Lower School Homeroom Teacher (long-term sub, Spring 2026)

Job Description

Job DescriptionAbout the School

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.

Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions. Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.

DIVISION: Lower School

REPORTS TO: Lower School Principal

SUPERVISES: N/A

FLSA: Exempt

TYPE OF ROLE: Full-time
TERM: Anticipated Mid-March through June 12, 2026

COMPENSATION: Salary (pro-rated and based on experience)

BENEFITS: Eligibility is dependent upon the exact duration of the term.
Note: Applications will be reviewed on a rolling basis.

About the Position

We are seeking an appropriately qualified and experienced Lower School Homeroom Teacher (1st Grade) to serve as a long-term sub from approximately Mid-March through June 12, 2026. The successful candidate will be a thoughtful and inspiring educator, keen to work with colleagues, students, and their parents in a student-centered, highly collaborative, inclusive, future-focused, learning environment.

Primary Duties and Responsibilities

• Creates a safe, collaborative learning environment that aligns with the school’s equity-driven mission.

• Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability) and experience working with a diverse student population and incorporating that knowledge into their culturally, and historically relevant instruction.

• Works collaboratively with colleagues to design and implement high-quality, engaging learning experiences.

• Fulfills duties of the homeroom teacher

  • Delivers math, literacy, and social studies lessons to approximately 16 students

  • Assesses student work using standards-based grading

  • Leads daily Morning Meeting and other aspects of Responsive Classroom

  • Emails weekly homeroom newsletter to families

  • Assists the class with transitions from one class to the next

  • Provides supervision and activities during Choice Time

  • Attends Assembly with assigned homeroom class

  • Ensures attendance is taken and communicates clear dismissal plans for students

  • Supervises students during assigned duties

  • Understands different communication styles and modifies classroom interactions accordingly.

  • Uses positive behavior interventions and support practices.

  • Uses observations/assessment data to inform teaching and improve learning, and to set individual learning goals.

  • Leverages technology, in support of the learning community.

  • Responds positively and restoratively to student needs and interactions between students.

  • Engages the parent community through consistent and clear communication about curriculum, school life, and each child’s personal learning journey.
    
    

Additional Duties and Responsibilities

• Performs other duties as assigned.

Qualifications

Education and Experience

• A B.A. in elementary education or similar discipline is required.

• A Master’s degree is preferred.

• 3 years or more of teaching experience at the elementary school level is required.

• Some experience supporting students receiving special education services is preferred.

Skills

• Create a safe and collaborative learning environment that aligns with the school’s equity-driven mission.

• The ability to work collaboratively with colleagues to design and implement high-quality, engaging learning experiences.

• Familiar with, and committed to, standards-based assessment, grading, and reporting.

• Familiar with, and committed to, the use of positive behavior interventions and supports.

• The ability to continually use diagnostic (e.g. Fountas and Pinnell), standardized, formative, and summative assessment data to inform teaching and improve learning, and to set individual learning goals.

• The ability to engage our parent community through consistent and clear communication about curriculum, school life, and each child’s personal learning journey.

• Skilled in working with a diverse student population.

• The ability to respond positively and restoratively to student needs.

• Flexible, innovative, and solution-focused.

• Committed to leveraging technology, in support of learning.

• A shared commitment to ongoing professional learning.

Americans with Disability Specifications

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.

D.C. Wage Transparency Act Disclosure

Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $64,000 annually for the 2025-2026 School Year, and each year of experience equates to approximately $1000 to 1500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability).

For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds

To Apply

Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.