<h3>Job Description</h3>
Job Description
Job Goal: 
To contribute to the overall effectiveness of the teaching team by assisting the teachers with planning, implementing and evaluating school activities.
Essential Responsibilities: 
<ul>
<li>Be prompt and dependable</li>
<li>Meet with teacher to plan and discuss the day’s events</li>
<li>Listen and talk with children</li>
<li>Comfort injured or sad children</li>
<li>Assist the children with mealtime duties, (setting table, serving, eating and cleaning up)</li>
<li>Participate in large and small group activities and routines, offering individual attention when needed</li>
<li>Play with children during free choice and outdoor time</li>
<li>Consult with the teacher to gain an understanding of acceptable methods for handing discipline concerns</li>
<li>Assist the children in their daily routines, (hand washing, tooth brushing, coat zipping, etc.)</li>
<li>Keep all classroom matters confidential</li>
</ul>
Bus Monitor Responsibilities 
<ul>
<li>Monitor children and adults while being transported.</li>
<li>Ensure that all child restraints are properly installed and fastened on the bus.</li>
<li>Assist with boarding and exiting the bus.</li>
<li>Help with evacuations and assist in the event of an emergency.</li>
<li>Demonstrate positive guidance techniques with children.</li>
<li>Help with evacuation drills which are done monthly</li>
<li>Ensure that bus is attended at all times by the driver, teacher, monitor or parent when children are present.</li>
<li>Assist with post trip inspection of bus to assure all students have departed from bus</li>
<li>Assist with the delivery of take home material</li>
</ul>
General Staff Responsibilities: 
<ul>
<li>Participate in staff meetings, conferences, training sessions and workshops as assigned  </li>
<li>Demonstrate familiarity with employment policies, performance standards, work plan and objectives of Agency  </li>
<li>Maintain congenial and respectful relations with staff, children, families and community  </li>
<li>Keep current and accurate records and file reports on time  </li>
<li>Maintain confidentiality in regards to staff and family information  </li>
<li>Maintain objectives and professional standards  </li>
<li>Improve self‐skills and education  </li>
<li>Fulfill role as mandated reporter as stated in Child Abuse and Neglect Policy  </li>
<li>Be present at work in order to provide consistency of services  </li>
<li>Be a contributory team member in a positive/productive manner  </li>
<li>Demonstrate commitment to mission, values, and policies in the performance of daily duties  </li>
<li>And or any other duties deemed necessary by your supervisor </li>
</ul>
Education Requirements: 
<ul>
<li>High school education or equivalent</li>
</ul>
Experience and Skills Requirements: 
<ul>
<li>The ability to relate to children and perform tasks dealing with children</li>
<li>Current First Aid, CPR, and Food Handler’s card (preferred)</li>
<li>Head Start experience (preferred)</li>
<li>Community service experience (preferred)</li>
<li>Multi‐cultural experience (preferred)</li>
</ul>
*Salary is commensurate with education and experience. 
Physical Requirements: 
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. While performing the duties of this job, the employee is required to: 
<ul>
<li>Observe, compare, and monitor behaviors, records and data to determine compliance with prescribed standards</li>
<li>Comprehend, analyze, and make inferences and references from written material</li>
<li>Lift children up to 50 pounds from the floor to waist high ten to fifteen times a day</li>
<li>Frequently crouch to a child’s height and maintain eye contact at a child’s level; stand tall enough to reach children on play equipment; stand or sit for long periods of time; walk up and down stairs; walk or run quickly; walk over rough or uneven ground.</li>
<li>Frequently bend and kneel.</li>
<li>Maintain the safety of the environment and children through visual, auditory and smelling senses</li>
<li>Set up a classroom which requires moving of tables, chairs, shelves etc.</li>
<li>Kneel or sit on the floor or in child sized furniture.</li>
<li>Make precise arm‐hand positioning movements and maintain static arm‐hand positions</li>
<li>Make skillful, controlled manipulations of small objects</li>
<li>Perform regular sanitation of classroom and equipment which may require the use of broom, carpet sweeper, and mop.</li>
</ul>
Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. 
Work Environment/Conditions: 
<ul>
<li>Requires working indoors in environmentally controlled conditions, as well as in an outdoor learning environment (exposure to weather) </li>
<li>Requires exposure to cleaning fluids and sanitizing agents.</li>
<li>Job tasks are performed in close physical proximity to other people</li>
</ul>
Safety: 
Apply safe practices in the performance of duties 
<ul>
<li>Reporting of unsafe or hazardous working conditions and/or any injury immediately</li>
<li>Complying with Agency safety standards</li>
<li>Participate in emergency drills</li>
<li>Promote a culture of safe environments in the workplace</li>
</ul>
Agency‐Wide Requirements: 
<ul>
<li>Current enrollment in the Child Care Division’s Central Background Registry</li>
<li>Current physical examination, drug screen, and TB screen documentation prior to hire</li>
<li>Ability to drive a private or Agency vehicle; must possess a valid driver's license and personal automobile or provide a plan that will allow fulfillment of position requirements. A DMV Record check will be conducted prior to hire.</li>
<li>Desire to work with low‐income children and their families</li>
<li>Communicate effectively with staff, families, children, and the public using the telephone and in face‐to‐face, one‐to‐one, and in group settings</li>
<li>Fluent in English both verbally and written</li>
</ul>
The job description does not constitute an employment agreement between the employer and the employee and is subject to change by the employer as the needs of the employer and requirements of the job change.  
Umatilla-Morrow Head Start, Inc. is committed to providing equal employment and advancement opportunities to all individuals in all aspects of employment, including, but not limited to, recruitment, hiring, job assignments, promotions, career advancement opportunities, working conditions, scheduling, disciplinary action, termination of employment, compensation, and access to benefits and training. We recruit, hire, and promote into all job levels the most qualified applicants without regard to legally protected characteristics.

Substitute Teacher Assistant

<h3>Job Description</h3>
Job DescriptionBenefits: 
<ul>
<li>Competitive salary</li>
<li>Free uniforms</li>
<li>Health insurance</li>
</ul>
 Role: Infant Teacher at Primrose School of Midland at Westridge Calling All Passionate Individuals: Become an Early Childhood Infant Teacher! Are you eager to make a difference in the lives of young children? Do you have a natural passion for nurturing and a love of learning? Primrose Westridge wants YOU to join our team as an Early Childhood Infant Teacher- no nights, no weekends! Position: Daycare Infant Teacher As an Infant Teacher, you'll embark on an exciting journey of discovery alongside our little learners. You'll build trusted relationships with families as you provide nurturing care and help infants develop their foundation. Our exclusive digital learning platform provides everything you need to create joyful learning experiences for the babies in your care. Welcome to... The Beginning of Something Big! At Primrose School of Midland at Westridge a, youll find: 
<ul>
<li>Exclusive and time-tested Balanced Learning curriculum, delivered in a digital platform for easier delivery and mastery</li>
<li>Competitive pay and benefits</li>
<li>A joyful and welcoming childcare environment</li>
<li>An on-site school leadership team invested in your growth</li>
<li>Engaged, caring franchise owners</li>
<li>High-quality facilities focused on health and safety</li>
</ul>
Responsibilities 
<ul>
<li>Create a nurturing and stimulating classroom environment for infants</li>
<li>Implement age-appropriate lesson plans that are created for you</li>
<li>Ensure a safe and clean learning space</li>
<li>Communicate effectively with children, parents, and staff to foster a supportive community</li>
<li>Participate in ongoing professional development to enhance teaching skills and knowledge</li>
<li>Support childrens individual learning needs and encourage their social and emotional growth</li>
</ul>
Qualifications 
<ul>
<li>Strong communication skills</li>
<li>Passion for nurturing and educating young children</li>
<li>Experience in early childhood education and preschool settings preferred</li>
</ul>
We believe that who children are is just as important as who they become. If youre looking for more than a daycare and you're passionate about providing the highest quality education and care to help children develop and learn during their first five years, consider a career with us! Salary Range: $13.00 - $17.00 Shift Schedule: 8:30 - 5:30 Ready to Make a Difference? If you're excited to embark on an exciting adventure of bringing wonder to little learners, we want to hear from you!

Infant Teacher

<h3>Job Description</h3>
Job Description
Preschool Learning Academy of York (PLAY) in York, NE, is looking for an energetic, nurturing person who desires to contribute to an excellent environment of education through play, while helping to shape the future of our preschoolers.
RESPONSIBILITIES
<ol>
<li>Utilize integrated curriculum plans, which reflect developmentally appropriate practice, parental and cultural influences, promote the social, emotional, physical and cognitive development of enrolled children, and support the programs school readiness goals.</li>
<li>Assist the teacher to collect and enter child assessment data.</li>
<li>Support an atmosphere that promotes and provides opportunities for parent engagement and community partnerships.</li>
<li>Model sensitivity, build and foster relationships.</li>
<li>Communicate effectively and professionally.</li>
<li>Ensure the operation and maintenance of a safe, clean, healthy and productive work environment.</li>
<li>Maintain professional competence through professional growth and development opportunities.</li>
<li>Maintain accurate records and documentation in a timely manner.</li>
<li>Other duties as assigned.</li>
</ol>
MINIMUM QUALIFICATIONS
<ol>
<li>Proof of high school diploma or GED</li>
<li>Must possess or be willing to obtain a Child Development Associate certification or certification/degree as described in the current BVCA Children Services condition of employment.</li>
</ol>
BENEFITS
<ul>
<li>This is a full time position at 36 hrs/week; M-F; off over the summer approx mid-May through mid-Aug</li>
<li>Medical, Dental, Vision, Basic Life &amp; AD&amp;D, Voluntary Life, Short-Term Disability, Long-Term Disability, Accident/Cancer/Hospital Confinement Indemnity Plans, Employee Assistance Program, 403 (b) Retirement Plan, Paid Time Off.</li>
</ul>

 #hc203296

Teacher Aide - York 1888

<h3>Job Description</h3>
Job DescriptionPosition Type: Part-Time Hours: Afternoon shift (typically 12:00 PM 6:00 PM, hours may vary) Location: On-site Position Overview We are seeking a dependable and nurturing Afternoon Resource Teacher to support our classrooms during the second half of the day. This role is essential in maintaining ratio, providing classroom coverage, assisting teachers, and ensuring a smooth, safe, and engaging afternoon for our students. Key Responsibilities 
<ul>
<li>Support lead and assistant teachers across classrooms as needed </li>
<li>Step into classrooms to maintain proper teacher-to-child ratios </li>
<li>Assist with afternoon activities, transitions, rest time, and dismissal </li>
<li>Provide coverage for staff breaks and absences </li>
<li>Help maintain a clean, safe, and organized classroom environment </li>
<li>Engage positively with children and support their social and emotional needs </li>
<li>Follow all school policies, licensing requirements, and safety procedures </li>
</ul>
Qualifications 
<ul>
<li>Experience working with children preferred (childcare, preschool, or school setting) </li>
<li>Must be patient, reliable, and flexible </li>
<li>Ability to work well as part of a team </li>
<li>Strong communication and time-management skills </li>
<li>Must meet state childcare requirements (background screening, training, etc.) </li>
</ul>
Why Join Us 
<ul>
<li>Supportive and family-oriented work environment </li>
<li>Consistent afternoon schedule </li>
<li>Opportunity to gain hands-on experience in early childhood education </li>
<li>Meaningful role making a daily impact on children and classrooms </li>
</ul>

Afternoon Resource Teacher

<h3>Job Description</h3>
Job DescriptionSalary: Salary starts at $59,995 - $90,774 and will be commensurate with degree and years of experience 
Location: Washington, DC Department: Academics Application Deadline: Until filled Employment Type: Full-time Expected Start Date of Position: July 1, 2025 Reports to: SPED Coordinator Compensation: Salary starts at $59,995 - $90,774 and will be commensurate with degree and years of experience FLSA Status: Exempt 
 
About Breakthrough Montessori Public Charter School 
Breakthrough Montessori Public Charter Schools mission is to provide diverse families in Washington, DC, a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them.
 
Founded in 2016, Breakthrough Montessori is a public charter school in Washington, DC. We will serve 388 students in PK3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children. Students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education.
 
Our school is grounded in an institutional commitment to development, prevention, and community. We support humandevelopment through an uncompromising application of the time-tested Montessori instructional model. We support prevention through early learning, support and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement. 
 
Breakthrough Montessori PCS is committed to equity in all areas of our schools work. We are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds.
Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth. 
 
Position Overview: The Special Education Case Manager position is for 11 months. Typical working hours are Monday from 8:00 AM to 4:30 PM and Tuesday through Friday from 8:00 AM to 4:00 PM. 
 
Reporting to the Special Education Coordinator, the Case Manager is a credentialed special education professional responsible for key functions in the following areas: administrative support and program management, record keeping and compliance, training and professional development, and delivery of specialized instruction.
 
Administrative Support and Management:
<ul>
<li>Manage all Special Education (SpEd) calendars in collaboration with the SpEd Coordinator, schedule meetings, and respond to inquiries related to special education services as needed or when requested by families.</li>
<li>Facilitate effective communication between special education staff, parents, and administrators.</li>
<li>Assist with the implementation of special education programs and services, including support for annual IEP meetings and related activities.</li>
<li>Collect and analyze data related to the effectiveness of special education programs and services.</li>
<li>Supervise the team of dedicated aides, including managing daily coverage schedules.</li>
<li>Under the guidance of the Special Education Coordinator, provide support to Resource Room staff in selecting and implementing appropriate curriculum materials.</li>
</ul>
 
Record Keeping and Compliance:
<ul>
<li>Maintain accurate student records, including IEPs and all related documentation.</li>
<li>Collaborate regularly with general education teachers and service providers to address student needs and monitor progress.</li>
<li>Prepare and mail dated IEP Progress Reports in alignment with the schools Progress Report and Report Card schedule.</li>
<li>Maintain copies of all IEP Progress Reports in individual student files.</li>
<li>Disseminate IEP information to general education teachers and relevant service providers (e.g., therapists, transportation staff).</li>
<li>Distribute IEPs to general education teachers and collect required signatures.</li>
<li>Send Notices of IEP Team Meetings to all invited participants at least 10 calendar days prior to the meeting date; document all responses (e.g., administrator, parent, related service providers, general education teacher, student age 16+).</li>
<li>Facilitate IEP team meetings to review and discuss draft IEPs.</li>
<li>Finalize IEP documents following team input.</li>
<li>Provide finalized IEP copies to parents/guardians</li>
<li>Ensure that record keeping and administration complies with all local and federal laws regarding students with IEPs and those referred to special education.</li>
<li>Organize and maintain student records (both paper and electronic) in accordance with school and OSSE standards.</li>
<li>Participate in student enrollment and attendance-related meetings as needed, supporting appropriate placement decisions and promoting consistent school participation for students with IEPs.</li>
<li>Track and manage inventory of special education materials.</li>
</ul>
 
Training and Professional Development:
<ul>
<li>Assist in the development and delivery of staff training on special education laws, procedures, and best practices.</li>
<li>Plan and facilitate Monday Early Release professional development sessions, with guidance from the Special Education Coordinator.</li>
</ul>
 
Specialized Instruction and Case Management
<ul>
<li>Manage a small caseload of special education students and the implementation of their IEP plans in an inclusive setting.</li>
<li>Provide direct and indirect services to students on assigned caseload.</li>
</ul>
 
Other
<ul>
<li>Coordinate ESY program</li>
</ul>
 
Education and Experience:
<ul>
<li>Special Education degree and/or certification</li>
<li>Masters degree in related field</li>
<li>10 years of work experience in the field of special education </li>
</ul>
 
Benefits:
We provide employees with a robust leave policy that includes:
<ul>
<li>Paid personal time off</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>An individual professional development budget of $250/year to pursue additional PD opportunities;</li>
<li>Conference participation and</li>
<li>A Continuing Education grant 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 (Carefirst Blue Cross)</li>
<li>Retirement (Vanguard Retirement)</li>
<li>AFLAC </li>
<li>Long-term disability </li>
</ul>
 
For information on Breakthrough Montessori PCS, including more information on 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.

Special Education Case Manager

<h3>Job Description</h3>
Job DescriptionSalary: 
We are looking for a qualifiedInstructional Behavior Techto directly support the mission of Statesmen College Preparatory Academy for Boys by providing one-on-one instructional support, small group instruction and behavioral support for scholars who are both typical and exceptional learners in the general education environment.
 The person best suited for this role is a learning-oriented and inspirational adult with a desire to impact the overall academic experience of underserved students. You will be an effectual adult looking to expand your knowledge and practice within the classroom. The best candidates have more than the required High School Diploma or GED. 
Please see below for full job description. 
Responsibilities
<ul>
<li>Deliberately building and leveraging strong relationships for outcomes for children.</li>
<li>Leveraging relationships in working with young male scholars for the purpose of increasing their engagement in high-quality instruction.</li>
<li>Supporting the service provision and implementation of intervention strategies specific to the students under their purview.</li>
<li>Coordinating communication regarding progress towards goals and necessary program changes with parents/guardians and teachers.</li>
</ul>
Requirements
<ul>
<li>High School Diploma or GED - Bachelor's Degree preferred</li>
<li>Strong communication and interpersonal skills</li>
<li>Strong organizational and problem-solving skills</li>
<li>Ability to multitask and prioritize tasks</li>
<li>Ability to work independently and as a team</li>
<li>Proof of full COVID-19 vaccination (or a qualified exemption)</li>
<li>Authorized to work in the US (Statesmen does not sponsor employment visas)</li>
</ul>
Statesmen College Preparatory Academy for Boys PCS seeks diversity in its student/parentbody,faculty,BoardofTrustees,staff, andadministration.WhileStatesmenAcademyforBoysis a single-genderacademy,itisanorganizationdeeplycommittedtodiversity,equity, andinclusion. Therefore, the organization's policy and commitment are not to make employment decisions based on race, color, national origin, ethnicity, religion, sex, gender, sexual orientation, disability, age, or otherpersonalorprofessionalstatus. Full Job Description

Instructional Behavior Tech

<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: $55-$60 Hourly 
Job Summary The Allicock Group (TAG) is seeking passionate and committed Special Education Teachers to join our mission-driven team supporting DC charter schools. This role is ideal for educators who are dedicated to empowering students with diverse learning needs and fostering inclusive classrooms that promote academic achievement, emotional well-being, and social growth. Special Education Teachers at TAG collaborate closely with school teams to design and deliver individualized instruction that ensures every student can succeed. 
 Duties:
<ul>
<li>Develop, implement, and monitor Individualized Education Programs (IEPs) tailored to each students unique strengths and needs.</li>
<li>Adapt and deliver engaging, differentiated instruction to accommodate varied learning styles and abilities.</li>
<li>Collaborate effectively with general education teachers, service providers, and families to support student learning and development.</li>
<li>Provide direct instruction and targeted interventions in academic, behavioral, and social-emotional areas.</li>
<li>Track and document student progress, adjusting instructional strategies as needed.</li>
<li>Maintain a positive and inclusive classroom environment that fosters respect, engagement, and active participation.</li>
<li>Attend and actively contribute to IEP meetings, staff trainings, and school-wide initiatives. </li>
</ul>
 Skills:
<ul>
<li>Bachelors degree in Special Education or a related field (Masters degree preferred).</li>
<li>Valid District of Columbia Special Education Teaching Certification.</li>
<li>Experience working with students with disabilities in inclusive and/or self-contained settings.</li>
<li>Strong knowledge of IDEA, IEP development, and evidence-based interventions.</li>
<li>Excellent communication, collaboration, and organizational skills.</li>
<li>A deep commitment to equity, inclusion, and the belief that every student can achieve success.</li>
</ul>

Special Education Teachers

<h3>Job Description</h3>
Job Description:\n\nSalary: Position:Third Grade Special Education/English Learner Support Teacher Supervisor: Special Education Coordinator Start Date: August 2026 Application Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. Please note that we will begin reviewing applications starting on January 5, 2026. The Opportunity: We are seeking 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 c

SY 2026-2027: Third Grade Special Education/English Learner Support Teacher

<h3>Job Description</h3>
Job DescriptionSalary: Salary Range: $60,480 - 96,026 per year, based on experience, plus benefits. 
Special Education Teachers work with students inside or outside the classroom in small group or 1:1 sessions during the morning and afternoon work blocks according to the hours in the student's IEP. Under the direction of the Campus Director of Special Education, the Special Education Teacher will provide specialized instruction to children with varying disabilities. The teacher will be responsible for delivering academic interventions, participating in parent education and conferences, writing Individual Education Plans, and maintaining other documentation, and assessments.
 
Major Duties and Responsibilities
Curriculum, Collaboration, and Classroom Management
<ol>
<li>Implementing engaging instruction based on the IEP goals and objectives of each student.</li>
<li>Collaborate with the general education teachers and the Special Education Coordinator for push-in and pull-out services.</li>
<li>Preparing the classroom environment to meet the students needs and interests.</li>
<li>Develop materials for the targeted instruction.</li>
<li>Support the design and implementation of Behavior Intervention Plans</li>
<li>Serve on the schools student support team</li>
</ol>
Parent Education, Meetings, and Conferences
<ol>
<li>Assisting in the development of and participation in school functions, including but not limited to open houses, orientation meetings, parent education, and school-wide activities.</li>
<li>Preparing documents and reports necessary to facilitate parent-teacher conferences, IEP meetings, or other meetings requested by parents or school administration.</li>
</ol>
Record-Keeping and Data Assessment
<ol>
<li>Writing high-quality Individualized Education Plans in a timely manner</li>
<li>Maintaining student records, reports, evaluations, inventories, and tests.</li>
<li>Completing all progress monitoring and benchmark assessments on time as scheduled by administration.</li>
<li>Participating in all assessment-related training.</li>
<li>Preparing student progress reports and assessment reports as required by administration.</li>
</ol>
 
The ideal candidate will:
<ul>
<li>Meet state educational requirements, preferably a valid state-issued teaching license for Cross-Categorical Special Education in elementary education, or meet eligibility, including undergraduate studies in Special Education and passing scores on Praxis I &amp; II.</li>
<li>Have experience working with children with moderate to severe disabilities.</li>
<li>Have at least 2 years of classroom experience, preferably in a public setting.</li>
<li>Demonstrate a willingness to integrate data and assessment with the traditional Montessori curriculum to close the achievement gap for our students.</li>
<li>Have a firm commitment to upholding the schools mission.</li>
</ul>
 
EEO Statement
Lee Montessori is an equal-opportunity employer. Applicants will not be discriminated against because of race, color, creed, sex, sexual orientation, gender identity or expression, age, religion, national origin, citizenship status, disability, ancestry, marital status, veteran status, medical condition, or any protected category prohibited by local, state or federal laws.

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