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Job Description About This Role Job Summary: The Lead Teacher is an advocate for our mission to provide high quality early childhood education for all children in an inclusive setting. They are a model of professionalism, an assertive and effective communicator, a collaborator, a source of support for families, reflective, and continuous learner. The Lead Teacher reports to the Teacher Supervisor and is responsible for the leadership of all classroom Teaching Assistants. Schedule • Monday through Friday, • 7:30-3:30 Salary and Benefits Salary: varies based on experience and education What You'll Do Responsibilities and Duties Core Responsibilities and Related Duties: • Family Partnerships and Community Connections: seeks to know about, understand, and value family characteristics; creates respectful, reciprocal partnerships with families o the lead teacher is the primary communicator with families through lesson plans, daily/weekly notes, emails, reports, beginning and end of year conferences, and daily face-to-face communication • Assessment: lead the initial and ongoing assessment of children and use the information gathered from assessments to guide instruction and intervention; use assessment information to develop and implement Individualized Instructional Plan for students with identified delays or disabilities, • Teaching Practices & Child Development and Learning in Context: create and maintain a learning environment that is Universally Designed and reflective of the culture, needs, and interests of students, and use teaching strategies that are evidence-based, developmentally appropriate, anti-bias, and differentiated to meet the diverse needs of the students. ○ uses assessment data to develop and implement appropriate, engaging activities and weekly lesson plans based on the school curricula (Creative Curriculum) and scope and sequence; ○ provides appropriate adaptations and accommodations as needed for individual learning; ○ creates and implements Behavior Intervention Plans in collaboration with the Family Support Team; ○ maintains a safe and appropriate environment for all children ○ ensures that all children’s daily care needs are met (e.g. diapering/toileting, feeding, medication administration, etc.) • Collaboration: develops and maintains collaborative working partnerships with classroom team, outside providers, and other staff members to enrich classroom instruction ○ implements techniques and strategies as recommended by therapists, and requests additional support or instruction as needed • Coaching: supervises, evaluates, and coaches teacher and teaching assistant, as well as supervise and instruct university student interns and/or other classroom volunteers ○ leads a team meeting with classroom team on a weekly basis to discuss student progress and observations, reflect on teaching and classroom needs, and to plan and prepare for upcoming activities • Professionalism: adheres to program policies and procedures; supervises the classroom to ensure the health and safety of each child; ensures all licensing and NAEYC quality standards are upheld at all times; receives and implements feedback and coaching from directors; maintains professional, open, and direct communication and interactions with teaching team and other staff, therapy team, administrators, families/caregivers, outside providers, volunteers, interns, etc.; ensures that confidentiality of all children and families is maintained; maintains a professional appearance including appropriate dress and grooming; demonstrates teamwork, cooperation, and a willingness to continually reflect and learn. Requirements Qualifications and Skills Required Qualifications: • CDA, Bachelor’s or associate degree in Early Childhood or education required, • Bilingual (languages include Spanish, Arabic, Amharic, Dari, or Pashto), • Experience in a child care facility, school, or program, • Certified in CPR and First Aid (or willing to become certified), • MAT certified (or willing to become certified) Skills • Physical requirements o Must be physically able to lift and carry a minimum of 45 pounds, engage in physical activity with children, and work indoors or outdoors. o Must be able to constantly move and interact with the children on their level (e.g. on the ground, at a table, around a sensory table, assist with sleeping at naptime, etc.) • Other requirements: o Respond quickly and calmly to unsafe or emergency situations o Open to receiving and implementing feedback from others o Collaborative, reflective, and committed to being a lifelong learner Nice To Haves Spanish preferred Benefits Benefits: • Health Insurance, • Dental Insurance, • Vision Insurance, • Life Insurance, • Paid Leave, • Sick Leave, • Tuition Assistance, • Child Care Discount, • Professional Development, • Medical, dental and vision, • Paid time off ( federal holidays and offices closed during Christmas and Spring breaks as well as PTO and Sick time), • Life insurance, • Free Professional Development and team coaching, • Tuition Reimbursement, • 401(k) savings and investment plan

Job Description Position: Extended Learning Teacher Supervisor: Extended Learning Coordinator Start Date: Rolling Basis 2026 Application Deadline: Applications will be accepted on a rolling basis through July 2026. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: We are seeking an Extended Learning Teacher with experience in early childhood education to teach and support students in our before care and after school programming 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, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Founding Extended Learning Teacher Job Description The Extended Learning Teacher is responsible for ensuring students are safe, learning, and excited about the program each day. In coordination with the Extended Learning Coordinator, the Extended Learning Teacher works to ensure students have an organized and robust afterschool program. The program will incorporate yoga, music, dance, Spanish and Mandarin Chinese languages, Robotics, and STEM. The Extended Learning Teacher will report directly to the Extended Learning Coordinator. Key responsibilities include, but are not limited to: • Follow the daily schedule provided by the Extended Learning Coordinator and keep students engaged in fun, hands-on, learning activities, • Ensure the Extended Learning Coordinator has attendance sheets to account for present and absent students, • Set and hold students to extremely high academic and behavioral standards, • Be available to support other Extended Learning Teachers and Extended Learning Coordinator when needed, • Ensure the school culture is protected in the program by creating a positive, achievement-oriented and structured learning environment where students are excited and invested in academic achievement, • Implement systems and set and reinforce clear expectations and routines that are aligned with the school's overall vision, • Ensure students are safe at all times. This includes, but is not limited to monitoring students in the classroom, hallways, at recess, and during other school-related activities, • Be available to attend weekly staff meetings with the Extended Learning Coordinator, • Distribute snacks to students in the classroom each day, • Be prepared to work for before school programming (6:45 am - 8:15 am) and after school programming (2:45 pm - 6:15 pm), • Also be prepared to work on Wednesdays (½ day for students) from 12:45 pm - 6: 15 pm Compensation This is a part-time position with an hourly rate of $20.00 an hour. 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. We’ll review applications as we receive them until the position is filled. If you have any questions, please contact us at careers@globalcitizensschool.org. 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’s key pillars.

Job Description About This Role The Substitute Teacher is a supporter of our mission to provide the highest quality early childhood education for all children. They are: responsible for maintaining a healthy and safe environment at all times in the classroom; an early childhood teacher for children of all abilities; an assertive and effective communicator; a willing collaborator and teammate; and a continuous learner. The Teaching Assistant reports to their lead teacher and the Teacher Supervisor. What You'll Do Core Responsibilities and Related Duties: • Health and Safety: Maintains a clean and sanitary classroom environment; follows NAEYC and Virginia licensing standards for sanitation and cleanliness throughout the school day, • Child Development and Learning in Context: understands basic child development; supports the learning of children through completing the following: o Assists with material and activity preparation and implementation o Follows curricular decisions made by team o Follows and supports implementation of Behavior Intervention Plans; o Maintains a safe and appropriate environment for all children o Assists in meeting the daily care needs of children (e.g. diapering/toileting, feeding, medication administration, etc.) o Supervises groups of 5-10 children o Engages playfully with all children under the guidance of the lead teacher and teacher • Professionalism: adheres to program policies and procedures; works to ensure the health and safety of each child; helps to ensure all licensing and NAEYC quality standards are upheld at all times; receives and implements feedback and coaching from classroom team and Teacher Supervisor; maintains professional, open, and direct communication and interactions with teaching team and other staff, administrators, families/caregivers, outside providers, volunteers, interns, etc.; ensures that confidentiality of all children and families is maintained; maintains a professional appearance including appropriate dress and grooming; demonstrates teamwork, cooperation, and a willingness to continually reflect and learn Requirements Required Qualifications: • High School diploma required, • CDA (or willing to work toward), • Bilingual (languages include Spanish, Arabic, Amharic, Dari, or Pashto), • Experience in a childcare facility, school, or program, • Certified in CPR and First Aid (or willing to become certified), • MAT certified (or willing to become certified) Skills • Physical requirements o Must be physically able to lift and carry a minimum of 45 pounds, engage in physical activity with children, and work indoors or outdoors. o Must be able to constantly move and interact with the children on their level (e.g. on the ground, at a table, around a sensory table, assist with sleeping at naptime, etc.) • Other requirements: o Respond quickly and calmly to unsafe or emergency situations o Open to receiving and implementing feedback from others o Collaborative, reflective, and committed to being a lifelong learner o Must have reliable transportation to travel to each of our 8 classrooms Schedule • Monday through Friday, on a monthly basis based on each classrooms needs, • Must be able to work from both 7-3 and 10-6 shift Benefits • Tuition Assistance, • Child Care Discount, • Professional Development, • Flexible Schedule

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.

Job Description AN EXCITING OPPORTUNITY TO BE PART OF AN ACCREDITED PUBLIC CHARTER MONTESSORI SCHOOL AND PROFESSIONAL LEARNING COMMUNITY IN WASHINGTON, DC MONTESSORI CLASSROOM/TEACHING ASSOCIATE(ALL LEVELS) Levels: Children’s House/Primary (3-6 year olds), Lower Elementary (6-9 year olds) School Year: 2026-2027 Job Opportunity: Classroom Teaching Assistant Location: Washington, DC Report to: Montessori Primary or Elementary Coordinator Start Date : August 2026 Schedule: Full-Time, 10-Month Position Compensation: Starts at $35,100-$61,00 and is commensurate with degree(s) earned, licenses, credentials, and experience Classroom Assistant/Teacher Associate Work with a Lead Teacher, getting hands-on experience. Learn classroom management and how to engage students in academic lessons. About Shining Stars Montessori Academy Public Charter School Shining Stars Montessori Academy Public Charter School’s mission is to offer a quality Montessori education infused with culturally inclusive principles to guide children to develop to their fullest potential. Classroom Assistant Position Summary: Shining Stars Montessori Academy PCS is seeking Classroom/ Teaching Assistants for out Primary through Elementary grade levels Levels at SSMA are:The Children’s House /Primary (3-6 year olds), Lower Elementary (6-9year olds), This position provides integral support to the Lead Guide to insure that children have an authentic Montessori learning experience. Individuals working on their Montessori Guide certification, initial teaching license (traditional) seeking a mentored internship opportunity under a SSMA Lead Guide are encouraged to apply. Under the direction of the Lead Classroom Guide/Teacher, the Classroom/Teaching Assistant will work in a classroom comprised of students. This position requires love, patience and respect for children. The Classroom Assistant will encourage the children to be independent and model for them appropriate manners and behaviors and help the lead guide teacher facilitate a classroom environment designed to promote social, physical, intellectual growth and learning excellence by following the philosophies of Dr. Maria Montessori. Major Duties and Responsibilities Provide Support to the Lead Classroom Teacher • Manage the classroom in such a way that protects that lessons that the lead teacher is giving., • Encourage the children to be independent and model for them appropriate manners and behaviors., • Work with individual children or small groups as directed by the lead guide/teacher., • Preparing the Montessori classroom environment to meet the students’ needs and interests., • Take attendance daily for the Guide., • Provide instruction or serve as Co-Teacher/Guide under supervision of the Lead Guide. Assist in the Maintenance of the Prepared Montessori Classroom Environment • Clean the classroom and replenish materials and supplies in the morning and afternoon., • Move throughout the classroom during work periods to make sure the classroom continues to be clean, lively, and inviting., • Make materials as required by the lead guide/ teacher. Assist in Data Collection and Record Keeping • Participate in all training related to data collection and assessment. This includes taking daily attendance in PowerSchool ., • Gather written observations and input them in SSMA SIS and any other data keeping systems as directed by the lead guide/teacher., • Discuss observations with the lead guide/teacher and other teaching staff as appropriate., • Assist with the administration of Teacher developed or standardized assessments as directed.To include EC, LE and UE assessments. Provide Primary Supervision During Non-Academic Times 1. Provide supervision and enriching activities during nonacademic times including arrival, lunch, recess, dismissal ,before and after care., 2. Provide communication about students’ development during these times to the lead teacher., 3. Enter attendance daily and support a culture of attendance’ for families experiencing difficulties with coming to school. Qualifications and Experience: • Possess a minimum of an Associate’s (required) or Bachelor’s degree (preferred), • At least 3 years of prior working experience, preferably in a Montessori school and/or a diverse public, private , independent or charter elementary school required, • Possess a current First Aid and CPR Certificate,, • CDA certificate preferred but not required, • Bilingualism in Spanish , French, or Amharic a plus, • Must be eligible to work in the U.S.,, • Must attend and complete a NCMPS or other (as selected by the school) Montessori classroom assistant training (provided during August summer institute) and RBT training during the year., • Have a sense of humor and a love of children. Compensation: Salary for this position is competitive and commensurate with prior experience and education. This is a 10-month position. In addition, a comprehensive benefits package is included. Benefits Shining Stars Montessori Academy PCS offers the following benefits to all full-time employees. • Medical, Dental and Vision insurance premiums subsidized by employer, • 401k Retirement Plan with employer match, • Pre-tax Flexible Spending Accounts, • Life and Disability Insurance, • Paid sick and personal time off Shining Stars Montessori Academy Public Charter School does not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers and vendors, and provision of services. We are committed to providing an inclusive and welcoming environment for all members of our staff, volunteers, subcontractors, vendors, and clients.

Job Description We are seeking to hire a maternity leave substitute Bilingual 1st Grade Teacher Assistant to Start in November 2, 2026 This will be for 16 - 18 weeks of maternity leave coverage. Bridges is seeking individuals who are committed to the learning and development of Students. Our classrooms are culturally and linguistically diverse and include students with special needs. The position of Bilingual 1st grade Teacher Assistant in a general education inclusion classroom. Spanish and English are the needed languages for this position. Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: • Responsibility, • Engagement, • Acceptance, • Creativity, • 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. As a Bilingual Elementary Teacher Assistant, you will be responsible for… RESPONSIBILITIES INCLUDE • Working with the Lead Teacher in planning and managing for the success of a classroom., • Supporting the creation of challenging, engaging, and universally designed lessons that support learner variability., • Supporting the use of the UDL Framework to design and implement curriculum standards-based units that include differentiated instruction., • Supporting the planning and teaching of students for the core subjects of reading, math, science, and social studies., • Supporting students during small group instruction, • Providing support to students during specials classes (Gardening, Music, Spanish, PE, Art), • Assessing student progress regularly and using data to support instruction., • 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 classroom grade book by inputting at least 3-4 grades per week., • 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 student’s 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 with 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., • Bilingual Spanish and English., • Have taken coursework 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 the ability to work independently., • Have a passion for urban public schools., • Adhere to a high level of professional and ethical standards. SALARY & BENEFITS This position pays an hourly rate range of $25.39 - $35.87 / Per Hour. Pay is based on education and years of experience. In addition to your hourly pay, which is paid on a bi-weekly schedule, you are eligible for the following: DC Sick Leave: You will receive 1 hour of DC Sick time for every 37 hours worked. To ensure safety for all students, all staff members will be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees. Bridges is an equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.

Job Description Position: Elementary English Lead Teacher Supervisor: Principal Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in English at Global Citizens Public Charter School (Global Citizens PCS) for the 2026-2027 school year. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Elementary School Lead Teacher Job Description The elementary school classroom lead teacher is one of the primary stakeholders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children learn all content areas in the target language for approximately 90% of the school day, and they learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The lead English teacher will teach all content areas in English. All teachers will work collaboratively to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Lead teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality instruction. Key responsibilities include, but are not limited to: School Mission and Vision • Implement a shared school mission and vision to promote each 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 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 student’s social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Mentors support teachers and develop a strong classroom culture, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Curriculum, Instruction, and Assessment • Develop lesson plans and teach core subjects (English Language Arts and Social Studies) as well as math and science, • Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities, • Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis, • Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment, • Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning, • Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support • Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student), • Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change, • Work with Special Education Teacher and English Learner Teacher to plan for and support all learners’ needs, • Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps, • Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement • Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust, • Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives, • Build and sustain positive, collaborative, and productive relationships with families to ensure student success, • Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each student’s social, emotional, and academic development, • Participate in parent conferences and school-wide events and contributes to the broader school community Lead Teacher Requirements: • Bachelor’s degree or a Master’s degree in Education or Curriculum and Instruction, • At least two years of combined experience as a teacher preferred, • Teaching license is preferred, but not required, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written) The ideal candidate is highly knowledgeable in the following: • Research-based, tiered instructional strategies, • Elementary curriculum, instruction, & development, • Data analysis protocols, • Culturally Sustaining Pedagogy, • Anti-racist beliefs and practices, • Responsive Classroom/Restorative Justice/Conscious Discipline, • Readers and Writers Workshop & Play-Based Centers Compensation Salary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click “Apply for This Job” on the top right. We’ll review applications as we receive them until the position is filled. If you have any questions, please contact us at careers@globalcitizensschool.org. 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’s key pillars.

Job Description About This Role The Teaching Assistant is a supporter of our mission to provide the highest quality early childhood education for all children. They are: responsible for maintaining a healthy and safe environment at all times in the classroom; an early childhood teacher for children of all abilities; an assertive and effective communicator; a willing collaborator and teammate; and a continuous learner. This position will also supervise and manage our aftercare program. This teacher will be responsible for creating a schedule, activities, and plans for the aftercare program at their classroom. The Teaching Assistant reports to their lead teacher and the Director of Programs. What You'll Do Core Responsibilities and Related Duties: • Health and Safety: Maintains a clean and sanitary classroom environment; follows NAEYC and Virginia licensing standards for sanitation and cleanliness throughout the school day, • Child Development and Learning in Context: understands basic child development; supports the learning of children through completing the following: o Participates in weekly teaching team meetings o Assists with material and activity preparation and implementation o Follows curricular decisions made by team o Follows and supports implementation of Behavior Intervention Plans o Maintains a safe and appropriate environment for all children o Assists in meeting the daily care needs of children (e.g. diapering/toileting, feeding, medication administration, etc.) o Implements techniques and strategies as recommended by therapists, and requests additional support or instruction as needed o Supervises groups of 5-10 children o Engages playfully with all children under the guidance of the lead teacher and teacher • Assessment: assists with ongoing assessment of children through data collection as instructed by lead teacher, • Professionalism: adheres to program policies and procedures; works to ensure the health and safety of each child; helps to ensure all licensing and NAEYC quality standards are upheld at all times; receives and implements feedback and coaching from classroom team and Teacher Supervisor; maintains professional, open, and direct communication and interactions with teaching team and other staff, administrators, families/caregivers, outside providers, volunteers, interns, etc.; ensures that confidentiality of all children and families is maintained; maintains a professional appearance including appropriate dress and grooming; demonstrates teamwork, cooperation, and a willingness to continually reflect and learn Requirements Required Qualifications: • High School diploma required, • CDA (or willing to work toward by the end of their first year), • Experience in a child care facility, school, or program, • Fluency in Spanish Nice To Haves MAT certified (or willing to become certified) Certified in CPR and First Aid (or willing to become certified) Benefits • Medical, dental and vision, • Paid time off ( federal holidays and offices closed during Christmas and Spring breaks as well as PTO and Sick time), • Life insurance, • Free Professional Development and team coaching, • Tuition Reimbursement, • 401(k) savings and investment plan

Job Description JOB DESCRIPTION With guidance and support from the Principal and the Elementary Coach, the Montessori Lower Elementary Dual Language Immersion Guide (AVANZA) leads a bilingual (Spanish/English) Montessori classroom of approximately 27 to 30 children in 1st–3rd Grade (ages 6–9). The Guide is responsible for presenting the Elementary curriculum to students, fostering language acquisition, biliteracy, cultural competence, and authentic Montessori learning experiences, and delivering instruction primarily in Spanish through Montessori methods, culturally responsive teaching, and language-rich interactions that support bilingual learning. The role also includes participating in parent education and conferences and other family engagement, record and data management, and student assessment and intervention. The Montessori Lower Elementary Dual Language Immersion Guide (AVANZA) supports the development of inclusive classroom communities that honor students’ identities, cultures, and languages while promoting Montessori philosophy, bilingual education, and equitable learning experiences. REQUIRED SKILLS AND EXPERIENCE I. Curriculum, Instruction & Classroom Management ● Deliver Montessori instruction primarily in Spanish across curriculum areas ● Support language acquisition and biliteracy development through authentic immersion practices ● Prepare and maintain a safe, organized, language-rich bilingual Montessori classroom environment that meets students’ needs and interests ● Present consistent individual and small-group lessons using Montessori methodology, supporting each child’s direction and success ● Meet weekly one-on-one with students to help them assess their own progress and facilitate an individualized path forward ● Develop Montessori materials, lessons, and learning experiences responsive to students’ developmental needs and interests ● Develop reading and writing skills and foster oral language development, vocabulary acquisition, and communication skills, teaching across content areas using the Montessori curriculum and materials in Spanish ● Work with students of varying abilities, including those with learning exceptionalities and multilingual learners; differentiate instruction, participate in Child Study and Special Education meetings, and enact classroom-based interventions to support children who need additional support ● Integrate culturally responsive materials, literature, music, traditions, and experiences into classroom instruction ● Foster independence, concentration, self-discipline, and Montessori principles of Grace and Courtesy ● Support students’ academic, social-emotional, and behavioral growth through individualized guidance ● Ensure classroom, playground, and shared spaces meet health and safety expectations ● Collaborate with the co-teacher/classroom team (one to two adults) to deliver the bilingual Montessori Elementary curriculum, ensure learning standards are met, and maintain a positive learning environment; meet regularly with the team and provide training as necessary ● Develop Montessori materials in Spanish for all areas of the classroom ● Arrange and supervise field trips in collaboration with the co-teacher ● Assist with arrival/dismissal and lunch/recess coverage, as needed ● Provide interns, if applicable, with a clear description of their duties and support their growth II. Family and Community Engagement ● Build positive and respectful relationships with multilingual families ● Provide timely and meaningful communication with parents/guardians about the life of the classroom community as well as the progress and needs of their individual children, in accordance with school policy, and promote SSMA’s mission, objectives, and policies to families ● Assist in developing and participate in school functions, including open houses, orientation meetings, family education events, and school-wide activities ● Prepare documents and reports necessary to facilitate parent-teacher conferences or other meetings requested by parents or school administration ● Collaborate closely with English-language teachers, specialists, and administrators ● Participate in bilingual school events, family workshops, Open House, Saturday Academy, Field Day, and other community activities III. Record, Data & Assessment ● Conduct ongoing student observations, assessments, and progress monitoring in accordance with school and OSSE requirements ● Maintain accurate student records, reports, evaluations, inventories, and tests, including attendance and observations, using a web-based program and other assessment tools to track mastery within the sequence of the Montessori curriculum ● Complete all progress monitoring and benchmark assessments, and participate in all assessment-related training ● Prepare student progress reports and assessment reports ● Coordinate with related service providers to ensure appropriate, personalized, and consistent services are delivered both in and out of the classroom ● Regularly collect classroom data and disseminate it to the Student Support team as needed IV. Professional Responsibilities ● Participate in staff meetings, professional development, instructional coaching, and Montessori reflective practice ● Support and promote SSMA’s mission, vision, and educational philosophy ● Engage in ongoing professional growth through conferences, workshops, and training opportunities ● Meet with the Principal to develop solutions for any parent, staff, or school-related challenges, as needed ● Other duties as assigned Qualifications ● Bachelor’s degree required, in addition to an AMI, AMS, or other equivalent Montessori Elementary diploma at the Lower Elementary (6–9) level; candidates hired without current credentialing must commit to enrolling in and completing an accredited Montessori training program within two years of hire ● At least three (3) years of classroom teaching experience; experience in a public or urban setting and in a Montessori, bilingual, or dual-language immersion environment preferred ● Meets DC OSSE certification/licensure requirements for lead teachers, or demonstrates eligibility to obtain licensure ● Firm commitment to upholding the school’s mission and anti-bias/anti-racist pedagogy ● Demonstrated willingness and ability to integrate data and assessment with the traditional Montessori curriculum in order to close the opportunity gap for students ● Growth mindset, with a willingness to receive and implement regular feedback and actively participate in coaching ● Demonstrated ability to work with students of varying abilities, including those with identified exceptionalities ● Experience with Google Workspace (preferred) ● Meets health requirements, including up-to-date immunizations and a negative TB screening Physical Requirements ● Prolonged periods of standing and walking throughout the classroom and outdoor spaces ● Must be able to lift up to 45 pounds at a time ● Must be able to sit and stand on the floor throughout the day, and bend, kneel, or squat to be at eye level with children

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

Job Description:\n\nPosition: Elementary Special Education/English Learner Teacher\nSupervisor: Special Education Coordinator\nStart Date: August 2026\nApplication Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. \n\nThe Opportunity: We are seeking a Special Education/English Learner Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued.\n\nMission: 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. \n\nVision: 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.\n\nPhilosophy: 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.\n\nStudent Support (Special Education/English Learner) Teacher Job Description\n\nThe 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.\n\nKey responsibilities include, but are not limited to:\n\nSchool Mission and Vision\n\nImplement a shared school mission and vision to promote each student’s social, emotional, and academic development\nActively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student\nReinforce the mission with students and families, inspiring them to act on the mission every single day\nReflect 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\nCollaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program\n\nEquitable and Inclusive School Culture\n\nModel ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues \nContribute 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; serves as a mentor teacher for support teachers\nSet personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions\nParticipate in professional development and coaching cycles led by Principal and other instructional leaders\nEncourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement\nDevelop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement\n\nCompliance\n\nImplement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure compliance\nAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law\nAnalyze 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 year\nAdminister the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments\n\nCase Management\n\nServe as case manager for students with a 504 accommodation plan\nUpdate IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarter \nInform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshots\nIssue quarterly progress reports on IEP, 504s, and BIPs goals for students & families\nProvide 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 mandates\nMonitor and support implementation of goals and objectives in content \n\nCurriculum, Instruction, and Assessment\n\nCase manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventions\nDesign and implement engaging instruction based on IEP goals and objectives for each student\nAddress IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groups\nCollaborate with general education teachers and the Special Education Coordinator to assess every student’s mastery of the content and diagnose areas of student misunderstanding\nServe 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 process\nUtilize 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\nSet clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis\nActively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment\nCollaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning\nEnsure 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\n\nService Delivery\n\nOversee the delivery of both instruction and related services as stipulated on IEPs\nProvide and/or support modifications and accommodations as needed in classrooms\nCo-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 student\nMaintain a portfolio of student work samples, anecdotal data, and classroom observations \nServe as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)\nBe accountable for students’ mastery of academic standards\nCo-facilitate professional learning and training to teachers, staff, and families\n\nEquitable and Inclusive Student Support\n\nImprove 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)\nMaintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change\nWork with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students’ needs\nUse student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps\nServe 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\nAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law\n\nStudent and Family Engagement \n\nBuild rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about them\nEnsure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetings\nPromotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusiveness\nImplement 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\nEngage 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\nProvides 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\nPlan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goal\nEvaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications plan\nCreates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families)\n\nThe ideal candidate is highly knowledgeable in the following: \n\nEffective language acquisition strategies\nResearch-based, tiered instructional strategies\nEarly Childhood curriculum, instruction, & development\nData analysis protocols\nCulturally Sustaining Pedagogy\nAnti-racist beliefs and practices\nResponsive Classroom/Restorative Justice/Conscious Discipline\nReaders and Writers Workshop & Play-Based Centers\n\nSpecial Education Teacher/Co-Coordinator Requirements:\n\nAt least three years of experience as a Special Education Teacher preferred\nMeet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special Education\nA Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II\nDeep experience and knowledge of learning standards and student-centered curriculum\nAn 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\nAbility to excel as a member of a multidisciplinary team and an instructional team\nAbility to work in a multicultural, multilingual environment\nStrong communication skills (both oral and written)\n\nCompensation\n\nSalary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package.\n\nEqual Opportunity Statement\n\nGlobal 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 w

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

Job Description For the upcoming 2026-2027 school year, Bridges is seeking an Early Childhood Special Education Lead Teacher for an early childhood non-categorical self-contained classroom for students with high-level special needs. 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 committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” • Is a unique and independent individual who is prepared to pave their own path., • Self advocates through their preferred communication modalities., • Welcomes diversity with inclusion, openness, acceptance, and respect for others., • Demonstrates empathy and a desire to help and support others in need., • Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals., • Is prepared for next steps after leaving Bridges Public Charter School. As a Special Education Teacher, you will be responsible for... RESPONSIBILITIES INCLUDE • Plan and manage an early childhood non-categorical self-contained classroom with high-level special needs students and assistant teachers., • Develop and implement the classroom discrete trial instruction, social skills instruction, and behavior plan implementation in collaboration with the lead teacher under the supervision of the BCBA, • Contribute to Social/Emotional progress reports and IEP development under the supervision of the BCBA, • Assess student progress regularly using VBMAPP Milestones, Transitions, and Barriers assessments., • Regularly collect data to track students’ progress in 3 program areas: curriculum, IEP, and ABA/VB., • Complete quarterly progress reports (IEP progress reports and curriculum progress reports)., • Collaborate with related service providers, special education coordinator, curriculum coordinator, ELL Teacher, and student parents to plan for student needs., • Implement and maintain students’ Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully., • Participate in the IEP process by writing present levels, IEP goals, and providing thoughtful reflections during team meetings., • Coordinate with general education teachers to create opportunities of inclusive learning., • Support the creation of a classroom culture and environment that develops and nurtures the emotional, cognitive, and social abilities of the students., • Engage parents and families in their student's learning and act as an ambassador for the school in the community., • Contribute productively to the school as a whole., • Attend and participate in school events outside of regular school hours., • 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 weekly Professional Learning Community (PLC) meetings., • Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions., • Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return., • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals., • Reading provided school information and adhering to all deadlines., • Respond to all emails within 24 hours or the next business day., • 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 • Education, • Bachelor's Degree (required), • Master's Degree in Elementary Education and/or Special Education (preferred), • Certification in Special Education (preferred), • Passed the Praxis SPED exams (preferred), • Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred., • Be a strong classroom manager., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community-minded., • Be committed to their own learning, including training in ABA/VB., • Excellent time-management skills and ability to work independently., • Passion for public schools., • Adherence to a high level of professional and ethical standards. SALARY & BENEFITS Salary range: $60,000-$92,000/Per Year View Teacher Pay Scale Here $3,000 is awarded for leading a high-level special education classroom $2,000 is awarded for Spanish language proficiency An employee's salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest. Bridges PCS benefits package includes health care, disability insurance, and a retirement plan: 401 (k) or the continuation of the DCPS retirement plan, in addition to other optional benefits. To ensure the safety of all students, all staff members will be fingerprinted, and background checks will be conducted on all school staff prior to their service as employees, without exception. Bridges is an equal-opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law. 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 For the upcoming 2026-2027 school year, Bridges is seeking a Special Education Lead Teacher for an elementary-level non-categorical self-contained classroom for students with high-level special needs. 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 committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” • Is a unique and independent individual who is prepared to pave their own path., • Self advocates through their preferred communication modalities., • Welcomes diversity with inclusion, openness, acceptance, and respect for others., • Demonstrates empathy and a desire to help and support others in need., • Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals., • Is prepared for the next steps after leaving Bridges Public Charter School. As a Special Education Teacher, you will be responsible for... RESPONSIBILITIES INCLUDE • Plan and manage an elementary non-categorical self-contained classroom with high-level special needs students and assistant teachers., • Develop and implement the classroom discrete trial instruction, social skills instruction, and behavior plan implementation in collaboration with the lead teacher under the supervision of the BCBA, • Contribute to Social/Emotional progress reports and IEP development under the supervision of the BCBA, • Assess student progress regularly using VBMAPP Milestones, Transitions, and Barriers assessments., • Regularly collect data to track students’ progress in 3 program areas: curriculum, IEP, and ABA/VB., • Complete quarterly progress reports (IEP progress reports and curriculum progress reports)., • Collaborate with related service providers, special education coordinator, curriculum coordinator, ELL Teacher, and student parents to plan for student needs., • Implement and maintain students’ Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully., • Participate in the IEP process by writing present levels, IEP goals, and providing thoughtful reflections during team meetings., • Coordinate with general education teachers to create opportunities for inclusive learning., • Support the creation of a classroom culture and environment that develops and nurtures the emotional, cognitive, and social abilities of the students., • Engage parents and families in their student's learning and act as an ambassador for the school in the community., • Contribute productively to the school as a whole., • Attend and participate in school events outside of regular school hours., • 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 weekly Professional Learning Community (PLC) meetings., • Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions., • Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return., • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals., • Reading provided school information and adhering to all deadlines., • Respond to all emails within 24 hours or the next business day., • 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 • Education, • Bachelor's Degree (required), • Master's Degree in Elementary Education and/or Special Education (preferred), • Certification in Special Education (preferred), • Passed the Praxis SPED exams (preferred), • Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred., • Be a strong classroom manager., • Be committed to meeting the needs of a diverse student population., • Have a track record of being a team player and community-minded., • Be committed to their own learning, including training in ABA/VB., • Excellent time-management skills and ability to work independently., • Passion for public schools., • Adherence to a high level of professional and ethical standards. SALARY & BENEFITS Salary range: $60,000-$92,000/Per Year View Teacher Pay Scale Here $3,000 is awarded for leading a high-level special education classroom $2,000 is awarded for Spanish language proficiency An employee's salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest. Bridges PCS benefits package includes health care, disability insurance, and a retirement plan: 401 (k) or the continuation of the DCPS retirement plan, in addition to other optional benefits. To ensure the safety of all students, all staff members will be fingerprinted, and background checks will be conducted on all school staff prior to their service as employees, without exception. Bridges is an equal-opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law. 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 POSITION SUMMARY The Parent Educator plays a vital role in advancing Generation Hope's mission to support student parents in achieving academic success and family stability. Under the direction of the Senior Early Childhood Manager, the Parent Educator provides individualized, strengths-based parent education, family coaching, and holistic support to scholar families served by Generation Hope. A cornerstone of this role is the delivery of structured monthly family visits, a minimum of one (1) family visit per scholar family per month, designed to build trust, assess family needs, reinforce educational goals, and connect families to community resources. This position requires a compassionate, culturally competent professional with a background in family services, early childhood education, social work, or a related field who is committed to equity, student-parent empowerment, and whole-family wellbeing. Parent Educator Are you passionate about empowering parents as their child's first and most important teacher? Generation Hope is looking for a Parent Educator to join our team and play a vital role in advancing our mission of helping student parents achieve academic success and family stability. Grounded in the evidence-based Parents as Teachers (PAT) model, this role centers the belief that parents are their children's first teachers — and that investing in the whole family is the most powerful way to support a child's development. Reporting to the Senior Early Childhood Manager, the Parent Educator delivers individualized, strengths-based parent education, family coaching, and holistic support to scholar families across Generation Hope's network. At the heart of this role is the delivery of structured monthly family visits — a minimum of one (1) visit per scholar family per month — using the PAT curriculum to build trusting relationships, assess family strengths and needs, reinforce parent-child bonding and educational goals, and connect families to community resources. What makes this role a great fit: • A flexible schedule that works for families and for you. Because many of our scholar families balance school, work, and caregiving during the week, this role offers weekend availability as part of a flexible schedule — a great option for professionals who want workweek flexibility or who thrive outside a traditional 9-to-5., • A mission-driven, equity-centered team. You'll join an organization deeply committed to student-parent empowerment, racial equity, and whole-family well-being., • Professional growth in a respected model. Training and certification in the Parents as Teachers model adds a nationally recognized credential to your career toolkit. Who we're looking for: A compassionate, culturally competent professional with a background in family services, early childhood education, and social work. Someone who believes deeply in equity, student-parent empowerment, and the strength of families, and who is energized by flexible, relationship-centered work that meets families where they are (including on weekends, when needed). ESSENTIAL DUTIES & RESPONSIBILITIES Family Visits & Family Engagement ▪ Conduct a minimum of one (1) scheduled in-family visit per assigned scholar family per month in accordance with Generation Hope's family visit protocol ▪ Use evidence-based parent education curricula to deliver structured, intentional learning during each family visit; Parents as Teachers foundational training preferred ▪ Assess family strengths, needs, and barriers to academic success; document all findings in the organization's designated data system ▪ Build trusting, non-judgmental, and trauma-informed relationships with scholar families that promote confidence and self-sufficiency Parent Education & Coaching ▪ Facilitate individual and group-based parent education workshops on child development, positive parenting, family financial planning, and other topics related to strengths-based parenting skills ▪ Coach scholar parents on strategies to support their children's early learning and developmental milestones ▪ Connect families to community resources including childcare, food assistance, housing support, healthcare, and transportation ▪ Support scholar parents in setting, tracking, and celebrating short- and long-term family goals Case Management & Documentation ▪ Maintain accurate, timely, and complete records of all family visits, contacts, referrals, and family progress in the designated system ▪ Complete all required visit logs, case notes, and reports within 48 hours of each family visit ▪ Track family visit completion rates monthly; proactively flag barriers (scheduling conflicts, safety concerns) to the Sr Early Childhood Manager ▪ Prepare monthly and quarterly reports on caseload, visit completion rates, and family outcome data for program leadership Collaboration & Coordination ▪ Partner with Scholar Program Coordinators, Career and Engagement Managers, and other team members to ensure a holistic, wraparound approach to scholar support ▪ Participate in weekly team meetings, case conferences, and scheduled professional development sessions ▪ Coordinate timely referrals to internal and external services; follow up to confirm linkage and utilization by families ▪ Represent Generation Hope at community events, partner meetings, and school/college-based outreach as needed Compliance & Safety ▪ Adhere to all family visit safety protocols including pre-visit screening, emergency procedures, and mandatory reporting obligations ▪ Maintain confidentiality of all family information in compliance with applicable privacy laws and Generation Hope's data policies ▪ Complete all required background checks, trainings, and certifications prior to conducting any family visit Family Visit REQUIREMENTS Family Visits are a non-negotiable, core component of this position and central to Generation Hope's family support model. The following minimum standards apply to all assigned scholar families: ▪ Minimum Visit Frequency: One (1) in-family visit per scholar family per calendar month ▪ Visit Duration: 60–90 minutes per visit (may vary based on family need and program goals) ▪ Visit Location: All visits must occur in the scholar family's home unless an approved alternative site is documented and authorized by the Director of Programming ▪ Scheduling: Visits must be pre-scheduled with a minimum of 48 hours' notice; makeup visits are required for any missed visit within the same month when feasible ▪ Documentation Deadline: All visits must be documented in the data management system within 48 hours of completion ▪ Transportation: The Parent Educator must maintain a valid driver's license and reliable access to personal or approved transportation to fulfill all family visit obligations ▪ Completion Standard: 100% of assigned families must receive at least one (1) family visit per month; completion rates below 90% in any given month must be reported to and reviewed by the Director of Programming MINIMUM QUALIFICATIONS Education ▪ Bachelor's degree required in Social Work, Education, Child Development, Psychology, Family Studies, or a closely related field. ▪ Master's degree preferred (MSW, MEd, or equivalent) Experience ▪ Minimum of 2 years of experience in family visiting, family services, case management, or parent education ▪ Experience working with student parents, young families, or underserved/underrepresented communities strongly preferred ▪ Knowledge of evidence-based parent education models (e.g., Parents as Teachers, Nurse-Family Partnership, or comparable frameworks) ▪ Experience with data management systems (Salesforce or similar) for case documentation and outcome tracking Skills & Competencies ▪ Exceptional interpersonal, communication, and active listening skills with diverse populations ▪ Demonstrated cultural humility and ability to work respectfully with BIPOC communities, first-generation college students, and young parents ▪ Strong organizational and time management skills with the ability to manage a full caseload and consistently meet documentation deadlines ▪ Ability to work independently in community settings, exercise sound professional judgment, and operate with minimal supervision ▪ Bilingual (English/Spanish) preferred but not required ▪ Valid driver's license and reliable personal or approved transportation required COMPENSATION & BENEFITS Generation Hope offers a competitive compensation package commensurate with education and experience. Benefits include medical, dental, and vision insurance; group life and short-term disability insurance; paid time off; and organizational wellness initiatives including the annual Rest & Recharge Week (one fully paid week off per year). Specific salary range will be included upon finalization of the compensation analysis for this role.

Job Description Position: Executive Assistant Supervisor: Senior Leader Start Date: TBD Application Deadline: Applications will be accepted on a rolling basis. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: Global Citizens Public Charter School is seeking a bilingual, highly organized, proactive, and professional Executive Assistant to provide high-level administrative and operational support to the Executive Director and school leadership team. This role serves as a trusted partner, ensuring the efficient coordination of executive priorities, communications, scheduling, meetings, and special projects. The Executive Assistant plays a critical role in supporting the day-to-day operations of the organization, managing sensitive and confidential information with discretion, and fostering a positive, organized, and responsive environment for staff, families, board members, and external partners. Success in this role requires exceptional organizational, communication, problem-solving, and interpersonal skills, along with the ability to anticipate needs, manage multiple priorities, and maintain professionalism in a fast-paced school environment. Global Citizens 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 equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens 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 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 is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. We are aware of white supremacy culture and the systemic oppression that exists – even in the current education system. At Global Citizens PCS, we will critically examine our biases and then actively work on counteracting these biases and disrupting the dominant narrative. We will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. The core values live in our Global Citizens PCS educational model through four key pillars: Globally Competent Bilingualism, Academic Excellence, Social Justice, and Whole Child Wellness. Executive Assistant Job Description Executive & Leadership Support • Manage the Executive Director's calendar, priorities, travel, and daily workflow., • Coordinate meetings for the Executive Director, leadership team, and Board of Directors, including agendas, materials, minutes, and follow-up., • Draft, proofread, and prepare correspondence, presentations, reports, and executive communications., • Track strategic initiatives, projects, and action items to ensure timely completion., • Serve as a liaison between the Executive Director, Board members, leadership team, staff, and external stakeholders., • Maintain confidential personnel, financial, and organizational information with discretion. Office Administration & Operations • Ensure the front office provides a welcoming and professional environment for students, families, staff, and visitors., • Answer and route incoming calls, manage correspondence, greet visitors, and respond to general inquiries., • Maintain office equipment, filing systems, records, and administrative procedures., • Coordinate purchasing, vendor relationships, office supplies, instructional materials, and inventory management., • Perform general administrative duties including copying, scanning, filing, mail distribution, and document preparation., • Collect and maintain records of applicable school fees and other administrative transactions., • Recommend and implement improvements to office systems and administrative processes. School Operations & Event Coordination • Support daily school operations, including visitor management, arrival and dismissal, and building safety procedures., • Coordinate logistics for leadership meetings, professional development, family engagement events, parent-teacher conferences, and school-wide activities., • Assist with major school initiatives including Back-to-School events, open houses, book fairs, field day, graduations, and other special events., • Coordinate external consultants, vendors, and service providers., • Provide operational support for special projects and organizational initiatives. Communications & Relationship Management • Serve as the primary point of contact between the Executive Director, leadership team, Board members, staff, families, vendors, and community partners., • Manage executive communications, including drafting correspondence, announcements, presentations, and other written materials., • Respond to inquiries and requests for information, exercising sound judgment and professionalism., • Coordinate internal communications and ensure timely dissemination of information across departments., • Support family engagement by coordinating parent-teacher conferences, school communications, and leadership meetings., • Build and maintain positive relationships with internal and external stakeholders while representing the Executive Director and school professionally., • Handle sensitive and confidential matters with diplomacy and discretion. Project Management & Organizational Support • Coordinate cross-functional projects and monitor timelines, deliverables, and follow-up., • Conduct research and prepare reports, presentations, and data to support executive decision-making., • Support implementation of strategic initiatives and organizational priorities., • Build collaborative relationships across departments while providing exceptional customer service to internal and external stakeholders., • Perform other duties and special projects as assigned by the Executive Director. Administrative Assistant Requirements/Qualifications: • Bachelor’s Degree and/or administrative related experience of at least two (2) years, • Bilingual, written and oral fluency in English and Spanish, • At least 3-5 years of serving in the same (or close to) capacity in the District, at another charter school in the District preferred, but not required, • Extremely strong written and verbal communication skills, • Highly-motivated self-starter who has the ability to adapt in any working environment, • Proficiency with Microsoft Word, Publisher, Excel, Google, and other related web-based tools as required, • Familiarity with Student Information Systems (such as PowerSchool, etc.), • Strong interpersonal and communication skills and the ability to work effectively with a diverse group of people, • Strong organizational skills and the ability to handle multiple projects and responsibilities simultaneously, • Ability to foster a cooperative work environment, • Ability to support employees including organizing, prioritizing, and scheduling work assignments, • Ability to work with computers, various software programs, and other technology, • Knowledge of management and operations systems and strategies to run an effective organization, • Knowledge of public education and charter schools and/or start-up nonprofit organizations is highly desirable but not required, • A heart for children, a love for education, and a “roll up your sleeves” attitude to get the work done Compensation Salary is competitive and based on education and professional experience, and ranges from $55,000 to $70,000. Additionally, Global Citizens PCS offers a comprehensive benefits package. We are Deeply Committed to Diversity, Equity, and Inclusion Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. How to Apply If you are interested in applying for this position, please click this link: https://globalcitizensschool.bamboohr.com/careers/86. We’ll review applications as we receive them until the position is filled. If you have any questions, please contact us at careers@globalcitizensschool.org. 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’s core values and key pillars, including our commitment to diversity, equity, and inclusion.

Job Description Position: Spanish speaking ECE Special Education ABA Teacher Assistant (PreK-Kinder) Reports to: Principal and Assistant Principal 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 extracurricular 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 implementation 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 the collection of 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 student’s 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, MA, or a high school diploma / GED and pass the Praxis ParaPro exam., • Strong Spanish speaking language skills., • RBT (Registered Behavior Technician) Certified preferred. ABA and VB training provided so candidate will be able to sit for the RBT exam., • Have taken coursework 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 the 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: $36,000-$55,500/Per Year $4,000 is awarded for RBT Certification $2,000 is awarded for Spanish language proficiency 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 Position: Special Education ABA Teacher Assistant (1st - 5th grade) Reports to: Assistant Principal 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 who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” • Is a unique and independent individual who is prepared to pave their own path., • Self advocates through their preferred communication modalities., • Welcomes diversity with inclusion, openness, acceptance, and respect for others., • Demonstrates empathy and a desire to help and support others in need., • Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals., • 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 elemtary non-categorical self-contained classroom with high-level special needs students., • Supporting the development and implementation 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 the collection of 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, Spanish, PE, Art)., • Assessing student progress regularly and using data to support instruction., • 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 classroom grade book by inputting at least 3-4 grades per week., • 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 student’s 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., • RBT (Registered Behavior Technician) Certified preferred. ABA and VB training provided so candidate will be able to sit for the RBT exam., • Have taken coursework 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 the 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: $34,000-$53,500/Per Year $4,000 is awarded for RBT Certification $2,000 is awarded for Spanish language proficiency 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: 401k 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 Position: ECE Special Education ABA Teacher Assistant (PreK-Kinder) Reports to: Principal and Assistant Principal 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 extracurricular 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 implementation 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 the collection of 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 student’s 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, MA, or a high school diploma / GED and pass the Praxis ParaPro exam., • RBT (Registered Behavior Technician) Certified preferred. ABA and VB training provided so candidate will be able to sit for the RBT exam., • Have taken coursework 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 the 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: $34,000-$53,500/Per Year $4,000 is awarded for RBT Certification $2,000 is awarded for Spanish language proficiency 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.

Spring Education Group’s Early Childhood Education Division includes nearly 150 schools offering services from infant care through Pre-K/K programs, as well as summer camp and after-school programs. Our locations span a nationwide geographic footprint and a diverse array of pedagogical approaches — including our proprietary that draws from the collective expertise of renowned early-age educators such as Dewey, Piaget and Vygotsky; Montessori schools that embrace both accredited Montessori methods – (Association Montessori Internationale) and _ (American Montessori Society); and progressive language immersion programs in Mandarin and Spanish. Bethesda Country Day School is seeking a creative and passionate Preschool Teacher to join our team of dedicated educators! Our preschool program provides a balance of learning and play, helping children build the academic and social skills that prepare them for Pre-K and beyond. As a Preschool Teacher, you’ll inspire curiosity, nurture confidence, and create meaningful learning experiences that make every day exciting and purposeful for young learners. What You’ll Do: • Design and deliver engaging lessons that promote exploration, early literacy, and critical thinking., • Encourage independence and collaboration through hands-on, play-based learning., • Build strong, positive relationships with children and their families., • Partner with fellow teachers and school leaders to create a warm, inclusive classroom environment., • Support the school community through teamwork, creativity, and a shared passion for excellence. Qualifications • Must be at least 18 years old and meet state licensing requirements., • CDA or degree in Early Childhood Education preferred., • Previous experience in a licensed childcare center., • Strong communication skills, reliability, and a nurturing, enthusiastic personality., • Authorization to work in the United States Why Join Bethesda Country Day School? • Competitive compensation and comprehensive benefits., • Ongoing professional development and growth opportunities., • Supportive, collaborative culture focused on teacher success., • A rewarding opportunity to shape children’s first school experiences in a learning environment. If you’re ready to inspire young minds, build lasting connections, and grow your career in early childhood education, apply today and help us continue developing the best schools and educators in America! To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Job Description 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., • Clear a background check. Key Qualities & 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., • Other duties as assigned. Faculty and Staff Development/Benefits: DCI is committed to the principles of servant leadership and to providing faculty and staff with the resources and training they need to provide an excellent education experience for every student and family. • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes., • Teachers and staff have the appropriate technology and support to do their work. DC International School is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural and multilingual environment.

Job Description About This Role Our Arlington location is seeking a motivated bilingual teacher. This is an ideal stepping stone into the field of Early Childhood/Elementary Education as you will work among professionals who share the same love for children! Are you the ideal candidate? Submit your resume for consideration. Would you also like to join a great Preschool Team in an established school? Arlington is our flagship school where the Early Steps mission and vision began! This is a job opportunity to truly teach and enjoy families who support bilingual education in one of the best areas of Washington DC/ NoVA! We are located in Arlington, Springfield and Vienna just blocks away, from the metro link systems and easy commuting. We have a proud reputation and are searching for the best. If you have your Early Childhood Education or Elementary Education Degree or CDA with years of experience and you are bilingual (Spanish/English), please reply with your resume. What You'll Do Responsibilities: • Responsible for setting teaching environments, upkeep of equipment, maintain classroom supply and mentor/train Assistant teachers, • Maintaining child portfolios, conferences, assessments, and written daily communications with families, • Attend training seminars and conferences to maintain their knowledge of child care advances and acquiring a minimum of 30 training hours per year and continued CDA certifications -ECU's, • Effectively communicate with families and staff both oral and written communications., • Monthly lesson planning using Learning Through Play Curriculum, Individualized planning and Enrichments, • Documentation of all accident and incidents, Daily Health, Behavior Logs, • Twice yearly parent teacher conferences, attend monthly staff meetings, • Maintaining all licensing requirements within the classroom, on the playground and on field trips., • Maintain/Mentor- Positive Discipline Policy, Emotional Intelligence, Bilingual Spanish/English Language Arts and the Arts (Music/Dramatic Play and Creative Arts)., • Teaching children in a manner consistent with the philosophy and goals of Early Steps Bilingual Preschool, • Perform all tasks assigned by the Director or Assistant Director/Coordinator, • Treating all children, families, staff, volunteers and visitors with dignity and respect, • Planning activities, which encourage each child's growth emotionally, socially and physically, • Relating to the needs of each child from a cultural perspective and work with the other children to appreciate their diversity and languages, • Help children learn resiliency and explore their creativity Requirements • The ability to pass State of Virginia background checks, • FBI - finger printing and background investigation, • Pass a drug screening, • Ability to lift up to 50lbs, bend and stack school supplies as needed, • Ability to supervise children, help lead activities or projects and work in a group, • Flexibility in working with Teachers in all age groups as needed, • Flexibility in working with Administrators in various school projects and events Nice To Haves Daily Health Observation Certificate CPR/First Aid Certificate Medication Administration Training (MAT) Certificate Prepared to submit a physical, TB test screening and drug screening as required Benefits • Health Insurance, • Child Care Discount 3 days PTO per year 2 weeks paid vacation - Summer 1 week winter bonus time off with pay Federal Holidays off with pay Health Insurance

Job Description About This Role We are looking for a qualified Bilingual Teacher (English / Spanish) to work at our Arlington location with our Pre-K and Kindergarten students. The classrooms have a Spanish teacher and a class assistant, together you will make a dynamic team! What You'll Do Responsibilities: • Employ a variety of educational techniques (storytelling, educational play, media, etc.) to teach children., • Employ a variety of instructional techniques and teaching strategies to meet different aptitudes and interests of students, including whole group (co-teaching) and small-group learning., • Observe and develop each child to help them improve their social competencies and build self-esteem, • Encourage children to interact with each other and resolve occasional conflicts, • Guide children to develop their artistic and practical capabilities through a carefully constructed curriculum to ensure learning readiness for elementary school, • Track children's progress and report to parents through daily written communication, twice yearly parent teacher conferences, and semesterly progress reports, • Collaborate with other educators, • Contribute productively to the school as a whole, • Participate in in-service and staff development activities and staff meetings as required or assigned, • Attend and participate in established traditional school-sponsored activities (i.e. back to school night, recitals, and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours, • Other duties as assigned Requirements Skills: • Proven English and Spanish proficiency., • Proven skills and knowledge about teaching English (English grammar, spelling, semantics, vocabulary, etc.)., • Understanding the principles of child development and preschool educational methods., • Good communication and instructional skills. Education: • BA in Early Childhood Education or similar degree in child development or teaching, • CDA and further graduate work, • Ability to have transcripts transferred or have transcripts and degree evaluated if from a university outside of the U.S. Nice To Haves CPR/ First Aid required within 30 days Medication Administration Training (MAT) certificate Daily Health Observation certificate Benefits • Health Insurance, • Child Care Discount Two weeks vacation - 1 week summer and 1 week winter Personal / sick time off - 6 days Federal holidays paid Health Insurance

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 Data and Assessment Associate. The Data and Assessment Associate owns the data systems, processes, validation and configuration at DCI, In partnership with the Data & Assessment Coordinator, the principals, and the CAO this role also assists with the planning and coordination of all standardized assessment administration. Salary Range: $50,000 - $70,000 (Starting salary is determined by education and years of relevant experience) Qualifications: Bachelor's Degree is required. • Experience with data management and testing coordination in a school setting required., • Experience with DC Standardized Assessments is a plus., • Experience as a teacher is a plus., • Excellent excel and data analysis skills as well as building data dashboards required., • Excellent project management skills required., • Excellent interpersonal and communication skills necessary., • 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: Educational Data Management • Build and maintain systems of data collection across school teams including dashboards, calendars, trackers, etc., • Serve as a data management liaison and technical support for key platforms used at DCI (example - Toddle)., • Build and use data systems to proactively report data to instructional leaders for use in making instructional decisions., • Analyze and organize data for the Data & Assessment Coordinator, senior leaders, and instructional leaders for use in presentations and in alignment with DCI's Five Year Strategic Plan and ongoing focus areas., • Assist with professional development for educational staff in order to increase their skills in using current data platforms., • Assist with student and staff culture survey implementation, and analysis for reporting., • In partnership with the Data & Assessment Coordinator, support the management of SIS (eSchools Plus) and other data systems as needed, reconciling errors between systems., • Prepare and analyze data for special projects., • Analyze and report all data points as required by OSSE and PCSB. Assessment • Supervise the implementation of our testing protocol and calendar, including the planning and communication of all test administration windows (STAMP, MAP, SAT/PSAT, ACCESS, and DC CAPE), • Provide professional development for educational staff in order to increase their skills in providing a compliant and effective testing administration environment., • Partner with the Student Support Team (SST) team and grade level teams to support small group testing accommodations., • Ensure data security protocols for all standardized assessments, • Supervise the training and support of all staff in completion of testing and makeup testing, • Other duties as assigned. Faculty and Staff Development/Benefits: DCI is committed to the principles of servant leadership and to providing faculty and staff with the resources and training they need to provide an excellent education experience for every student and family. • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes., • Teachers and staff have the appropriate technology and support to do their work. DC International School is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural and multilingual environment.

Job Description 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 Math School 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., • Clear a background check. Key Qualities & 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., • Other duties as assigned. Faculty and Staff Development/Benefits: DCI is committed to the principles of servant leadership and to providing faculty and staff with the resources and training they need to provide an excellent education experience for every student and family. • We have a benefits package that includes health and disability insurance and paid leave., • We offer teachers daily planning time, professional development, and reasonable class sizes., • Teachers and staff have the appropriate technology and support to do their work. DC International School is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural and multilingual environment.

Human Resources announces an opening for a 1.0 FTE Clerical Assistant with the Transportation Department. This is a full-time, 260 day position. Essential Functions Of The Class (May Not Include All Duties Performed; Not All Incumbents Perform All Essential Functions Delineated): Orders supplies, processes requisitions and work orders; verifies receipt/delivery; maintains databases. Utilizes a variety of word processing, spread sheet, data base, graphics and presentation software to prepare correspondence and memoranda, financial and presentation materials; updates, revises, and produces from rough draft reports and correspondence; obtains appropriate signatures on correspondence and forwards to appropriate personnel; enters, edits and updates data files and enrollment records; accesses data files to view information and to print out hard copy reports. Compiles data for reports; gathers and interprets information from appropriate source; composes routine correspondence; may prepare information and presentation packets for use by a supervisor or coordinator. Creates/maintains employee files; schedules interviews for applicants, completes personnel action reports, processes a variety of personnel forms and documents such as employment, re-employment, resignation, termination, salary adjustment, leave, reassignment, promotion and demotion; processes time-and attendance and payroll documents. In the planetarium, schedules student sessions, assists in collection and distributes related instructional materials; maintains weekend and after-hours teacher time/attendance records and operating accounts. Assists in student registration, eligibility, review and preparation of documents and intake process for specialized instructional program/s, conducts intake orientation for parents and students; at times and as assigned, serves as Spanish translator. Performs initial application/registration tasks for participation in the extended day program, serving as billing clerk receptionist, processing payroll documents. At a media processing center, performs a variety of ordering, receiving, expediting, processing, cataloging, and distribution tasks (supplies, materials, books, multi-media materials etc.), utilizing both manual and technology related procedures. Receives and responds to requests for films, multi-media materials, completing related booking delivery, retrieval and inspection activities; maintains files relating to activity. Maintains time and attendance records; process leave requests, maintain leave records, and verify leave data with payroll, and prepare payroll reports. Schedules building/facility utilization (staff, students, public), notifying all personnel involved as required. Reviews requests for service, actions, presentations, materials from school-based and non-school-based staff and assists in tabulating and prioritizing said requests; prepares informational packets for workshops or other purposes. Serves as receptionist in a central office department; responds to in-person or phone inquiries; distributes departmental documents; makes appointments or directs visitors to appropriate office or staff member Processes bus route information, field trip requests, risk-management data, dispatching tasks re-school bus transportation, and may serve as Substitute Bus Driver. With experience, schedules own activities according to established procedure; schedules appointments for appropriate staff members with parents; assists in maintenance of supervisor/s or other administrator's schedule, appointments, meetings, etc.; maintains office-wide events calendar. Receives and responds to phone inquiries; provides written and/or oral translations as required by assignment. May act as, or for, the Administrative Assistant and/or Administrative Specialist when needed. Performs related work as required or assigned. Required Knowledge, Skills, And Abilities Some knowledge of business office procedures, practices, and equipment, business English and office terminology. Some knowledge of, or ability to quickly learn procedure of the office or tasks to which assigned. Ability to type/operate keyboard at approved rate of speed, operate personal computers, and data terminals, and to complete routine memos and letters from general instructions. Ability to maintain clerical records and prepare relatively complex reports from such records Ability to operate a variety of standard office equipment. Ability to work with fellow employees, school-based staff and the public, tactfully and courteously and to work harmoniously with other employees. Ability to communicate clearly and concisely, both orally and in writing. Good organizational, human relations and communication skills. Minimum Education, Training, And Experience Requirements Graduation from high school, including or supplemented by courses in typing and office practices (some responsible office clerical experience desirable); or any equivalent combination of education and experience that would provide the above noted knowledge, skill, and ability. For many assignments, ability to speak and/or write in Spanish is preferred or desirable. CDL Class B with Passenger (P) and School Bus (S) endorsements are preferred. Must successfully qualify for and obtain a Commercial Driver's License (CDL) with Passenger (P) and School Bus (S) endorsements within (1) one year of accepting the position as a condition of continued employment in the role. Salary: $19.77- $35.67 PER HOUR Arlington Public Schools is an Equal Opportunity Employer. It is the policy of the Arlington School Board, as stated in Policy G-2.30, Employee Relations Equal Employment Opportunity - that "Employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, national origin, creed, color, religion, gender, age, economic status, sexual orientation, national origin, marital status, genetic information, gender identity or expression, and/or disability." Please Note: Arlington Public Schools receives a high volume of applications for many positions. As a result, only candidates who are identified as meeting the qualifications and whose experience and skills best align with the needs of the school, department, or office may be contacted for an interview. We appreciate the interest of all applicants; however, submission of an application does not guarantee an interview or individual contact regarding the status of an application.

Job Description Annunciation School in Washington DC is hiring a Middle School Spanish Teacher for the 2026-27 school year. This is a part-time role and will report to the Principal. This role is needed 2 days per week and the compensation is $25 per hour. Please forward your resume to: principal@annunciationschool.net The Catholic elementary school teacher is responsible to deliver instruction that is based on the approved curricula and mission of the school, and to create a safe, orderly and Catholic learning environment for his/her students. The teacher shall: Planning • Create lesson plans that align with the Archdiocese of Washington Academic and Religious Standards., • Utilize Standardize Test scores and other forms of assessment to adjust lesson plans and inform instruction., • Plan lessons that are learner based., • Plan lessons that address the various needs of all students. Instruction • Deliver a balanced program of instruction that incorporates direct instruction, guide instruction, individual/ group practice, questioning, demonstration and discovery., • Plan individual and group instruction that includes lectures, discussion and hands-on activities., • Administer assessments (both formal and informal) to determine if instructional objectives are being met., • Use assessment data to differentiate instruction to assure that the diverse needs of all students are met., • Assigns class and homework that support the lesson's objective and re-enforces the learning process. Classroom Management • Establish classroom procedures that optimize instructional time., • Create and enforce rules that are clear and foster an atmosphere in which all can thrive., • Maintain a positive learning environment based on mutual respect and cooperation., • Set high expectations for achievement., • Assure that Catholic values are the basis of all interactions between students and teacher. Communication • Maintain a grade book that reflects students’ progress on a variety of formative and summative assessments., • Monitor students’ grades and communicate status to parents and administration., • Inform students and parents of assignments/projects and provide detailed written instructions, rubrics and due dates., • Routinely post up to date information (homework, projects and grades) to the school’s grade book portal., • Use email, notes home and phone calls to inform parents if a student is not making adequate academic or behavior progress., • Hold conferences with parents if students need academic or behavior intervention, • Produce quarterly progress reports and report cards. Catholic Identity • Actively foster and support Catholic beliefs, traditions and practices, and tenets of the Catholic faith., • Reflect the Catholic Church’s teaching on social justice and witness service to others. (Policies for Catholic Schools – Fifth Revision – 2022)., • Assist in the planning of liturgical ceremonies such as mass, penance services, prayer services, etc., • Lead and encourage prayer in the classroom., • Plan and teach religion classes (if applicable) that align with the ADW Religion Standards., • Attend Catholic liturgical ceremonies (as required). Non-Instructional Duties • Perform duties such as carpool, recess, lunch and classroom teacher substitution (as required)., • Sponsor clubs and other school activities (as required)., • Attend Home and School meetings and other after hour’s school events (as required)., • Participate in all required faculty and professional development meetings., • Must obtain Maryland, Virginia, or District of Columbia certification within three years of the date of hire. (Policies for Catholic Schools – Third Edition – 2018), • Must obtain required religious certification (as required) Qualifications: • Bachelor’s degree, • Current teacher certification in Maryland, Virginia, or Washington, DC (candidates have 3 years from hire to earn their certification), • Knowledge of child development and supervision, • Experience teaching in an elementary school setting (preferred) While a conscientious effort has been made to include all duties and expectations of the Archdiocese of Washington elementary school teacher, the above is not all inclusive and the position’s duties may be expanded or modified at the discretion of the principal.

Job Description Division: Academics Reports to: Principal Schedule: 10‑month position | 7:50am–3:50pm or 8:00am–4:00pm Position Summary: The Teacher is responsible for creating a positive, engaging, and inclusive learning environment that supports academic growth and social‑emotional development. This role includes planning and delivering instruction, assessing student progress, collaborating with colleagues and families, and implementing the school’s inquiry‑based and IB/PYP curriculum. Key Responsibilities • Plan and deliver engaging, standards‑aligned lessons, • Assess student learning and use data to guide instruction, • Support social‑emotional learning and differentiated instruction, • Collaborate with co‑teachers, coaches, and learning specialists, • Implement IEPs and academic interventions as needed, • Maintain effective communication with families, • Participate in school‑wide events and professional development, • Integrate technology and multicultural perspectives into instruction Qualifications • Bachelor’s degree in Early Childhood, Elementary Education, or related field, • Elementary teaching experience preferred, • Strong collaboration, communication, and classroom management skills, • Commitment to equity, respect, and student‑centered learning Interested candidates may click the link provided to review the full job description and complete list of responsibilities. Click here Additional duties may be assigned based on student and school needs.

Job Description We are accepting applications for Lower Elementary Spanish Montessori Teachers (Guides) who are 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 LAMB is looking to hire enthusiastic Montessori teachers to support students in grades 1-3. Montessori certification in 6-9 is preferred, but if not currently certified, the applicant must be enrolled in or willing to enroll in a Montessori training program. If you have experience with elementary students, apply today! Primary Duties and Responsibilities • Collaborate with the co-teacher to deliver the bilingual Montessori elementary curriculum, ensure that learning standards are met, and maintain and manage a positive learning environment, • Develop reading and writing skills, and teach across content areas utilizing the Montessori Curriculum and materials in Spanish, • Develop Montessori materials and others materials in Spanish for all areas of the classroom, • Maintain records of children’s progress utilizing a web-based program and other assessment tools to track mastery within the sequence of the Montessori curriculum, • Participate in P.D. sessions, trainings, and coaching meeting sessions to ensure continued education and professional growth, • Collaborate with co-teacher to plan instruction and special activities and arrange and supervise field trips, • Participate in parent conferences and meetings throughout the school year, communicate with parents in accordance with school policy, and promote the school’s mission, objectives, and policies to parents, • Provide interns (if applicable) with a clear description of their duties and support their growth, • Meet with Principal to develop solutions for any parent, staff, or school-related challenges, as needed, • Assist with arrival/dismissal and lunch/recess coverage, as needed, • Other duties as assigned Basic Qualifications • Possess Elementary Certification in Montessori education (MACTE accredited); If not currently certified the applicant must be enrolled in or willing to enroll in a Montessori training program, • Meet state educational requirements, preferably a valid state-issued teaching license or Bachelor’s degree in Education or equivalent from an accredited university, • Native Spanish speaker (bilingual preferred), • Have extensive experience working in elementary programs and/or experience in dual-language education, • Ability to work with students of various abilities, including those with identified exceptionalities, • Experience with Google Workspace (preferred), • Meet health requirements, including immunizations and TB screening Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. FLSA Classification: Exempt Reports to: Principal Schedule: 10-month full-time position Compensation Salary is commensurate with experience, ranging from $50,630-$94.360. Generous benefits package includes medical insurance (health, dental, & vision), retirement plan, life insurance, short-term and long-term disability, flexible spending account (medical, dependent care, and transit), and vacation/sick leave. Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at http://www.lambpcs.org/careers. Only applicants meeting minimum qualifications for the position will be considered. Successful completion of a background investigation is required for employment in this position. LAMB welcomes resumes from all qualified applicants. No phone calls and no employment agencies, please. The Latin American Montessori Bilingual Public Charter School does not discriminate 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 6RtTW3q1p8

The Support Specialist I provides secretarial support to the school site; establishes and maintains records; compiles and distributes materials and reports; and responds to inquiries from a variety of internal and external sources. This is currently a Support, 12-month position reporting to the School Principal at Patrick Henry K-8 School. Qualifications: • Education: High school diploma or equivalent., • Experience: Job-related experience is desired. Bilingual in Spanish preferred. Essential Functions: • Coordinates schedules, meetings, and activities in support of administrator/department staff with operational activities., • Maintains a wide variety of files and records (manual/computer; confidential/non-confidential) to provide documentation in accordance with administrative and legal requirements., • Monitors assigned departmental activities and/or program components (e.g. travel arrangements and reimbursements, meetings and events, etc.) to ensure that goals are achieved, target dates are met and financial, legal, and/or administrative requirements are satisfied., • Performs record-keeping and clerical functions (e.g. scheduling, copying, etc.) to support the teacher and/or administrator in providing necessary records/materials., • Prepares a variety of written materials (e.g. reports, memos, letters, etc.) to document activities, provide written reference, and/or convey information., • Responds to a variety of inquiries from internal and external parties (e.g. staff, parents, students, public agencies, etc.) and provides information, facilitates communication among parties, and/or provides direction., • Supports school office functions in delivering services in accordance with established guidelines., • Assists other personnel as may be required to ensure an efficient and effective work environment., • Attends meetings and workshops to record events and convey and/or receive information., • Other duties as assigned by School Principal. Compensation: • Hourly wage $18.62 to $22.91 an hour (Additional factors in calculation, including hours, # of days, etc.), • FLSA Status: Non-Exempt position - This position is classified as non-exempt, meaning it is eligible for overtime pay under the Fair Labor Standards Act. Clearances: • Criminal Justice Fingerprint/Background Clearance., • Tuberculosis Skin Test., • Public Health Compliance - Must follow safety and health protocols.

At Catholic Charities of the Archdiocese of Washington, your knowledge and service in areas such as immigrants and refugees, mental health, social work, employment and adult education, legal and financial services, health care, food assistance, shelter and housing, developmental disabilities and prison outreach can make a profound difference in the lives of many. Through more than 50 programs across the district and five surrounding counties, Catholic Charities is opening doors to help and hope. At CCADW, we continue to build an inclusive culture that celebrates a diverse workforce. We offer so much more than just a job. We offer careers. We take pride in our "promote from within" culture. We offer professional development, a comprehensive benefits package, and a passion for building and motivating world class, high performing teams. Explore your career opportunity with Catholic Charities. Join us in Inspiring Hope and Building Futures. The Training Specialist assists the program supervisor in coordinating the DC Pre-Apprenticeship Construction program. The position helps prepare lesson plans, conduct training and satisfaction surveys, provide tutoring support, coordinate the testing process, evaluate test results, and maintain student records and case notes. Essential Duties and Responsibilities: • Collaborate with the Program Supervisor in publicity, outreach, student enrollment, orientation, and operations in accord with project quality standards., • Conduct classroom training sessions. Act as a substitute teacher in the absence of instructors. Participate in regular meetings with teachers, students, and coordinators., • Provide student support for site visits for the program and students (educational, Habitat training)., • Provide tutoring support as needed to students in the classroom., • Administer student tests and evaluate test results, including CASAS, PACT, and NCEER curriculum. Assist coordinator in keeping track of student certifications., • Assist in administering satisfaction surveys to students and contractors., • Collaborate with team members from the Workforce Development Program to ensure clients have the needed resources and support to prepare for, gain, and retain employment., • Conduct client intake, assessment, client follow-up, and upkeep of program files ensuring adherence to project quality standards., • Perform client intake, assessment, and follow-up., • Monitor and maintain statistical program data in Case Worthy including modifications to present reports and systems as needed., • Report accurate statistics including program outputs and outcomes., • Locate and compile program data to include formatting reports, graphs, tables, records, and other sources of information., • Prepare required reports, program surveys, and promotional materials., • Help prepare grant monitoring reports., • Administer satisfaction surveys to clients., • Prepare promotional material for programs., • Collaborate with instructors and consultants in the preparation of lesson plans., • Attend Agency meetings, community seminars, outreach events, and government as well as private foundations events., • Participate in quality improvement and actively comply with quality improvement initiatives. Perform appropriate tasks and quality improvement projects for accreditation (COA)., • Perform other job-related duties as assigned. Requirements: • High School diploma or GED., • 1 year experience in a training environment., • Experience working with the Latino community. Skills and Competencies: • Bilingual, Spanish-English., • Skill in using computers, preferably in a PC, or Windows-based operating environment. Benefits Package: • Robust professional development and training opportunities, • Medical, prescriptions, dental and vision insurance, • Retirement savings plan with company match, • Company-paid and supplemental life insurance, • Short Term/ Long Term disability, • Group Life Insurance and AD&D, • Other Volunteer Insurance Benefits, • Flexible spending accounts, • Paid vacation, sick and personal leave, • 11 paid holidays, • Tuition reimbursement, • Employee referral bonus program, • Parenting leave, • Pet's Insurance Work Schedule: Monday - Friday, 9:00 AM - 5:30 PM

Supervisor: Director of Special Populations Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 2026. However, the position may be closed prior to that date if a qualified candidate is hired. The Opportunity: Global Citizens is seeking a passionate Dedicated Aide to support students with special needs in our inclusion classrooms. The Dedicated Aide will assist with specialized instruction and related services for students in grades Pre-K3 Grade 3. The types of students with special needs who have Dedicated Aides assigned to them include: students with autism, pervasive developmental disorder (PDD), developmental delays in one or more areas, intense behavioral challenges, multiple learning problems, and other related disorders. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Key responsibilities include, but are not limited to: • 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, • 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 student's social, emotional, and academic development; serves as a mentor teacher for support teachers, • Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions, • Participate in professional development and coaching cycles led by Principal and other instructional leaders, • Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement, • Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth and achievement Major Duties and Responsibilities • Support a Student with Special Needs throughout the School Day, • Assist the student with participating in lessons, daily activities, and assessments, • Support the student with daily living activities (e.g. eating and toileting,) as needed, • Facilitate independent work with materials in the inclusion environment, • Teach lessons under the direction of the lead teacher and the special education teacher in the resource room, • Implement prescribed behavioral strategies and positive behavior support in all settings, • Accompany and assist students during related service sessions (speech therapy, occupational therapy, etc)., • De-escalate students and use counseling skills, • Collaborate with Teaching Team and Special Education Team, • 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, • Learn about writing IEP goals, progress summaries and report cards, • Assist in Data Collection and Record Keeping, • 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, • Follow Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully, • 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, • 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, • Other duties as assigned. Dedicated Aide Requirements: • Possess a minimum of a High School Diploma (an Associate's degree or Bachelor's degree preferred), • At least two years of classroom experience, preferably in a public school or urban setting, • Willingness to take Behavior Technician and Crisis Prevention and Intervention (CPI) training, • Deep experience and knowledge of learning standards and student-centered curriculum, • An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities, • Ability to excel as a member of a multidisciplinary team and an instructional team, • Ability to work in a multicultural, multilingual environment, • Strong communication skills (both oral and written), • ABA and RBT experience recommended, but not required Compensation

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

We are part of Knightsbridge Restaurant Group that also encompasses Rasika, Bombay Club, Sababa, La Bise, Annabelle, Modena, & more.This is one of two carry-out restaurants in the group.We are seeking to hire nighttime and weekend cashiers (experience is a plus).We are searching for hard working, te

We are seeking an enthusiastic and motivated Entry-Level to support promotional events and marketing research activities.This role involves interacting with customers in person, assisti

Description: Front Desk Receptionist.At Monterey Bay Vascular, our vascular surgeons set the standard in providing the best patient outcomes by administering the highest quality care through our exceptional clinical and support staff.Our amazing staff is gifted and caring professionals that treat ou

Forbes’ list of America’s Best Startup Employers for 2025!.THB) was created to fill an obvious need in an underserved community.Inspired by love and brought to reality through passion and determination, The Helper Bees was founded to empower older adult citizens and their families in their searc

CareMaxx - - Responsibilities: Provide companionship to seniors; Assist with activities of daily living; Help with grooming, bathing, transfers; Provide transportation to appointments; Observe and report client changes to supervisor.

Home Care Evolution - - Responsibilities: Personal care with dignity; Healthy meals and homes; Daily mobility and exercise; Medication reminders; Meaningful companionship.

Home Helpers Home Care - North Chesterfield Court - Responsibilities: Aiding with activities of daily living; Assisting with shopping, errands & transportation; Picking up prescriptions & telehealth visits; Light housekeeping; Meal preparation.

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Home Care Evolution - - Responsibilities: Grocery shopping, errands, light housekeeping, meal preparation; Private duty care including bathing and toileting; Companionship and safety supervision; Travel with clients and provide safety supervision; 24 Hour/Overnight care including morning/evening rou