<h3>Job Description</h3>
Job Description:\n\nSalary: Position: Special Education/English Learner Teacher Supervisor: Founding Special Education Coordinator Start Date: August 2025 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025. The Opportunity: We are seeking a Student Support (Special Education/English Learner) Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. Mission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. Vision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world. Philosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Student Support (Special Education/English Learner) Teacher Job Description The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders that influence the lives of children at Global Citizens PCS. Special Education/English Learner Teachers will work with general education teachers to foster a student-centered learning environment that respects the culture and identity of each and every child, so they can thrive academically, socially, and emotionally. In early childhood, our children will learn all content areas in the partner language for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). Student Support (Special Education/English Learner) Teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families. Key responsibilities include, but are not limited to: School Mission and VisionImplement a shared school mission and vision to promote each students social, emotional, and academic developmentActively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each studentReinforce the mission with students and families, inspiring them to act on the mission every single dayReflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learningCollaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School CultureModel ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleaguesContribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachersSet personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessionsParticipate in professional development and coaching cycles led by Principal and other instructional leadersEncourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvementDevelop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement ComplianceImplement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure complianceAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state lawAnalyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school yearAdminister the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments Case ManagementServe as case manager for students with a 504 accommodation planUpdate IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarterInform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshotsIssue quarterly progress reports on IEP, 504s, and BIPs goals for students &amp; familiesProvide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandatesMonitor and support implementation of goals and objectives in content Curriculum, Instruction, and AssessmentCase manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventionsDesign and implement engaging instruction based on IEP goals and objectives for each studentAddress IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groupsCollaborate with general education teachers and the Special Education Coordinator to assess every students mastery of the content and diagnose areas of student misunderstandingServe as owner of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review processUtilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activitiesSet clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basisActively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessmentCollaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learningEnsure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Service DeliveryOversee the delivery of both instruction and related services as stipulated on IEPsProvide and/or support modifications and accommodations as needed in classroomsCo-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each studentMaintain a portfolio of student work samples, anecdotal data, and classroom observationsServe as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)Be accountable for students mastery of academic standardsCo-facilitate professional learning and training to teachers, staff, and families Equitable and Inclusive Student SupportImprove and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student)Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral changeWork with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students needsUse student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gapsServe as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populationsAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law Student and Family EngagementBuild rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about themEnsure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetingsPromotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusivenessImplement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school missionEngage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic developmentProvides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students progress towards their IEP goals), and school challenges and accomplishmentsPlan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goalEvaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications planCreates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families) The ideal candidate is highly knowledgeable in the following:Effective language acquisition strategiesResearch-based, tiered instructional strategiesEarly Childhood curriculum, instruction, &amp; developmentData analysis protocolsCulturally Sustaining PedagogyAnti-racist beliefs and practicesResponsive Classroom/Restorative Justice/Conscious DisciplineReaders and Writers Workshop &amp; Play-Based Centers Special Education Teacher/Co-Coordinator Requirements:At least three years of experience as a Special Education Teacher preferredMeet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special EducationA Bachelors degree or a Masters degree in Education and passing scores on Praxis I &amp; IIDeep experience and knowledge of learning standards and student-centered curriculumAn energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalitiesAbility to excel as a member of a multidisciplinary team and an instructional teamAbility to work in a multicultural, multilingual environmentStrong communication skills (both oral and written) Compensation Salary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package. Equal Opportunity Statement Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact wit

SY 25-26: Special Education/English Learner Teacher

<h3>Job Description</h3>
Job DescriptionSalary: Starting at $21 
Job description
Are you passionate about working with children and ensuring their safety and well-being? Capitol Language Services (CLS) is seeking enthusiastic individuals to join our team as After-School Substitute Instructor for SY 2025-2026. As an After-School Substitute Instructor, you will play a crucial role in providing a supportive and engaging environment for children during their after-school hours. We work with children PreK3 - 5th grade.
 
Key Responsibilities:
- Required availability Monday to Friday 3:00 to 6:00 PM. No partial weeks. - Demonstrate flexibility and adaptability in responding to last-minute schedule changes and stepping into various classroom roles as required.
- Engage and teach children various activities, such as arts and crafts, STEM, homework and monitor playground and snack time.
- Ensure safety, inclusivity and prevent bullying during the program hours.
- Adhere strictly to assigned schedules and notify any errors or inconsistencies.
- Take attendance during every transition.
- Manage student allergies and medical needs.
 
Additional Responsibilities:
- Follow protocols for inclement weather, ensuring activities are engaging and screen-free.
- Monitor bathroom breaks.
- Resolve minor behavioral issues by fostering peaceful resolutions.
- Report conflicts and incidents promptly to the Program Coordinator and complete incident reports.
- Set up, clean and store activity materials in assigned spaces.
 
Qualifications:
- Associates degree or equivalent combination of education and relevant experience.
- Must be at least 18 years old.
- At least 2 years of experience in childcare.
- Strong communication and interpersonal skills.
- Patience and the ability to handle various learning abilities.
- Good references from previous employers.
- Must be willing to undergo a DCPS background check.
 
Location: 
You will be assigned to ONE of our 4 locations in NW DC.
 
Benefits:
- $21 an hour.
- Bi-monthly attendance bonus.
- Opportunity to make a meaningful impact on childrens development and well-being.
- Potential to gain extra working hours if employed by camps during DCPS closings.
- Training provided. 
Note:
 
Capitol Language Services is an equal-opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees and children in our programs.
 
Job Type: Part-time
Pay: $21.00 per hour
Expected hours: 15 per week

After School Substitute Instructor

<h3>Job Description</h3>
Job DescriptionSalary: $18.00/hour About Shining Shining Stars Montessori Academy (SSMA)
Shining Stars Montessori Academy Public Charter Schools mission is to offer a quality Montessori education infused with culturally inclusive principles to guide children to develop to their fullest potential. <a href="http://www.shiningstarspcs.org" target="_blank">http://www.shiningstarspcs.org</a>
 
Position Summary:
Shining Stars Montessori Academy PCS (SSMA) seeks experienced individuals as to support our students from PreK3 - through the 6th grade to better access the curriculum .The person in this position is responsible for assisting with meeting the educational goals of students as outlined in their Individual Education Plan (IEP) and/or 504 Plan
 
The Dedicated Aide/Education Assistant will support the Shining Stars Montessori Academy PCS mission by assisting the Director of Special Programs , Learning Specialists and Guide with ensuring inclusion and educational consistency for identified child(ren) throughout the school day.
 
Essential Functions &amp; Accountabilities:
Provides individual academic and behavioral support for a child/children with Individualized Educational Plans (IEP), 504 Plans using intensive, research-based strategies under the direct supervision of the Director of Special Programs and Lead Guide/Teacher.
 
<ul>
<li>Provides 1:1/individualized behavioral supports to improve children's achievement of individual academic and behavioral goals in support of the childs IEP and/or 504 goals;</li>
</ul>
 
<ul>
<li>Keeps other members of the Montessori classroom teaching team informed of progress and challenges regarding the student;</li>
</ul>
 
<ul>
<li>Assist the student to participate in lessons, assignments, projects and assessments;</li>
<li>Assist the child with personal hygiene, meals , transitions through the building, during assemblies, field trips, and other daily indoor and outdoor activities, as required;</li>
</ul>
<ul>
<li>Actively participates in professional development opportunities provided and seeks out additional professional development;</li>
<li>Assist with the implementation of the students Behavior Intervention Plan, if applicable;</li>
<li>Maintain record and documentation related to the student as instructed/</li>
<li>Utilize the schools Restorative Justice Practice model,</li>
</ul>
<ul>
<li>Maintains confidentiality and treats all information about children and their families in the strictest of confidence.</li>
<li>Assist with supporting the Academic Team with presenting a robust synchronous distant learning program</li>
</ul>
 
Key Competencies:
<ul>
<li>Familiarity with the standards of professionalism including appropriate dress, attendance and timeliness</li>
<li>Strong communication skills in order to ensure effective, positive interactions with their teaching team, other staff, parents and children.</li>
</ul>
Qualifications:
<ul>
<li>Minimum of an Associate Degree required; Bachelors degree preferred</li>
<li>Prior experience working with children ages 3-13 years of age with exceptional needs in a public, public charter school setting</li>
<li>Competent in the use use of technology (computers, tablets, projectors, photocopiers, etc.)</li>
<li>Experience or familiarity with data driven instruction and use of a data system to record student activity</li>
<li>Experience or familiarity with the Montessori</li>
<li>Grace &amp; Courtesy model as a collaborative member of a high performing public charter school learning community of Montessori teachers, students, staff and parents.(preferred but not required)</li>
<li>Prior or demonstrated experience working with children with exceptional needs ages 3-12 preferred.</li>
<li>CPI training and certification preferred</li>
<li>A sense of humor and love of children is essential.</li>
</ul>
 
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 a welcoming environment for all members of our staff, clients, volunteers, subcontractors, vendors, and clients.

1:1 Paraprofessional (Dedicated Aide) SY 2025-2026

<h3>Job Description</h3>
Job DescriptionSalary: Starting at $70,000 
MISSION YouthBuild DC Public Charter School (YouthBuild PCS) is an alternative high school for young people seeking to transform their lives by re-engaging in their education in a non-traditional school environment. YouthBuild PCS prepares students for post-secondary education and the workplace by offering, in English and Spanish, academic, vocational and workforce development programs. YouthBuild PCS believes that service to the community is an essential part of the transformative process. Therefore, students serve their community through volunteer projects and by creating housing for low-income residents in the Washington, DC metropolitan area.
For more information about YouthBuild PCS, visit youthbuildpcs.org.
RESPONSIBILITIES Every student at YouthBuild PCS is assigned a Student Success Counselor/Coach to help them with overcoming challenges that impede their ability to be successful in school and in life. Through a combination of one-on-one counseling and group and community programming, a Student Success Counselor enables students to set and achieve goals and overcome obstacles to student success such as mental and physical health, transportation, housing, childcare, etc.
 
The Student Success Counselors primary responsibilities include, but are not limited to:
Counseling
Provide one-on-one counseling to students for the purposes of:
<ul>
<li>setting personal and school goals</li>
<li>assisting students with problem-solving and critical thinking to include self -analysis and self-management</li>
<li>supporting students with short term crisis intervention</li>
<li>increasing social skills, anger management, self-esteem, and conflict resolution,</li>
<li>systematically coaching students in the process of barrier identification and problem-solving, and;</li>
<li>ultimately ensuring sustained engagement and persistence in school and success in life</li>
<li>Create an environment that is supportive while reinforcing the need for individual student accountability</li>
<li>Maintain an effective system of record keeping and documentation which ensures confidentiality</li>
</ul>
 
Collaboration and Coordination
<ul>
<li>Participate in interdisciplinary team meetings including Student Support Team and IEP meetings as needed</li>
<li>Meet with academic and construction program teachers regularly to discuss counseling case reviews, behavior plan progress, social emotional curriculum planning as well as other concerns</li>
<li>Collaborate with outside agencies to share information and ensure creation of seamless service delivery plans for students</li>
<li>Meet with students and their families to effectively interpret the services of public and private agencies whose programs and services may meet their needs</li>
</ul>
 
Leadership and Training
<ul>
<li>Serve as an active member of the School Culture and Student Support team working closely with other departments to ensure student success</li>
<li>Advocate for students both at YouthBuild and as they navigate challenges outside of school</li>
<li>Conduct home visits when necessary</li>
<li>Co-facilitate student and family workshops</li>
<li>Co-facilitate teacher and staff professional development sessions</li>
</ul>
QUALIFICATIONS Successful candidates will possess the following qualifications:
<ul>
<li>Demonstrated passion for and commitment to YouthBuilds mission to transform lives of DC opportunity youth</li>
<li>Masters in social work, counseling, psychology or related field required</li>
<li>Valid professional license in the District of Columbia or eligibility to obtain licensure</li>
<li>Minimum of two years of clinical experience required; experience working as a school counselor or social worker in school-based settings, preferably urban or alternative school settings</li>
<li>Expertise in positive youth development principles and alternative high schools</li>
<li>Exemplary listening and interpersonal skills</li>
<li>Strong cultural competency skills, including excellent ability to communicate with diverse students and staff</li>
<li>Experience using data and data systems to make programming decisions and ability to coach others in the use of data to ensure service delivery meets the needs of all students</li>
<li>Ability to plan strategically and maintain a focus on results</li>
<li>Energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans</li>
<li>Extraordinary interpersonal skills and desire to work as a team player with teachers and staff</li>
<li>Ability to partner and create relationships with parents and community members</li>
<li>Ability to thrive in a highly collaborative work environment, and flexibility to navigate complex situations, tasks, and challenges</li>
<li>Energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans</li>
<li>Excellent verbal and written communication skills</li>
<li>Proficiency in Spanish strongly preferred </li>
</ul>
YouthBuild PCS is an Equal Opportunity Employer, and does not allow discrimination with respect to employment or any of the terms or conditions of employment because of race, ethnicity, national origin, gender, age, sexual orientation, sexual identity, marital status or religion.
Benefits:
<ul>
<li>401(k)</li>
<li>401(k) matching</li>
<li>Dental insurance</li>
<li>Employee assistance program</li>
<li>Flexible spending account</li>
<li>Health insurance</li>
<li>Health savings account</li>
<li>Life insurance</li>
<li>Paid time off</li>
<li>Parental leave</li>
<li>Professional development assistance</li>
<li>Retirement plan</li>
<li>Tuition reimbursement</li>
<li>Vision insurance</li>
</ul>
 
Schedule:
<ul>
<li>Monday to Friday</li>
</ul>
Education:
<ul>
<li>Master's degree</li>
</ul>
 
Experience:
<ul>
<li>clinical counseling: 2 years+ </li>
</ul>
 
Language:
<ul>
<li>Spanish (preferred)</li>
</ul>
 
License/Certification:
<ul>
<li>DC clinical license</li>
</ul>

Student Success Counselor

<h3>Job Description</h3>
Job DescriptionSalary: $20 - $25 
About the Role
We are hiring a Certified Peer Specialist (CPS) to join our Assertive Community Treatment (ACT) team serving adults with serious mental illness (SMI) in Washington, D.C. As required under 22-A DCMR 3426(f), the CPS serves as a fully integrated team member providing peer recovery support, advocacy, and empowerment-based services within a multidisciplinary treatment model.
The ACT team delivers intensive, person-centered behavioral health services in the communityincluding homes, shelters, and other natural settingsto help individuals remain stable, independent, and connected.
Key Responsibilities
<ul>
<li>Serve as a full-time, essential team member of the ACT team, working alongside clinicians, nurses, substance use specialists, and vocational staff.</li>
<li>Use lived experience with mental health and/or substance use recovery to build rapport, trust, and hope with individuals facing serious behavioral health challenges.</li>
<li>Assist clients in developing self-identified recovery goals and support them in working toward greater independence and community integration.</li>
<li>Offer peer-led recovery coaching, skill-building, and emotional support based on mutual understanding and shared lived experience.</li>
<li>Facilitate or co-facilitate peer recovery groups, wellness activities, and recovery education.</li>
<li>Accompany clients to medical, housing, or benefit-related appointments, and assist in navigating systems such as DBH, SSA, or Medicaid.</li>
<li>Engage clients through community-based outreach, especially those who are disengaged from services or in crisis.</li>
<li>Document all services according to agency and DBH requirements.</li>
<li>Uphold the values of trauma-informed, culturally competent, person-centered care.</li>
</ul>
Qualifications
Required:
<ul>
<li>Certified Peer Specialist (CPS) credential issued or approved by the C. Department of Behavioral Health (DBH).</li>
<li>Personal lived experience with recovery from a mental health condition and/or substance use disorder.</li>
<li>High school diploma or equivalent (GED).</li>
<li>Must meet staffing standards outlined in C. Municipal Regulation 3426(f) for ACT teams.</li>
<li>Strong interpersonal, communication, and collaboration skills.</li>
<li>Valid drivers license and reliable transportation (field work is required).</li>
</ul>
Preferred:
<ul>
<li>Experience working on a multidisciplinary team or in a mobile/community-based mental health setting.</li>
<li>Familiarity with D.C.s behavioral health system, housing, benefits, and harm reduction services.</li>
<li>Bilingual (Spanish, Amharic, ASL, or other languages) is a plus.</li>
</ul>
Benefits
<ul>
<li>Competitive salary based on experience</li>
<li>Ongoing peer support training and supervision</li>
<li>Supportive, team-oriented work culture</li>
</ul>
Work Schedule
<ul>
<li>Full-time</li>
<li>Flexibility</li>
<li>Majority of services are delivered in community settings (not office-based)</li>
</ul>

Certified Peer Specialist Assertive Community Treatment (ACT)

<h3>Job Description</h3>
Job DescriptionSalary: Salary range is $35,000- $58,676 and will be commensurate with degree and years of experience 
Job Opportunity: Dedicated Aide
Location: Washington, DC
Department: Student Support
Application Deadline: Until filled
Expected Start Date of Position: August 2025
Employment Type: Full-time
Reports to: SPED Coordinator
Compensation: Salary range is $35,000- $58,676 and will be commensurate with degree and years of experience
FLSA Status: Exempt
 
About Breakthrough Montessori Public Charter School
reakthrough Montessori Public Charter School's mission is to enable children to develop within themselves the power to shape their lives and the world around them.
Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education.
 
Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through a strict application of the time-tested Montessori instructional model. We support prevention through early learning, support, and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement.
Breakthrough Montessori PCS is committed to equity in all areas of our school's work. We believe in the unbounded potential of all children. Therefore, we are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds.
Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth.
 
Position Summary:
Breakthrough Montessori PCS seeks dedicated aides for the 2024-25 school year who are dedicated to public Montessori and excited to help shape this transformational school. The dedicated aide assists a student, helps them adapt to their classroom environment, and supports their learning to function independently at school. Under the direction of the Special Education Coordinator, and with the support of the Montessori Support Specialists, the dedicated aide uses research-based interventions to support their students academic, social-emotional, and behavioral growth.
 
Essential Functions and Responsibilities:
The Dedicated Aide is a 10-month position. Typical working hours are Mondays from 8:00 am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following:
 
<ul>
<li>Work with up to 4 students simultaneously while in the resource room; work with up to 2 students simultaneously while in the general education setting</li>
<li>Use the research-based strategies or interventions specified in the students IEP, 504, BIP or other written plan to:
<ul>
<li>Academic Support: Implement and document the use of student accommodations and modifications as outlined in the students Individualized Education Plan (IEP).</li>
<li>Academic Support: Encourage and support student participation in scheduled lessons throughout the school day (i.e. individualized, small group, whole group, etc.).</li>
<li>Social/Emotional Support: monitor/document students ability to initiate/respond to social interaction from peers; model appropriate social behavior; model emotional regulation strategies (supported by special education teachers and/or Counselor) and monitor students ability to co-regulate.</li>
<li>Behavior Support: Keep the student safe and ensure the student engages in safe behavior with their classmates;</li>
<li>Engage students in work and ensure that the student follows classroom norms and expectations</li>
<li>Ability to reteach lessons to students</li>
<li>Encourage self-discipline, independence, and responsibility</li>
</ul>
</li>
<li>Participate in professional development provided by the school on Montessori pedagogy, the appropriate use of Montessori classroom materials, and approved modifications of these materials.</li>
<li>Stay with all assigned students at all times, but fall back when the student is engaging appropriately and independently</li>
<li>Collaborate with classroom Guide and Assistant(s) to fully understand classroom routines; assist student in daily routines of the classroom (including greeting the Guide and transitions between activities in the class).</li>
<li>Implement any behavior or crisis plans that the student may have, including Behavior Intervention Plans as designed by a BCBA.</li>
<li>Maintain data systems for all assigned students; collect and keep data as requested, including frequency data for behaviors, student activities, etc.</li>
<li>Engage with all students related service providers, be present and participate (when appropriate) during the delivery of related services, and provide continuity between classroom interventions and related services.</li>
<li>Communicate effectively and professionally with colleagues, specifically the SPED Teacher and Special Education Coordinator</li>
<li>Participate in meetings, including:
<ul>
<li>Biweekly meetings of the student support team</li>
<li>Weekly meetings of the classroom team</li>
<li>IEP meetings (as necessary)</li>
<li>Inter-departmental meetings (as necessary)</li>
<li>All staff meetings</li>
</ul>
</li>
<li>Assist daily with arrivals, dismissals, and before care</li>
<li>Assist with classroom set up following dismissal</li>
<li>Participate in other school functions as requested by the Executive Director</li>
<li>Other duties, as assigned</li>
</ul>
 
Required Competencies and Qualifications:
<ul>
<li>Have a firm commitment to upholding the schools mission and anti-bias/anti-racist pedagogy.</li>
<li>Commitment to upholding the confidentiality of students and parents</li>
<li>Proven ability to work as a member of a diverse team of educators</li>
<li>Patience, punctuality, and responsibility</li>
<li>Team player; experience working with an instructional team</li>
<li>Excellent communication skills</li>
<li>Creative, energetic, and nurturing personality</li>
<li>Organizational and interpersonal skills</li>
<li>Enthusiasm and commitment to our vision and mission</li>
</ul>
Education and Experience:
<ul>
<li>Experience working with diverse populations of students, parents, and families.</li>
<li>High school diploma or equivalent required; bachelors degree preferred</li>
<li>Previous experience working with young children with behavior and academic challenges</li>
<li>Previous experience in a Montessori setting preferred</li>
<li>Experience with families from diverse backgrounds</li>
<li>Certification in SafetyCare preferred</li>
<li>Completion of a 40-hour online training course, selected by the school, within a timeframe set by the SPED Coordinator</li>
</ul>
Benefits:
We provide employees with a robust leave policy that includes:
<ul>
<li>Paid time off</li>
<li>Paid COVID sick leave</li>
<li>Paid family leave (in addition to DC paid family leave)</li>
<li>Paid bereavement leave</li>
<li>Paid leave for the observation of a religious holiday</li>
</ul>
Breakthrough invests heavily in the professional development (PD) of our faculty through:
<ul>
<li>A weekly early release schedule with professional development and collaborative planning time from 1:30-4:30 pm every Monday;</li>
<li>An individual professional development budget of $250/year to pursue additional PD opportunities;</li>
<li>Conference participation and</li>
<li>A Continuing Education grant application program that provides grantees up to $20,000 to complete Montessori teacher training, an advanced degree or other license.</li>
</ul>
Other benefits include:
<ul>
<li>Health, dental, vision</li>
<li>Retirement (Vanguard Retirement)</li>
<li>AFLAC</li>
<li>Educator wellness groups, facilitated by a clinical psychologist.</li>
</ul>
For information on Breakthrough Montessori PCS, including employee benefits and our company culture, visit our website at <a href="http://www.breakthroughmontessori.org" target="_blank">www.breakthroughmontessori.org</a>.
Breakthrough Montessori PCS is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

Dedicated Aide- School Year 25-26

<h3>Job Description</h3>
Job DescriptionSalary: 
Position: First Grade Chinese Lead Teacher
Supervisor: Founding Director of Teaching &amp; Learning
Start Date: August 2025
Application Deadline: Applications will be accepted on a rolling basis through June 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025.
 
The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in Mandarin Chinese at Global Citizens Public Charter School (Global Citizens PCS) for the 2025-2026 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.
 
Founding Chinese Lead Teacher (Kindergarten and Grade 1) 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 language teacher will teach all content areas in the target language and will serve as the instructional lead and model for the target language, Mandarin Chinese. The lead Mandarin Chinese teacher will teach all content areas in Mandarin Chinese. 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 &amp; 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
<ul>
<li>Implement a shared school mission and vision to promote each students social, emotional, and academic development</li>
<li>Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student</li>
<li>Reinforce the mission with students and families, inspiring them to act on the mission every single day</li>
<li>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</li>
<li>Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program</li>
</ul>
 
Equitable and Inclusive School Culture
<ul>
<li>Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues</li>
<li>Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers</li>
<li>Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions</li>
<li>Participate in professional development and coaching cycles led by Director of Teaching &amp; Learning and other instructional leaders</li>
<li>Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement</li>
<li>Mentors support teachers and develop a strong classroom culture</li>
<li>Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement</li>
</ul>
 
Curriculum, Instruction, and Assessment
<ul>
<li>Develop lesson plans and teach all core subjects Mandarin Language Arts (and Culture), as well as math and science</li>
<li>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</li>
<li>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</li>
<li>Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment</li>
<li>Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning</li>
<li>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</li>
</ul>
 
Equitable and Inclusive Student Support
<ul>
<li>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)</li>
<li>Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change</li>
<li>Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs</li>
<li>Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps</li>
<li>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</li>
</ul>
 
Family Engagement
<ul>
<li>Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust</li>
<li>Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives</li>
<li>Build and sustain positive, collaborative, and productive relationships with families to ensure student success</li>
<li>Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development</li>
<li>Participate in parent conferences and school-wide events and contributes to the broader school community</li>
</ul>
 
Lead Teacher Requirements:
<ul>
<li>Bachelors degree or a Masters degree in Education or Curriculum and Instruction</li>
<li>At least two years of combined experience as a teacher preferred</li>
<li>Teaching license is preferred, but not required</li>
<li>Deep experience and knowledge of learning standards and student-centered curriculum</li>
<li>Fluent speaking, reading, and writing in Mandarin Chinese</li>
<li>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</li>
<li>Ability to excel as a member of a multidisciplinary team and an instructional team</li>
<li>Ability to work in a multicultural, multilingual environment</li>
<li>Strong communication skills (both oral and written)</li>
</ul>
 
The ideal candidate is highly knowledgeable in the following:
<ul>
<li>Effective bilingual and language acquisition strategies</li>
<li>Research-based, tiered instructional strategies</li>
<li>Elementary curriculum, instruction, &amp; development</li>
<li>Data analysis protocols</li>
<li>Culturally Sustaining Pedagogy</li>
<li>Anti-racist beliefs and practices</li>
<li>Responsive Classroom/Restorative Justice/Conscious Discipline</li>
<li>Readers and Writers Workshop &amp; Play-Based Centers</li>
</ul>
 
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. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at <a href="mailto:careers@globalcitizensschool.org" target="_blank">careers@globalcitizensschool.org</a>.
 
Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

SY 25-26: First Grade Chinese Lead Teacher

<h3>Job Description</h3>
Job DescriptionSalary: $18.11 - 23.92 / Per Hour 
POSITION: Classroom Assistant (CA)
REPORTS TO: ECE Assistant Principal
Bridges is seeking a passionate Classroom Assistant (CA) to support the whole classroom in our non-categorical self-contained special education classrooms and general education classrooms. The Classroom Assistant will assist with instruction, social-emotional support, and related daily living support for students in grades PreK5th grade. Supporting classrooms with students who have emotional disorders, autism, pervasive developmental disorder (PDD), developmental delays in one or more areas, intense behavioral challenges, multiple learning problems, and other related disorders. There are two types of non-categorical special education classrooms where a Classroom Assistant could work. A non-categorical special education classroom rooted in the principles of ABA/VB to guide instruction and classroom management. Supervision is provided to all teaching team members by a certified BCBA practitioner. ABA or VB experience is desired but not necessary to apply for the position. Classroom training based on ABA and VB will be provided. Or a Bridge 2 classroom, which is an educational setting for students with diverse and significant learning needs where a teaching team provides instruction across multiple subjects throughout the day. This model offers individualized instruction and adapted lessons from the general education curriculum with aligned standards. Also, flexible scheduling and an environment to support the specific needs of students with disabilities while providing intensive support. This is a 10-month 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:
<ul>
<li>Responsibility</li>
<li>Engagement</li>
<li>Acceptance</li>
<li>Creativity</li>
<li>Honesty</li>
</ul>
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
<ul>
<li>Is a unique and independent individual who is prepared to pave their own path.</li>
<li>Self-advocates through their preferred communication modalities.</li>
<li>Welcomes diversity with inclusion, openness, acceptance, and respect for others.</li>
<li>Demonstrates empathy and a desire to help and support others in need.</li>
<li>Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals.</li>
<li>Is prepared for the next steps after leaving Bridges Public Charter School.</li>
</ul>
As a Classroom Assistant (CA), you will be responsible for
RESPONSIBILITIES INCLUDE
<ul>
<li>Collaborate with the Lead Teacher in the management of a non-categorical self-contained or inclusion classroom.</li>
<li>Implement prescribed care plan and assist with all Adaptive Daily Living Skills (ADLS) (toileting, cleaning, feeding, positioning) and assistive technology.</li>
<li>Maintain safety of students and act as a positive role model.</li>
<li>Support assigned student(s) with physical and academic support during instruction.</li>
</ul>
<ul>
<li>Regularly collect data to track students progress in 4 program areas: curriculum, IEP, ADLS, and ABA/VB (if applicable).</li>
<li>Follow Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully.</li>
<li>Collaborate with the Lead Teacher, special education service providers (speech, PT, OT), ELL teacher, School Nurse, and Assistant Teachers to address student needs in the classroom.</li>
<li>Assist in incorporating student(s) into all aspects of the academic environment.</li>
<li>Support the creation of a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students.</li>
<li>Contribute productively to the school as a whole.</li>
<li>Attend and participate in school events outside of regular school hours.</li>
<li>Other duties as assigned.</li>
</ul>
PROFESSIONAL RESPONSIBILITIES
<ul>
<li>Adhering to the 8:00 a.m.-4:00 p.m. work day</li>
<li>Regularly attends work and adheres to all attendance policies.</li>
<li>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.</li>
<li>Participate in weekly Professional Learning Community (PLC) meetings.</li>
<li>Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions.</li>
<li>Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return.</li>
<li>Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.</li>
<li>Reading provided school information and adhering to all deadlines.</li>
<li>Respond to all emails within 24 hours or the next business day.</li>
<li>Other professional duties as assigned.</li>
</ul>
SCHOOL CULTURE
<ul>
<li>Create and maintain a physically and emotionally safe environment for students.</li>
<li>Communicate respectfully with students, staff, and families at all times.</li>
<li>Model, practice, and discuss respectful, unbiased, and effective communication with students.</li>
<li>Other school culture expectations as assigned.</li>
</ul>
QUALIFICATIONS
<ul>
<li>Have a High School Diploma or GED, High School Diploma &amp; passed the ParaPro Exam, AA or 60 credit hours, BA or MA.</li>
<li>Child Development Associates' credentials and/or coursework in early childhood education/human development are strongly preferred.</li>
<li>Experience working in special education and/or with individuals with autism/severe behavioral and academic issues is strongly preferred.</li>
<li>Have prior work or volunteer experience with children or students with special needs.</li>
<li>Be committed to meeting the needs of a diverse student population.</li>
<li>Have a track record of being a team player and community-minded.</li>
<li>Be committed to their learning, including training in ABA/VB.</li>
<li>Demonstrate strong skills in partnering with families.</li>
<li>Be committed to meeting the needs of a diverse student population.</li>
<li>Have a track record of being a team player and community-minded.</li>
<li>Be committed to their own learning.</li>
<li>Have excellent time-management skills, attention to detail, and the ability to work independently.</li>
<li>Have a passion for urban public schools.</li>
<li>Adhere to a high level of professional and ethical standards.</li>
</ul>
COMPENSATION &amp; BENEFITS
$18.50 - $24.31 / hour + add-on of $2,000.00
Hourly rate is based on educational level, certification(s), and years of experience. The successful candidate will be hired on an hourly basis. 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 &amp; 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.

Classroom Assistant

<h3>Job Description</h3>
Job DescriptionSalary: 
Position: KindergartenEnglish Lead Teacher
Supervisor: Principal
Start Date: August 2025
Application Deadline: Applications will be accepted on a rolling basis through June 30, 2025. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 3, 2025.
 
The Opportunity: We are seeking lead teachers with experience in elementary school education to provide instruction in English at Global Citizens Public Charter School (Global Citizens PCS) for the 2025-2026 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 &amp; 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
<ul>
<li>Implement a shared school mission and vision to promote each students social, emotional, and academic development</li>
<li>Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student</li>
<li>Reinforce the mission with students and families, inspiring them to act on the mission every single day</li>
<li>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</li>
<li>Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program</li>
</ul>
 
Equitable and Inclusive School Culture
<ul>
<li>Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues</li>
<li>Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each students social, emotional, and academic development; serves as a mentor teacher for support teachers</li>
<li>Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions</li>
<li>Participate in professional development and coaching cycles led by Director of Teaching &amp; Learning and other instructional leaders</li>
<li>Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement</li>
<li>Mentors support teachers and develop a strong classroom culture</li>
<li>Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement</li>
</ul>
 
Curriculum, Instruction, and Assessment
<ul>
<li>Develop lesson plans and teach core subjects (English Language Arts and Social Studies) as well as math and science</li>
<li>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</li>
<li>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</li>
<li>Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment</li>
<li>Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning</li>
<li>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</li>
</ul>
 
Equitable and Inclusive Student Support
<ul>
<li>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)</li>
<li>Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change</li>
<li>Work with Special Education Teacher and English Learner Teacher to plan for and support all learners needs</li>
<li>Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps</li>
<li>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</li>
</ul>
 
Family Engagement
<ul>
<li>Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust</li>
<li>Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives</li>
<li>Build and sustain positive, collaborative, and productive relationships with families to ensure student success</li>
<li>Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each students social, emotional, and academic development</li>
<li>Participate in parent conferences and school-wide events and contributes to the broader school community</li>
</ul>
Lead Teacher Requirements:
<ul>
<li>Bachelors degree or a Masters degree in Education or Curriculum and Instruction</li>
<li>At least two years of combined experience as a teacher preferred</li>
<li>Teaching license is preferred, but not required</li>
<li>Deep experience and knowledge of learning standards and student-centered curriculum</li>
<li>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</li>
<li>Ability to excel as a member of a multidisciplinary team and an instructional team</li>
<li>Ability to work in a multicultural, multilingual environment</li>
<li>Strong communication skills (both oral and written)</li>
</ul>
 
The ideal candidate is highly knowledgeable in the following:
<ul>
<li>Research-based, tiered instructional strategies</li>
<li>Elementary curriculum, instruction, &amp; development</li>
<li>Data analysis protocols</li>
<li>Culturally Sustaining Pedagogy</li>
<li>Anti-racist beliefs and practices</li>
<li>Responsive Classroom/Restorative Justice/Conscious Discipline</li>
<li>Readers and Writers Workshop &amp; Play-Based Centers</li>
</ul>
 
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. Well review applications as we receive them until the position is filled. If you have any questions, please contact us at <a href="mailto:careers@globalcitizensschool.org" target="_blank">careers@globalcitizensschool.org</a>.
 
Global Citizens PCS is committed to building a team that reflects the varied backgrounds and experiences of the students we seek to serve. It is important to us that you use your application materials to clearly delineate ways in which your background and experience align with Global Citizens PCSs key pillars.

SY 25- 26: Kindergarten English Lead Teacher

<h3>Job Description</h3>
Job DescriptionSalary: $32000.00 - $52000.00 
Position: ECE Special Education Teacher Assistant (PreK-Kindergarten)
Reports to: Principal and Assistant Principal
$1000.00 dollar signing bonus for new hires!!!
 
Who We Are
Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are:
<ul>
<li>Responsibility</li>
<li>Engagement</li>
<li>Acceptance</li>
<li>Creativity</li>
<li>Honesty</li>
</ul>
 
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
<ul>
<li>Is a unique and independent individual who is prepared to pave their own path.</li>
<li>Self advocates through their preferred communication modalities.</li>
<li>Welcomes diversity with inclusion, openness, acceptance, and respect for others.</li>
<li>Demonstrates empathy and a desire to help and support others in need.</li>
<li>Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals.</li>
<li>Is prepared for next steps after leaving Bridges Public Charter School. </li>
</ul>
 
As a Special Education Teacher Assistant you will be responsible for
<ul>
<li>Working with the Lead Teacher in planning and managing an early childhood non-categorical self-contained classroom with high level special needs students</li>
<li>Supporting the development and implement of the classroom discrete trial instruction, social skills instruction, and behavior plan implementation in collaboration with the lead teacher under the supervision of the BCBA </li>
<li>Supporting assessing student progress regularly using VBMAPP Milestones, Transitions, and Barriers assessments.</li>
<li>Supporting collecting data to track students progress in 3 program areas: curriculum, IEP, and ABA/VB.</li>
<li>Supporting students during small group instruction </li>
<li>Providing support to students during specials classes (Gardening, Music, PE, Art) </li>
<li>Collaborating with the Lead Teacher, special education service providers (speech, PT,OT), ELL teacher and other Assistant Teacher(s) or Teaching Fellow(s). </li>
<li>Maintaining the daily attendance records for the classroom.</li>
<li>Facilitating Morning Meeting.</li>
<li>Organizing student breakfast and lunch. Maintaining breakfast and lunch count.</li>
<li>Providing support during recess to ensure students are safe.</li>
<li>Assisting with maintaining current bulletin boards (in class and hallway).</li>
<li>Creating a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students, implementing Responsive Classroom techniques.</li>
<li>Participating in Parent Teacher Conferences, contacting parents as needed/requested and providing translation as necessary.</li>
<li>Responding to students behavior appropriately and successfully.</li>
<li>Engaging parents and families in their students learning and acting as an ambassador for the school in the community.</li>
<li>Contributing productively to the school as a whole.</li>
<li>Attending and participating in school events outside of regular school hours</li>
<li>Other duties as assigned</li>
</ul>
 
PROFESSIONAL RESPONSIBILITIES 
<ul>
<li>Adhering to the 8:00 a.m.-4:00 p.m. work day</li>
<li>Regularly attends work and adheres to all attendance policies.</li>
<li>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.</li>
<li>Participate in monthly Professional Learning Community (PLC) meetings.</li>
<li>Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions.</li>
<li>Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return.</li>
<li>Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.</li>
<li>Reading provided school information and adhering to all deadlines.</li>
<li>Respond to all emails within 24 hours or the next business day.</li>
<li>Other professional duties as assigned.</li>
</ul>
 
SCHOOL CULTURE 
<ul>
<li>Create and maintain a physically and emotionally safe environment for students.</li>
<li>Communicate respectfully to students, staff and families at all times.</li>
<li>Model, practice and discuss respectful, unbiased and effective communication with students.</li>
<li>Other school culture expectations as assigned.</li>
</ul>
 
QUALIFICATIONS 
<ul>
<li>Have an AA, BA or MA or a high school diploma / GED and pass the Praxis ParaPro exam.</li>
<li>Have taken course work in early childhood education, elementary education, or human development.</li>
<li>Have prior work or volunteer experience with children or students with special needs.</li>
<li>Demonstrate strong skills in partnering with families.</li>
<li>Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members.</li>
<li>Be committed to meeting the needs of a diverse student population.</li>
<li>Have a track record of being a team player and community minded.</li>
<li>Be committed to their own learning.</li>
<li>Have excellent time-management skills, attention to detail, and ability to work independently.</li>
<li>Have a passion for urban public schools.</li>
<li>Adhere to a high level of professional and ethical standards.</li>
</ul>
 
SALARY &amp; BENEFITS 
Salary range: $32,000-$52,000/Per Year
Staff can also add up to an additional $2000.00 dollars to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic.
 
Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical &amp; 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.

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