonuses, • Child Care Discounts, • Paid Holidays, • Free Continuing Education Units, • Career Development, • Benefits may vary by location:, • 401(k), • Health insurance, • Paid time off, • 401(k) matching, • Dental insurance Job Summary As a Preschool Teacher at Celebree School, you'll be at the heart of the action, creating a nurturing and stimulating learning environment that sparks curiosity and ignites young minds. Your mission? To ensure that Celebree's mission, vision, and values shine through in every activity, while providing preschool children with educational experiences that are as fun as they are enriching. As a Preschool Teacher, you'll also have the opportunity to help classroom Aides on their growth journey to become a Celebree Teacher. Company Overview At Celebree School we grow people BIG and small. This promise reflects our holistic approach to growth, emphasizing the importance of nurturing both children and team members to reach their fullest potential. Celebree provides a supportive environment where team members have access to continuous learning, development opportunities, individual growth plans, and career pathways. Apply today, Lets grow BIG together! Responsibilities As a Preschool Teacher, you will be given the tools, resources, and training to: • Develop and implement creative and developmentally appropriate lesson plans and activities that foster learning, curiosity, and exploration among preschool-aged children., • Create a warm, welcoming, and inclusive classroom atmosphere where preschoolers feel safe, valued, and encouraged to express themselves and learn through play., • Integrate language-rich activities, storytelling, and early literacy experiences into daily routines to help preschoolers develop communication skills, vocabulary, and a love of reading., • Ensure the cleanliness, organization, and safety of the classroom environment, including materials, equipment, and play areas, to support optimal learning and exploration., • Establish open and ongoing communication with parents, sharing insights, updates, and progress on their child's development.Qualifications, • Must meet the requirements to be a lead teacher as approved by the governing State agency., • This position requires comprehensive knowledge and understanding of the behavioral and developmental stages of children and knowledge of childcare licensing requirements, • The ability to manage a classroom, including strong organizational, communication (verbal and written), and problem-solving skills. patience, flexibility.

Job Description Reports to: Child Development Center Site Supervisor Supervises: None Exempt Status: Non-Exempt Work Schedule: Full-Time Bright Beginnings, Inc. is a non-profit organization that operates early childhood and family learning centers for families in Washington, DC. Using a two-generation approach, Bright Beginnings Inc. works to ensure every child experiencing housing instability is healthy, safe, engaged, supported, and challenged; develop school-ready and kindergarten-prepared children; support families in breaking the cycle of inter-generational poverty; and partner intentionally to eradicate disparities and remove obstacles to economic mobility. Summary: Responsible for developing and implementing an ongoing program of activities that promote the social, emotional, cognitive, and physical development of each child enrolled in preschool. programming, in accordance with Head Start Performance Standards and Title 29 of the District of Columbia Municipal Regulations (DCMR). Essential Duties: 1. Lead team meetings with child development assistant and parent aide to develop weekly lesson plans and activities that address the individual goals of children., 2. Provide day-to-day supervision and support to child development assistant, substitutes, parent aide, and volunteers, which includes sharing daily lesson plans and discussing goals for children., 3. Meet regularly with the Master Teacher/Instructional Coach and the Site Supervisor to review curriculum plans and activities, improve classroom instructional practice, and assess program effectiveness., 4. Responsible for the implementation of Head Start Performance Standards, National Association of the Education of Young Children’s (NAEYC) Accreditation Standards, and Title 29: DCMR performance standards, policies and procedures, regulations and guidelines in the day-to-day operation of a prekindergarten program (ages Birth-3), including the implementation of developmentally appropriate practices., 5. Implement the evidenced-based curriculum, High Scope, with fidelity and according to BBI policies and procedures., 6. Collaborate with classroom staff to plan and implement the daily program of activities based on principles of child development and in accordance with the High Scope curriculum., 7. Implement the Bright Beginnings’ Closing the Word Gap Initiative with regular use of LENA devices., 8. Work with the child development assistant to create daily open-ended small groups for children to encourage questioning, problem-solving, language, creativity, and concept forming in young children., 9. Responsible for the implementation of developmental, behavioral, and sensory screenings as mandated by Head Start, OSSE, and NAEYC regulations and performance standards., 10. Make appropriate referrals to the Multidisciplinary Team Coordinator for children suspected of delays or disabilities., 11. Assure parents or designees sign in and out on a daily basis by greeting each child and parent individually at the time of arrival and departure., 12. Maintain a portfolio and record of each child’s progress and development for the purpose of demonstrating student learning, planning individual instruction, and complying with Head Start Standards., 13. Responsible for working with a multi-disciplinary team to fully implement an Individual Family Service Plan (IFSP) or Individual Education Plan (IEP) for children with disabilities., 14. Observe each child daily to assess skills, interests, and needs and use this information to facilitate learning and growth. Document daily observations in the child’s portfolio, which is used to inform the quarterly assessments., 15. Administer the Child Observation Record (COR) three times per year (Fall, Winter, and Spring); enter observations into the COR database system and utilize the results of the COR to personalize and individualize weekly lesson plans., 16. Establish a positive relationship with each child’s family and share information about the child’s day at school with the child’s parent(s). Job Description – Early Head Start Lead Teacher 17. Inform and facilitate parents' understanding of the child’s progress toward meeting developmental objectives determined by the COR, and develop individual lesson plans to promote each child’s growth and development., 18. Provide home-to-school activities to reinforce the center’s lesson plans in the home setting., 19. Work with the CARE Team in planning and participating in parent activities., 20. Ensure universal precautions are kept at all times, including washing hands upon entering the classroom, after diapering, toileting, before and after meals, and after contact with bodily fluids., 21. Support the maintenance of classroom and facility, in a safe and sanitary condition by completing daily health and safety checklists of classrooms and playground., 22. Implement health procedures on a daily basis, including following medication administration procedures, tooth brushing, sanitation, and administering First Aid/CPR., 23. Assist with evacuation of children during fire drills, natural disasters, and any other emergencies, which may occur., 24. Set up and maintain a well-organized, safe, and attractive classroom environment conducive to the optimal growth and development of children according to ITERS-R., 25. Develop a positive relationship with each child and promote the development of self-esteem and self-discipline., 26. Track daily meal counts (breakfast, snack, and lunch) and model family-style dining during breakfast, lunch, and snack, according to Head Start Performance Standards and USDA regulations., 27. Interact and closely supervise children outdoors., 28. Conduct parent-teacher conferences and home visits with parents and children in the assigned classroom to discuss each child’s growth and development., 29. Conduct monthly parent classroom meetings., 30. Attend all staff meetings and professional learning provided by Bright Beginnings., 31. Keep abreast of current knowledge in the field of Early Childhood Education., 32. Maintains confidentiality of children and families at all times., 33. Other duties as assigned. Qualifications: • Mission and culture alignment;, • Associate’s degree in Early Childhood Education or in a related field with 15 credits in Early Childhood Education. At least two years of teaching experience;, • Ability to relate positively to young children, parents, and staff;, • Strong working knowledge of Early Head Start Program Performance Standards and NAEYC guidelines and regulations;, • Prefer knowledge of High Scope curriculum or other evidenced-based early childhood education curricula;, • Demonstrate success in working as a member of a team;, • Effective and strong communication skills (orally and written);, • Strong computer skills with expertise in Windows-based programs, such as the Microsoft Office Suite;, • Must have DC local and Federal criminal record clearance, Child Protective Register check status, and substance abuse testing; and, • Documentation of Tuberculin-free condition and health screening on an annual basis. Physical Demands: • Be able to lift 25-50 lbs., • Be able to walk, squat/kneel, sit on the floor, see, hear, and speak., • Be able to raise objects from a lower to a higher location or move objects horizontally from one location to another.

Job DescriptionLocation: Kansas Avenue, NW Washington, DC 20011, Georgia Avenue, NW Washington, DC 20010Responsibilities: The High School Assistant Principal serves as an instructional leader, administrator, and coach. The Assistant Principal is responsible for ensuring that all students reach high levels of academic success and supervising teaching staff. The Assistant Principal reports to the Principal and works closely with the school leadership team serving as an integral part of the high school leadership team to provide consistent, effective school leadership. Qualifications: • A belief that all children, from every background, must receive an excellent, college-preparatory education, and are able to reach high levels of academic achievement., • A mindset that embraces serving students with English language learning and special needs and belief that all students can and must achieve at high levels., • A track record of success as the teacher/leader of a high-performing school., • Demonstrated ability to coach, lead, and collaborate with adults from a diverse range of perspectives and backgrounds., • Demonstrated ability to build and keep strong relationships with diverse students and families., • Outstanding written and oral communication skills., • Self-motivation, and ability to effectively prioritize when juggling competing priorities., • Ability to think strategically, translate thoughts to action, and follow-through with all details., • Humility, a sense of humor, and flexibility in an entrepreneurial environment., • Bachelor’s degree required, advanced degree preferred. This is your chance to be part of a supportive team, make a meaningful difference, and grow in your career. Apply today!

Job DescriptionSalary: $30.00 - $43.00 What is this job? The Lead Teacher is responsible for the academic, social-emotional, cognitive, language, and physical growth and development of all children in their classroom. This may include infants, toddlers and/or preschool age children. The Lead Teacher develops partnerships with birth parents and/or guardians to engage and encourage parent participation in program. The Lead Teacher develops weekly lesson plans according to Creative Curriculum and implements age appropriate activities to nurture and stimulate all domains of childrens development in their care. The Lead Teacher provides a safe physical and developmentally appropriate classroom environment that reflects the childrens learning and growth. What does this job do specifically? • Perform on-going developmental assessments using ASQs and Teaching Strategies Gold of children., • Engage in intentional interactions with children in teaching and learning., • Write required reports/keep accurate and orderly records timely., • Provide guidance and direction to assigned Assistant Teacher(s), and/or Volunteer(s) ensuring that they demonstrate a participating role within their assigned group of children., • Participate effectively in all mandatory professional meetings including admission, review, parent conferences and in-service professional development as requested by the Center Director., • Work effectively with parents, other staff and colleagues., • Use positive guidance when addressing childrens behavior in the classroom., • Plan, organize, set up, supervise and clean up planned activities that stimulate childrens curiosity and abilities., • Support National Association for the Education of Young Children (NAEYC) best practices and guidelines., • Represent Everstand by being responsive, caring and informative in communication with parents, other teaching staff and the organization at large., • Resolve conflicts quickly and involves supervisor and or other management members when appropriate., • Develop trustworthy relationships with peers, supervisors and managers., • Demonstrate applied knowledge of curriculum and the fundamental principles of early childhood care and education., • Demonstrate familiarity with cultural patterns existing within a community, which may affect the behavior of children., • Communicate effectively, both orally and in writing., • Establish relationships with children on a group and individual basis, gaining their confidence and trust and imparting a sense of security., • Able to work cooperatively with others. What experience and education do I need? • At least 1 year experience working in the Early Childhood Education setting. Required Education • Associate degree in early childhood education, early childhood development, child and family studies or a closely related field OR Associate degree (or higher) in any subject area with at least 24 semester credit hours in early childhood by December 2, 2023 Everstandis committed to the policy that all persons have equal access to its programs, facilities, and employment without regard to race, color, national origin, genetic information, pregnancy, ancestry, gender, sexual orientation, age, religion, disability, marital or veterans status. Everstand is a drug, tobacco and alcohol-free workplace and an equal opportunity employer by choice.

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

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