Lead Teacher Jobs in District of Columbia

Carney, Sandoe & Associates, an education recruitment firm, is currently seeking Associate Teachers for the 2025-2026 school year at independent schools in the Washington DC area. The Associate Teacher position is a 1-3 year program designed to support aspiring educators by providing training, hands-on experience, and ongoing guidance. Associate Teachers are paired with an experienced classroom teacher who will serve as their mentor. Responsibilities: Subscribe to the school's core values, mission and philosophy and seek passionately to promote them. Participate in creating lesson plans, developing effective classroom management practices, and promoting a positive classroom environment. Collaborate with lead teacher to create a classroom atmosphere that promotes joyful learning and a welcoming, purposeful school tone and culture. Assist with creating and planning engaging lessons that foster active participation and promotes student enthusiasm for the subject matter. Lead student instruction in various subject areas that could include phonics, reading, writing, math, handwriting, and social studies. Opportunities to coach or provide support for extracurricular activities (often with an additional stipend). Communicate regularly and effectively with parents in proactive and professional ways through e-mail, phone calls, in-person conversations, parent-teacher conferences, bi-annual progress reports, etc. Communicate regularly with Lead Teacher to learn new skills and techniques to build your teaching tool kit. Qualifications: Bachelor's degree required. An aspiring educator with a willingness to learn. Demonstrated interest in teaching and/or working with young people. Previous experience working with children (camp counseling, sports instruction, teaching assistant, etc.) Work collaboratively with other teachers. Excellent verbal and written communication skills. No credential or certification is needed, just a passion for working in education. Potential Benefits: Compensation and benefit packages are competitive but will differ by school and will typically depend on geographic location, your experience, and your level of degree. 💵 Competitive pay 🧠 Professional Development Opportunities ✏️ Classroom Resources 🏥 Medical, dental and vision insurance 😃 401(k) plan - Employer match ⛱️ Paid holidays, vacation and personal time 🏠 Housing (boarding schools only) About CS&A: Our job placement service is free to job seekers. By getting to know you personally -- beyond just your resume -- we connect you directly with hiring schools whose open positions match your specific requirements (location, school type, position type, etc.) and skills, saving you the time of sorting through hundreds of job postings and getting lost in a pile of resumes. More importantly, as an educator you deserve to have someone on your side who can help you find a position in a school community where you'll thrive. That's our mission. We have positions available throughout the United States and abroad including but not limited to: Boston, New York City, Washington, D.C., Philadelphia, Baltimore, Charlotte, Atlanta, Miami, Houston, Dallas, Cleveland, Detroit, Chicago, Pittsburgh, Denver, Phoenix, Seattle, Portland, San Francisco, and Los Angeles. Carney Sandoe does not discriminate on the basis of physical handicap, sex, race, creed, color, sexual orientation, gender identity, or national or ethnic origin in administration of its services, consulting, events, professional development, or other programs. Industry Primary/Secondary Education Employment Type Full-time Job Functions

Bridges is seeking a Early Childhood Lead Teacher for an early childhood classroom. $1000.00 dollar sign on bonus for new hires!!! Who We Are…. Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For? We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking individuals who are committed to providing high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile: A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path. Self advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. Is prepared for next steps after leaving Bridges Public Charter School. As an Early Chilhood Lead Teacher you will be responsible for: CURRICULUM/INSTRUCTION/ASSESSMENT: Plan and manage a general education inclusion classroom and assistant teacher(s). PreK: Plan and implement a program of instruction using the school's integrated early childhood curriculum. K: Plan and immplement the Kindergarten curriculum for ELA, Social Studens, Science and Math. Developing meaningful learning expeditions and projects. Assessing student progress regularly and using data to plan for instruction. Collaborating and co-teaching with an Inclusion teacher, ELL Teacher, Assistant Teacher, Related Service Providers and/or Teaching Fellow. Working collaboratively with Instructional Coaches to create inclusive and engaging lessons for all students. Creating a classroom culture and environment practicing Responsive Classroom techniques. Engaging parents and families weekly in their student's learning and acting as an ambassador for the school in the community. Displaying student work based on current unit standards. Attending and participating in school events outside of regular school hours. Other curriculum/instruction/assessment duties as assigned. ACCOUNTABILITY: Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate. Use assessment data to plan for instruction and to set short and long-range goals. Maintain weekly grade book per school expectations. Maintain data on and utilize technology platforms to improve student achievement. Regularly analyze student data to improve instruction, ensure equity and make program recommendations and improvements. Other accountability duties as assigned. PROFESSIONAL RESPONSIBILITIES: Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE: Implementation of our Positive Behavior Intervention Support (PBIS) program. Create and sponsor an inclusive and age appropriate Club for the school year. Engage in Second Step implementation to assist in the social and emotional development of students. Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students, staff and families at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Other school culture expectations as assigned. Qualifications Candidate must hold a Bachelor's or Master Degree (in Education (preferred). Candidates with a BA must have passing score on state required tests for specific grade level they will teach or certification for the specific grade level they will teach. 1-2 years of teaching experience in an urban school setting (preferred). Have knowledge of pedagogy and experience teaching in a constructivist way. COVID-19 vaccine preferred, not required. A track record of being a team player and community minded. SALARY & BENEFITS Salary range: $57,500-$88,500/Per Year View Teacher Pay Scale Here Staff can also add up to an additional $2000.00 dollars to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic. Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401-(k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

JOB TITLE: Lead Content Teacher and Department Coach DEPARTMENT: (Science, Social Studies, Electives ) STATUS: Exempt, Year Round, Full Time REPORTS TO: Principal and AP of Curriculum SUPERVISORY: No Compensation: Salary will range between steps 6-10 on the Chavez Teacher Pay Scale (based on years of experience), with an additional stipend. Schedule: This is a 12-month role: in-person during the school year and in-person or remotely as needed during the summer. Teachers are expected to fulfill additional school duty hours as assigned. Position Summary:This 12-month, Full-Time Equivalent (FTE) role at Chavez Schools is designed for an experienced educator who excels in high-quality classroom instruction and leading professional learning initiatives. Splitting time between 60% classroom teaching and 40% department coaching/leadership, the role reports directly to the AP of Curriculum and Instruction. As a Teacher Leader, you will serve as a Content Leader for one of the designated content areas (Science or Social Studies). This position champions a student-centered, data-driven, and culturally responsive approach, ensuring equity and excellence in teaching and learning. Key Responsibilities: 1. Classroom Instruction & Student Engagement (60%) Instructional Planning & Delivery: Establish and reinforce clear expectations and routines aligned with the school's overall vision and Chavez Schools' commitment to equity and antiracist practice. Develop and implement engaging, challenging, and differentiated daily lessons and curricula that meet academic standards while ensuring all students achieve mastery. Internalize and deliver content-rich lessons informed by rigorous data analysis, using student performance data-individually and collaboratively-to plan re-teaching and follow-up activities. Design and execute formative and summative assessments to diagnose student understanding and adjust instruction accordingly. Learning Environment & Culture: Build a classroom culture that empowers students, affirms their identities, and creates a strong sense of belonging. Implement school-wide and classroom management policies consistently to foster an achievement-oriented environment. Engage and communicate regularly with families, creating an inclusive atmosphere that supports student success. Reflect on teaching practices, actively seek feedback, and pursue professional growth. 2. Department Leadership & Professional Learning (40%) Content Leadership & Coaching: Serve as a Content Leader by guiding content-specific professional learning teams through weekly cycles of lesson planning, content development, formative observations, and student work analysis. Facilitate teachers' understanding and implementation of the adopted standards by designing and executing curriculum, coupled with informal, non-evaluative classroom observations and timely feedback. Employ coaching strategies such as co-planning, modeling, and structured observations to gradually release instructional responsibility to teachers. Mentor new teachers or teacher residents as applicable, providing regular coaching and feedback to promote instructional excellence. Incorporate teacher joy and wellness within the department Support with identifying scholars for quarterly accolades, on-track and MTSS supports Support Special Education instructors with co-planning and differentiated instruction. Participate in regular (weekly or bi-weekly) meetings with the AP of Curriculum & Instruction. Collaboration & School-Wide Initiatives: Lead weekly Professional Learning Community (PLC) sessions with department or grade-level teams to address identified teaching gaps and enhance instructional practice. Participate in collaborative curriculum development, grade-level meetings, and school-wide functions, including field trips, open houses, and family-teacher conferences. Analyze classroom data and student work to drive continuous improvement and celebrate academic growth. Attend all required staff meetings, professional development sessions, and team meetings, contributing to Chavez Schools' vision for teaching excellence. Support the school's overall enrollment and re-enrollment efforts, including but not limited to participating in EdFest or other recruitment activities. 3. Additional Duties & Responsibilities Operational & Administrative Tasks: Perform clerical duties related to textbooks, instructional supplies, student records, and attendance as required. Fulfill morning, lunch, and afternoon responsibilities as assigned. Meet any additional responsibilities during the school year flexibly, including supporting school enrollment efforts and assisting with duty schedules. Comply with all required background checks and safety protocols under applicable state law. Support with identifying and hiring content-specific teachers. Mission & Culture Commitment: Demonstrate a strong commitment to Chavez Schools' mission and core values, including building trusting relationships with staff, students, and families. Uphold the vision for teaching excellence by actively engaging in professional growth and fostering a collaborative, antiracist educational environment. Ensure instructional responsiveness by reviewing student data regularly and adapting teaching strategies to meet diverse learner needs. This role is ideal for a dynamic leader passionate about instructional excellence, teacher development, and building an inclusive, achievement-driven community. If you are committed to Chavez Schools' mission and ready to lead transformational change in the classroom and among your peers, we invite you to apply. Required Qualifications: Educational Background & Certification: Master's degree in Teaching in the relevant content area is required; a Bachelor's degree in a related content area is the minimum. Must hold an achieved Highly Qualified designation as defined by Chavez Schools. Successful completion of the Praxis II Exam (preferred) or possess degree in education or subject area taught Professional Experience & Expertise: Minimum of 5 years of teaching experience in a secondary content area (grades 6-12). Demonstrated subject matter mastery, with experience facilitating student-centered classrooms that utilize cooperative, inquiry-based, or project-based learning. Proven success in using instructional data to drive lesson planning, re-teaching strategies, and overall student achievement. Experience leading professional development or coaching peers is strongly preferred. Commitment to Equity & Community: A deep commitment to working with students from communities with the greatest need but limited resources Strong understanding of culturally responsive pedagogy and a commitment to advancing Chavez Schools' inclusive, antiracist mission. Additional Professional Skills: Excellent judgment, strategic thinking, and proactive problem-solving abilities. Strong communication and collaboration skills, with an emphasis on building trust among staff, students, and families. Ability to self-reflect on teaching practices, respond to feedback, and continuously pursue professional development. CHAVEZ EMPLOYER DISCLAIMER: At Chavez, we are committed to fostering growth and creating meaningful opportunities for students and staff. We highly value emergent leadership, recognizing and encouraging individuals who take initiative, demonstrate adaptability, and contribute to the success of our organization beyond their defined roles. As we expand, all positions are subject to evolving roles and responsibilities throughout the current employment term. Our compensation structure is designed to reward the fulfillment of core responsibilities.Additional tasks and duties that arise beyond these core expectations are considered part of the regular scope of employment. Compensation adjustments related to any role changes or expansions will be evaluated exclusively after the employment term, aligning with our commitment to growth and development. This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice. ADA SPECIFICATIONS: This position will be based at one of Chavez Schools' campus locations. While performing the duties of this job, the employee is regularly required to move about the building. In addition, travel between Chavez campuses or to other sites will be required, frequency to depend on the needs of the school and position. The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job. This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. AAP/EEO Statement: Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools' employees to perform their job duties may result in discipline up to and including discharge.

Lead Teacher English SY 24-25 Job Overview: Lead teachers are skilled, compassionate, solutions-oriented, and committed to give children of all ages, all backgrounds, and all abilities the education they need to thrive. They work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another. We take seriously the responsibility to achieve equity for our students and work to build an inclusive culture. Reports To: The lead teacher will report to the principal of the campus assigned. Responsibilities and Duties Develop and deliver instruction in the classroom (physical and/or virtual) during academic periods designed to help students meet grade-level standards and achieve personal learning goals Build a classroom culture that demonstrates the principles of biliteracy, sustainability, authentic inquiry and Habits of Community Stewardship Co-Plan/co-teach daily with colleagues from grade level, student services, and across network to implement classroom instruction Attend and participate in weekly meetings (grade level team, language cohort, co-teaching, and data meetings) Embody the Responsive Classroom and Restorative Practice philosophy for creating a community of learners and managing the classroom Develop and execute meaningful learning expeditions through text selection, expert visits, student fieldwork, and purposeful final product creation Embrace and foster student belonging and inclusion in the classroom by upholding high expectations for all students and practicing culturally responsive pedagogy Build strong family partnerships through frequent communication regarding academic progress, behavior, classroom updates, and incidents Design and administer robust assessment plans for students inclusive of on-going formative, summative, and national standardized assessments. Ensure the records for each identified student are accurate, up to date, and well-organized, containing necessary progress notes and assessments Plan for and support individual student needs and ensure progress toward social emotional and academic outcomes, in collaboration with special education teachers and service providers, including attending Response to Intervention (RTI) / Student Services Team (SST) /Individual Education Plan (IEP) meetings Provide regular feedback to assigned fellow, to support his/her professional development (for grades PreK-2) Collaborate with staff, students, and families to implement consistent structures and develop, celebrate and maintain traditions Attend school events, such as family engagement events and celebrations of student learning, including those that occur outside of the instructional day Attend a summer institute and weekly professional development Support school safety by assisting with student arrival and dismissal procedures as necessary Other duties as assigned Qualifications, Skills and Values Qualifications Bachelor's degree, preferably in education for K-5th grade positions. DC teaching license/certification (or in process of obtaining reciprocity) strongly preferred. One year of experience as a teacher of record minimum or as a Mundo Verde fellow. Bilingual preferred for all English classroom positions but not required. Urban teaching experience preferred. Experience working with special needs students in an inclusive setting, preferred. Skills and Values: Strong commitment to supporting diversity, equity and inclusion and creating an anti-racist school environment Models critical thinking and student centered practice with abilities in standards and data analysis to inform curricular planning for high impact results Demonstrated ability to be an independent and collaborative solutions-oriented problem-solver Commitment to demonstrate love and joy towards students, colleagues, and the work Willing, hard-working attitude with a growth mindset toward self, students, and colleagues Demonstrated ability to take ownership of personal work and the school mission Capacity to embody the characteristics of a Community Steward by practicing six community building virtues and values every day: 1) Empathy, 2) Speak your truth, 3) Perseverance, 4) Inquiry, 5) Collaboration, and 6) Appreciation Commitment to learning and implementing Responsive Classroom and Restorative Practices Open to deepening understanding and differentiation for each student's individual needs, especially for students with IEPs and other student services. Understanding of the different levels of age-appropriate student development Ability to establish strong, trusting, and authentic relationships with students, colleagues, families and other stakeholders Ability to manage time and work in a fast paced, dynamic school environment, multi task, prioritize and stay calm under pressure Other Job Details Schedule: 8am to 4:30pm (may be required to attend meetings after student dismissal) Teachers are assigned to a manageable and reasonable classize, historically between 20-25 students per cohort. A dedicated fellow is provided in PreK-1st grades to support a classroom and shared fellows in 2nd grade support a cohort of students. PreK classrooms also have a dedicated PK Associate. PreK (combined 3 and 4 year olds) and Kindergarten are full Spanish immersion; 1st-4th grade teachers teach all subject areas in either English or Spanish and manage 2 cohorts of students, and; 5th grade is departmentalized into Spanish Language Arts, English Language Arts and Math and teachers provide instruction to all 5th grade students. All grades have the support of a Special Education team. Location: Either campus Position Type: This is a 10-month salaried position which is exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act Employment subject to TB test, fingerprinting and background check What we offer Mundo Verde cares for and values our phenomenal staff and provides the following: A competitive salary based on one's education and experience A Tier 1 school home in which to inspire children in a progressive environment An opportunity to be a part of developing compassionate global stewards and life-long biliterate learners Colleagues who are devoted to their practice, their students, and the school mission A leadership team dedicated to supporting professional growth by providing feedback and support A 3-4 week summer institute and other professional development opportunities as available Microcredentials (competency-based certification in a specific skill or set of skills related to his/her position and the goals of Mundo Verde). FT salaried: A benefits package that includes medical, dental, vision, short/long-term and life insurance, employer contributions to a 401(k), a transportation stipend, and paid time off (10 days of PTO: 7 Sick, 3 Personal), off on winter break, spring break and holidays scheduled in the school calendar. MVBPCS is an equal opportunity employer.

Now accepting applications for School Year 2024-2025 Creative Minds International Public Charter School (CMIPCS) is a tuition-free public charter school located in NW Washington, DC, authorized to serve students from preschool through 8th grade. Now in its ninth year of operation, CMIPCS serves over 500 students in Preschool (3-year-olds) through 8th grade. Our mission is to provide students with the foundational skills required for successful participation in a global society. CMI is a unique and dynamic working environment with a respectful and positive school culture. We offer a highly-engaging, international curriculum with project- and arts-based activities with an emphasis in STEAM that foster creativity, self-motivation, social and emotional development, and academic excellence. The Position: Elementary lead teachers at CMIPCS provide rich, age-appropriate learning experiences for classroom of 2nd - 4th grade students. Elementary Lead teachers, along with 1 assistant teacher, utilize an international curriculum, along with arts-integration and inclusion practices to teach a diverse student body. They encourage and respect individuality, focusing on the development of each child's regulation and engagement in social-emotional learning and academic content. Responsibilities include, but are not limited to: Establishing clear objectives for all lessons, units, projects, and assessments; Developing lesson plans that draw content from CMI professional development in the areas of arts integration and child development to reinforce student learning; Using a variety of instructional materials, resources, and experiences to enrich student learning; Meeting the needs, interests and abilities for all students, including students with disabilities, ELL students, and those who are gifted and talented; Administering CMI's developmental assessment for each child and tracking students' progress through the developmental milestones required for successful communication, self-regulation, and social interaction; Regularly observing students and taking anecdotal notes to inform planning in the arrangement of small groups, classroom set up, integrations of students' interests in learning activities, and subsequent assessments; Monitoring student progress through frequent formal and informal student evaluations recorded in portfolio assessments; Providing educational opportunities that reflects an understanding of students' unique sensory and information processing profiles; Using appropriate techniques and strategies that promote and enhance creative problem-solving, and evaluative thinking of students; Working with families to support the progress of individual students; Valuing the importance of play and providing opportunities for child-initiated explorations in the classroom throughout the day; Using effective, positive, respectful interpersonal communication skills; Establishing positive relationships with colleagues, students, families and the community which reflect recognition of and respect for every individual; Willingness or experience incorporating instructional technology into practice; Attend a two-week summer institute and other required professional development sessions. Desired Qualities Excellent verbal/written communication skills; Demonstrated ability to engage the interest of school-age children; Prior teaching experience, preferably in an elementary urban setting; Demonstrated ability to work well with parents; Demonstrated ability to work effectively with teaching teams; Patience, flexibility, and a willingness to take risks; Consistently reflects on her/his own teaching practices; Experience working with linguistically and ethnically diverse student populations and children with developmental differences; Demonstrated commitment to professional growth and eagerness to learn; Demonstrated commitment to the well-being and success of all students. Minimum Qualifications: Bachelor's degree (required), Education degree (preferred); Praxis I; Elementary Praxis II (successful completion preferred, eligibility required); Creative Minds International PCS is an Equal Opportunity Employer. Personnel are chosen on the basis of ability without regard to race, color, religion, sex, national origin, disability, marital status or sexual orientation, in accordance with federal and state law.

Milton Gottesman Jewish Day School of the Nation's Capital is an independent, community Jewish day school that currently offers a dual curriculum of General and Judaic studies for students in Pre-Kindergarten through Grade 8. The school is distinguished by its commitment to academic excellence, talented faculty, and learning that is joyful, engaging, experiential, and enduring. MILTON is a warm, vibrant, pluralistic Jewish day school where students, families, and faculty mirror the diversity of Jewish practice in the community. The school serves more than 475 students at our Kay and Robert Schattner Center Campuses - the beautiful South Campus for Early Childhood students in Grades PK-1, and the newly renovated and expanded North Campus for Elementary and Middle School students in Grades 2-8. MILTON is currently seeking creative and innovative full-time Early Childhood General Studies Teacher for the 2025-2026 school year who is ready to embrace constructivist learning through interactions with children and the environment in combination with teaching and developing foundational academic skills with developmentally appropriate practices in mind. Teachers are expected to: Successfully plan and implement developmentally appropriate lessons aligned with educational philosophy and learning goals. Demonstrate an understanding of developmental stages and needs of young children. Possess skills in observation and assessment to plan learning activities. Understand the technology required to document and to communicate the learning progress of children. Willingness to communicate and collaborate as a member of a dynamic learning team. Value families as partners in the child's learning and care. Perform duties to maintain a safe and clean environment for children. Perform other duties as determined by the director. Requirements B.A. in Education or a related field required, candidates with Master's Degrees preferred. Experience working with young children. A warm and nurturing character that supports their ability to connect with young children and their families. Maintain documentation of classroom projects and children's development. Knowledge of child development and how learning goals are integrated within a child-centered curriculum. Positive attitude and eager to work collaboratively with co-teacher and colleagues. Strong writing and communication skills. A desire to continue learning through professional development. Salary Description $54,742-$87,361

Capital City is looking for innovative, experienced, and passionate teachers for the school year 2024-2025. At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today! This role is a 10-month position, which is non-exempt and therefore eligible for overtime pay under the provisions of the Fair Labor Standards Act. Why teach at Capital City? Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another. Diversity, equity, and inclusion aren't just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture. Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them. Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches. This position will assist the Lead and Associate teachers with instruction during the school day by fully participating in the life of the classroom. A specific area of responsibility of this position is to plan and implement developmentally appropriate outdoor experiences during children's outside time, as well as maintain the outdoor playground space. The position is full-time, according to the provided schedule. This position reports to the Early Childhood Director. The role provides significant opportunities to learn from the lead classroom teacher, associate, and the entire Capital City staff, as well as participate in outside professional development. Responsibilities of the PK Assistant include: Implementing the principles of Responsive Classroom . Creating and maintaining a physically and emotionally safe environment for students. Communicating respectfully with students at all times by modeling expected behaviors. Practicing unbiased and effective communication with students. Upholding and supporting the school-wide discipline policies. Documenting serious and less serious infractions to school policies and seeking support from colleagues and administrators when discipline concerns arise. Supporting our inclusion program by meeting the individual needs of students' academic, social, and emotional needs as specified in student IEPs. Providing accommodations and support as needed to students with disabilities. Supporting English Language Learners (ELL Students) using suggested practices and techniques learned during staff training. Communicating with parents, about student activity and social choices during school and after school. Helping to ensure parents and visitors feel welcome in our building while maintaining security protocols. Maintaining shared classroom spaces and materials, work and storage areas, and equipment. Including daily cleaning of tables and sweeping floors. Leading and interacting with students during outdoor activities to ensure fun, student engagement, and safety. Offering supervisors feedback about supplies and additional materials needed to support the school day and after school for students. Participating in bi-weekly planning session with the Early Childhood Director. Supporting the classroom teacher and teaching fellow/co-teacher with instruction. Instructional duties and roles will be discussed with the lead teacher in the beginning of the year and reviewed periodically. Instructional duties may include: working with small groups of students, working individually with students, assessing student learning, and assisting with the preparation of classroom lessons and activities. Assuming lead teacher or teaching associate responsibilities during absences and other unexpected times. Supervising fieldwork, school specials, and community service that support learning expeditions. Enhancing the vision of the courtyard as an ideal play space for young children by helping to design and implement the water area, quiet area, sand area, and usage and storage of toys and garden material and tools. Additional Professional Responsibilities: Working cooperatively and collaboratively and maintaining professional relationships with school administrators, staff, parents and greater community. Avoiding talking and/or texting on mobile devices or otherwise being distracted. Supporting children ages 3-5 using the bathroom facilities and/or assist in changing their clothes when accidents occur. Arriving to work on time in appropriate clothing, being prepared to work with a professional and courteous attitude. Observing in other classrooms to gain ideas and learn from other experienced educators. Participating in professional development activities to support school-wide and individual goals. Attending a weekly New Teacher Seminar the first year at Capital City and participating in new student family conferences. Other duties as assigned to support the program and the needs of the students. This position is ineligible for recurrent telework. Job duties are expected to take place in-person at Capital City. Capital City seeks to employ experienced and credentialed teachers. Minimum requirements: a high school diploma and experience supervising and teaching elementary age students. Candidates should enjoy working with children, have strong classroom management skills, and be strong team players. Experience working in diverse and inclusive settings is desired. Spanish speakers are desired. In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check and a negative TB test. About Our School Capital City was founded in 2000 and currently serves a diverse population of nearly 1,000 students across PK-12th grade. We have been recognized as a model for social, emotional and academic development. Our program emphasizes a commitment to diversity and equity, a strong inclusion model and the integration of arts into the curriculum. We are a credentialed EL Education Mentor School (************************* in the national network of over 150 schools. Through this model, teachers craft long-term learning expeditions that connect learning to the real-world and incorporate projects, research, fieldwork, and service to support students in meeting rigorous standards. Learn more at ************** Capital City is an equal-opportunity employer. We do not discriminate on the basis of race, color, national origin, marital status, religion, sex, age, sexual orientation, disability, or any other protected status. All employment decisions will be made solely on the basis of the individual's qualifications as related to the requirements of the position being filled.

General Job Information This position is located in the Prevention & Early Intervention Division, Child/Youth Services, Department of Behavioral Health (DBH). The incumbent serves as Early Childhood Clinical Specialist (ECCS) for the Healthy Futures Program. The incumbent is responsible for providing consultation and a wide variety of mental health services for children from birth to five years of age for several child development center settings. Services include provision of early childhood prevention programs, consultation, screening, as well as offering parents and children a range of psychosocial and developmental strategies and interventions. Services provided may also include referrals for families to public and private agencies to a continuum of health care services. Qualifications: As a basic requirement, all applicants must have successfully completed a four (4) year course of study in an accredited college or university leading to a Bachelors or higher degree which involved major study in an academic field related to health or allied sciences. This position requires one (1) year of specialized experience equivalent to the DS-11 level. Specialized experience is experience which is directly related to the position to be filled which has equipped the candidate with the particular knowledge, skills, and abilities to successfully perform the duties. Education: As a basic requirement, all applicants must have successfully completed a four (4) year course of study in an accredited college or university leading to a Bachelors or higher degree which involved major study in an academic field related to health or allied sciences. Licensures, Certifications and other Requirements: Must be at least a Licensed Graduate Mental Health Professional (e.g., LGSW, LGPC,LICSW etc.) in the District of Columbia. Area of Consideration: Open to the Public Duration of Appointment: Permanent Work Experience: This position requires one (1) year of specialized experience equivalent to the DS-11 level. Specialized experience is experience which is directly related to the position to be filled which has equipped the candidate with the particular knowledge, skills, and abilities to successfully perform the duties. Work Environment: The work is performed at DBH or in a community or home setting. This position involves some exposure to risks and hazards of working with clients with emotional and behavioral issues. Promotion Protential: None Number of Vacancies: One (1) Collective Bargaining Unit: This position IS in the collective bargaining unit represented by AFSCME 2095 and you may be required to pay an agency service fee through an automatic payroll deduction. Tour of Duty: 8:15 a.m. - 4:45 p.m. Monday thru Friday RESIDENCY REQUIRMENT: A person applying for a position in the Career Service, Educational Service, Management Supervisory Service, a line attorney position in the Legal Service (series 905), or an attorney position in the Excepted Service (series 905) who is a bona fide District resident AT THE TIME OF APPLICATION for the position may be awarded a 10-point residency preference over non-District applicants, unless the person declines the preference points. If selected, the person shall be required to present proof of a non-expired DC Driver's License or Non-driver's license and maintain such residency for 7 consecutive years from the effective date of the appointment. Failure to maintain bona fide District residency for the 7-year period will result in forfeiture of employment. Position Designation: This position is deemed as "Protection Sensitive" pursuant to Section 410 of Chapter 4 of the D.C. Personnel Regulations, in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: * Criminal background check; * Traffic record check (as applicable); * Pre-employment drug and alcohol test; * Reasonable suspicion drug and alcohol test; * Post-accident or incident drug and alcohol test; and * Return-to-duty or follow-up drug and alcohol test. EEO Statement: The District of Columbia Government is an Equal Opportunity Employer. All qualified candidates will receive consideration without regard to race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, physical handicap, or political affiliation.

About DC Scholars: DC Scholars Public Charter School was founded in 2012 and serves approximately 500 students in Preschool - 8th grade. DC Scholars develops life-long scholars who have the academic knowledge and skills, individual passions, and community-mindedness necessary to succeed in and contribute to an ever-changing world. We have cultivated a mission-oriented and collaborative team. Our staff is enthusiastic about constantly setting and reaching a high bar for students. The Position: DC Scholars Public Charter School is seeking Associate Teacher for the upcoming 2025-26 school year. We are looking for individuals who foster a culture of achievement, invest in deep preparation for lessons, and value feedback/continuous improvement. If you're ready to join a team of dedicated educators who are committed to ensuring that all students have access to a high-quality education that empowers them to actualize their dreams, apply today! Key Responsibilities: Classroom Culture Support Cultivating a productive, engaging classroom environment for students - foster relationships with and among students Establishing strong classroom routines and systems in alignment with the DC Scholars Way Facilitating arrival, dismissal, and hallway transitions Leverage DC Scholars' culture systems to provide feedback to scholars aligned to our PATH values (Prepared, Attentive, Thoughtful, Hardworking) and use of our ladder of consequences for strong classroom management. In collaboration with the General Education Teacher, facilitate Morning Meeting in alignment with the DC Scholars Way Manage lunch and/or recess blocks Co-Delivering Whole Group Instruction/Leading Small Group Instruction In collaboration with the General Education Teacher, assist with the facilitation of whole group instruction Facilitate small group instruction; prepare and deliver data-driven small group plans Be knowledgeable about individual student plans, including Individualized Learning Plans (IEPs), 504s, and other support plans, provide appropriate modifications and accommodations in accordance with student IEPs Prepare for and actively engage in weekly intellectual preparation meetings (PLCs) with coach and colleagues Actively engage in coaching sessions (both meetings and in-the-moment coaching) and respond to feedback by agreed upon deadline Family Collaboration Actively monitor student attendance data - collaborate with families to improve scholar attendance, collect absence notes, etc. Engage actively and professionally with families - attend family events (at least quarterly), support Parent Conferences, share academic and behavioral updates with families School Community Demonstrate an unwavering belief in the ability of the organization, colleagues, students, and self to grow: Take personal responsibility, solicit and respond to feedback; Share constructive feedback so that others/the organization may grow Complete tasks by agreed upon deadlines Meet professional expectations for dress, time, and attendance Communicate clearly and frequently, responding to messages, calls, and emails following organization-wide norms for timeliness Background and Experience High School Diploma Required 1-2 years professional experience Experience working with students in disadvantaged communities (e.g. tutoring, mentoring, etc.) preferred Mindset Passion for educational equity and a commitment to the mission and vision of DC Scholars Alignment with DC Scholars' Core Values: High Bar, Passion & Persistence, Hope, Humility & Growth, and Trust High standards of excellence for self and for others Evidence of well-developed emotional intelligence and empathy Desire to collaborate with others The Rewards High quality, personalized development (Over 80% of teachers at DC Scholars agree that they receive targeted feedback that improves their performance)

The Substitute Teacher will supervise students in the event that their regular teacher is unable to lead class. The duties include managing classroom behavior, quickly interpreting lesson plans and creating reports to inform the students' permanent teacher of their success. Also, the Substitute Teacher will need to effectively manage and instruct the class from roll call through tidying up the classroom after the students have left. Requirements Bachelor's Degree or higher, preferably in education Fingerprint and Background Check clearance Practicing member of the Seventh-day Adventist Church Sterling Volunteers clearance Qualifications/Assignments Ability to lead and instruct students of all ages Ability to adapt plans to specific classrooms Excellent people skills General knowledge of several subjects Flexibility and critical-thinking skills and patience Strong English verbal and written communication skills

Elementary School English Lead Teacher (Kindergarten, Grade 1, Grade 2, or Grade 3) Supervisor: Principal 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. We are aware of white supremacy culture and the systemic oppression that exists - even in the current education system. At Global Citizens PCS, we will critically examine our biases and then actively work on counteracting these biases and disrupting the dominant narrative. We will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits. Diversity, Equity, and Inclusion (DEI) are our core values and central to our learning, development, and growth: Diversity: All children, of all backgrounds, learning abilities, and physical capacities, will thrive and contribute to a positive, inclusive, and supportive learning community. Equity: All children are capable of reaching high levels of academic excellence and whole child wellness. Thus, all children will have the opportunity to gain fluency in more than one language/culture and learn from and with each other. All children will be held to high expectations - ensuring equally high outcomes for all and removing the predictability of success or failure that currently correlates with social, cultural, or socio-economic factors. Inclusion: We will live our core value of diversity by creating an environment of connection, belonging, empowerment, and respect - where the richness of different ideas, backgrounds, and perspectives are harnessed to create value. The core values live in our Global Citizens PCS educational model through four key pillars: Globally Competent Bilingualism, Academic Excellence, Social Justice, and Whole Child Wellness. Founding Elementary School Lead Teacher Job Description The elementary school classroom lead teacher is one of the primary stakeholders who influence the lives of children at Global Citizens PCS. Lead teachers will foster a student-centered learning environment that respects the culture and identity of each and every child so they can thrive academically, socially, and emotionally. In early childhood, our children learn all content areas in the target language for approximately 90% of the school day, and they learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). The lead English teacher will teach all content areas in English. All teachers will work collaboratively to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Lead teachers, under the direct supervision of the Director of Teaching & Learning, will work collaboratively with all leadership team members to fully understand and respond to the needs of students and families, create and implement plans according to the mission, vision, and pillars of Global Citizens Public Charter School while remaining focused on the implementation of high-quality instruction. Key responsibilities include, but are not limited to: School Mission and Vision Implement a shared school mission and vision to promote each student's social, emotional, and academic development Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student Reinforce the mission with students and families, inspiring them to act on the mission every single day Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning Collaborates with support teachers and other staff to ensure proper and consistent implementation of our instructional program Equitable and Inclusive School Culture Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student's social, emotional, and academic development; serves as a mentor teacher for support teachers Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions Participate in professional development and coaching cycles led by Director of Teaching & Learning and other instructional leaders Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement Mentors support teachers and develop a strong classroom culture Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement Curriculum, Instruction, and Assessment Develop lesson plans and teach all core subjects - English Language Arts (and Social Studies), Mandarin Language Arts (and Culture), or Spanish Language Arts (and Culture), as well as math and science Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language Equitable and Inclusive Student Support Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student) Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change Work with Special Education Teacher and English Learner Teacher to plan for and support all learners' needs Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations Family Engagement Maintain open, welcoming, and ongoing communication with families regarding student progress that values inclusiveness and builds trust Provide routine, two-way communication with families about school activities and culture, student performance and development, and school initiatives Build and sustain positive, collaborative, and productive relationships with families to ensure student success Engage parents and families in meaningful, reciprocal, and mutually beneficial ways to promote each student's social, emotional, and academic development Participate in parent conferences and school-wide events and contributes to the broader school community Lead Teacher Requirements: Bachelor's degree or a Master's degree in Education or Curriculum and Instruction At least two years of combined experience as a teacher preferred Teaching license is preferred, but not required Deep experience and knowledge of learning standards and student-centered curriculum Fluent speaking, reading, and writing in Mandarin Chinese or Spanish An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities Ability to excel as a member of a multidisciplinary team and an instructional team Ability to work in a multicultural, multilingual environment Ability to collaborate and teach through a lens of diversity, equity, justice, and inclusion Strong communication skills (both oral and written) The ideal candidate is highly knowledgeable in the following: Research-based, tiered instructional strategies Elementary curriculum, instruction, & development Data analysis protocols Culturally Sustaining Pedagogy Anti-racist beliefs and practices Responsive Classroom/Restorative Justice/Conscious Discipline Readers and Writers Workshop & Play-Based Centers Compensation Salary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package. We are Deeply Committed to Diversity, Equity, and Inclusion Global Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom we are in contact with are not discriminated against on the basis of race, color, ethnicity, disability, gender identity, gender expression, age, marital status, national origin, religion, sexual orientation, military status, family responsibilities, pregnancy, parenthood, or any other personal or professional status. <

Are you an Early Childhood Educator who is passionate about guiding children towards independence, or looking to start your career in education? If so, then join us on our mission to dramatically increase the accessibility of authentic Montessori education to children around the world! We are now hiring Lead and Assistant Teachers for our Infant, Toddler, and Children's House (ages 3-6) classrooms as we work to grow our Montessori schools. Apply today to join our wonderful communities! Your Role: In a Montessori environment, guides (teachers) carefully prepare an environment that fosters independence and captivates a child's interest. Guides provide personalized support to each child. They offer individual and small-group lessons, showing children how to use the materials and perform activities with them, and giving them precise language to understand their experiences. Because of the carefully prepared environment and individualized support, children in a Montessori class have tremendous liberty to explore the environment and work on materials of their choice for as long as they want. Most importantly, the support and materials help every child develop skills, confidence, and a firm conviction that they are capable. In your Guide role, you will work to: Observe each child closely to understand and meet their physical, intellectual, and emotional needs Prepare a beautiful, orderly environment that fosters trust, exploration, deep learning, and independence Cultivate independence and self-confidence by helping children ‘do it all by themselves' Provide lessons to encourage practical life skills, language, and grace and courtesy Form personal connections with each child and cultivate a community of respect Communicate and collaborate respectfully with parents to provide the best possible care for every child What we offer: Sponsored MACTE-accredited Montessori Teacher Diploma ($5,000+ value) 75% tuition discount for two children at any school in our network (we serve children 3 months through 12th grade) Flexible paid time off and paid holidays Competitive salary or hourly rate Excellent compensation package including health, dental, and vision insurance, and a retirement 401(k) account Ongoing professional development and a network of supportive peers and mentors who regularly share best practices Career growth and promotion opportunities in our national network We'd love to talk to you if you: Help children by giving them the tools to become independent Are open to guiding your colleagues, and be guided by them in turn Are eager to partner with parents on their child's journey Take pride in your work and are friendly with error Get energized and inspired by working with children! Want to learn more about us? Guidepost Montessori is a community of educators who truly believe that to meet the needs of today's students and to bring true progress in the world around us, we need an education model that fosters independence and develops competent, capable, action-oriented thinkers and change agents. Apply today to join our team! Higher Ground Education, Guidepost Montessori, and Academy of Thought and Industry are committed to a policy of Equal Employment Opportunity (EEO). We will not discriminate on the basis of age, sex, race, color, creed, religion, ethnicity, sexual orientation, gender identity, gender expression, national origin, alienage or citizenship, disability, marital status, military or veteran status, or any other legally recognized protected basis under applicable federal, state or local laws, regulations or ordinances. Our leadership is dedicated to ensuring the fulfillment of this policy. When requested, we are committed to reasonably accommodate employees and applicants with disabilities or special needs that may require an accommodation.

Ready to make an impact in your community while getting paid? Become a pre-K substitute teacher with Kokua in D.C. and create powerful moments that shift students' perception of what's possible. In case you're wondering, it's pronounced Koh-KOO-ah. In Hawaiian, Kokua means to come together to fulfill a need and we're excited to have you join us in connecting students with classroom role models who can empower them to be their best. Perks of substitute teaching: Positively contribute to your community - spark a love for learning with your students Help to solve the teacher shortage crisis in America Teach up to 5 days/week Great working hours - typically 7:30 am-3:30 pm Add representation to the classroom to help kids learn from your unique experiences Autonomy - Choose the teaching assignments & locations you're most excited about With Kokua, you'll get: Pay: earn up to $190/day $170/day daily assignments and $190/day for long-term assignments Receive weekly paychecks A quick hiring process - receive an offer within 1 week of applying or less Teach close to home - choose from schools across the D.C. area Get your foot in the door for full-time positions at high performing schools A W-2 meaning no fussing with taxes at year end Join a supportive community who cares about your success - access Kokua's support team from 6 am - 8 pm every day You'll need: Bachelor's degree preferred, but not required Experience working with children between pre-K and 3rd grade Confidence to manage a classroom of students Ability to pass state & federal background check Completion of required employment history review and SSOA training, in compliance with D.C. law Strong belief that every child has a unique & powerful gift to share with the world About Kokua Education Founded by a former teacher, Kokua has been connecting amazing individuals to K-12th substitute teaching positions for over 12 years. We currently operate in schools across the country, and serve schools in D.C., building a growing community of dedicated substitute teachers who want to make a difference in students' lives. We believe that one role model can change a student's life forever. As our Hawaiian name says, Kokua is about coming together as a community and paving a pathway for generations to come.

This role is with City Teaching Alliance. City Teaching Alliance uses RippleMatch to find top talent. City Teaching Alliance Resident 2025 (for Aspiring Teachers) City Teaching Alliance is a four-year teacher training and certification program that works to end educational inequity in schools by improving teacher quality and preparing a pipeline of high-performing career teachers in classrooms across Baltimore, Dallas, DC, and Philly. Educators who complete the City Teaching Alliance program are among the most expert and results-oriented in the nation because we provide the best teacher preparation available. Program Benefits Residency Year: A full paid year to work as a co-teacher in urban classrooms under the guidance of our expert faculty, receiving regular feedback as you develop your skills and prove your effectiveness. The residency year gives you practice time in anticipation of your teaching career. Master's Degree: Over the first two years in the program, City Teaching Alliance teachers earn a master's from the American University School of Education while working alongside experienced educators during year one, and managing their own classroom in year two. Certification: Obtain dual teaching certifications in year three, after completion of master's degree. City Teaching Alliance offers Elementary Education, Secondary Math, or Secondary Literacy and Special Education certifications. Coaching and Mentoring: Receive three years of 1:1 coaching and mentorship tailored to your needs and access to our alumni network starting year four. Our support is available longer than any other preparation program to ensure you develop as an effective teacher. Meaningful Work Our program develops and prepares highly qualified teachers for combating racial and socioeconomic inequality. We train those in our program to become highly effective teachers committed to teaching students in the districts that need them most and empowering every child through learning. Salary and Placement Program During the first year of our program, teachers receive a stipend from City Teaching Alliance between $30,000 - $40,000, depending on the city of their placement. In addition, teachers will receive books, materials, and healthcare benefits. Starting the second year, teachers are employed as full-time educators and begin to receive a full salary ($50,000 - $60,000) in addition to their eligibility for monetary education awards (AmeriCorps Segal Award, valued at $7,395 and the TEACH grant valued at $3,777) and benefits as an employee of the school district or charter network where they are placed. In Years 2-4, you will be a full-time teacher of record in one of our partner districts where we provide school placement to all teachers. Qualifications City Teaching Alliance seeks passionate individuals who are ready to become effective teachers for students in urban communities to fill an immediate need for teachers in Elementary Education, Secondary Math, and Secondary Literacy. We currently place teachers in Washington DC, Baltimore, Dallas, and Philadelphia. We accept all majors and do not require that you have previous classroom experience. Candidates who have experience working with students or mission aligned organizations, i.e. tutoring, mentoring, teaching assistant, or volunteering do very well in our program. Start your application to join our next cohort provided you meet the following minimum requirements: Earn an undergraduate degree by June 2025 A minimum 2.5 undergraduate GPA Are a US Citizen, Permanent Resident, or DACA recipient Job Type: Full-time Start Date: Mid-June 2025 Salary: Year 1: $30,000 - $40,000 per year Years 2-4: $50,000 - $60,000 per year (not including district based pay incentives) About City Teaching Alliance Empowering Educators, Transforming Futures City Teaching Alliance is a comprehensive teacher development program focused on underserved urban classrooms. We prepare culturally responsive educators who improve educational outcomes and disrupt inequities. In partnership with American University, participants earn a Master's of Arts in Teaching with dual certification in special education and a content area. Our hands-on curriculum emphasizes literacy and math skills. We work with school districts in Baltimore, Dallas, Philadelphia, and Washington, DC. Benefits: 401(k) Health insurance Dental insurance Vision insurance Relocation assistance Paid time off Professional development assistance

About the School Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.'s and the nation's most dynamic educational institutions. Since the school's founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus. About the Position We are seeking an appropriately qualified and experienced Lower School Pre-Kindergarten Homeroom Teacher to join our faculty for the 2025-2026 school year. The successful candidate will be a thoughtful and inspiring educator, keen to work with colleagues, students, and their parents in a student-centered, highly collaborative, inclusive, future-focused, learning environment. The Pre-Kindergarten Teacher will work collaboratively in a co-teaching classroom environment with another Pre-Kindergarten Teacher to support students. Division : Lower School Location : On-site at 4200 Davenport Street, NW, Washington, DC Date: August 18, 2025 Type of Opportunity: Full-time and benefits eligible FSLA Status : Exempt Compensation : salaried Note: Applications will be reviewed on a rolling basis. Primary responsibilities include: Creates a safe, collaborative learning environment that aligns with the school's equity-driven mission. Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability) and experience working with a diverse student population and incorporating that knowledge into their culturally, and historically relevant instruction. Understands different communication styles and modifies classroom interactions accordingly. Works collaboratively with colleagues to design and implement high-quality, engaging learning experiences. Uses observations/assessment data to inform teaching and improve learning, and to set individual learning goals. Responds positively and restoratively to student needs. Engages our parent community through consistent and clear communication about curriculum, school life, and each child's personal learning journey. Performs other duties as assigned. Requirements and Qualifications: A B.A. in early childhood education or elementary education is required A master's degree is preferred Three years or more of teaching experience at the elementary school level with early childhood students Experience supporting students receiving special education services are preferred. Skills: Understands early childhood development and that pre-kindergarten is a time of remarkable physical, cognitive, social, and emotional development. Familiar with, and committed to, standards-based assessment, grading, and reporting. Familiar with, and committed to, the use of positive behavior interventions and supports Leverages technology, in support of the learning community. Is flexible, innovative, and solution-focused. Demonstrates a commitment to ongoing professional learning. Americans with Disability Specifications Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Work Environment: Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate. D.C. Wage Transparency Act Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience; which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $63,000 annually for the 2024-2025 School Year and each year of experience equates to approximately $1,000 to 1,500 additional compensation annually. There are additional opportunities on campus for coaching and various stipends, as well. To Apply Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: ****************************** To find out more about the school, candidates should visit our website at ************ For full-time, permanent roles, a summary of employee benefits are available on the GDS website: **************************************** As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student's individual learning experience in equitable and meaningful ways.

Capital City is looking for innovative, experienced, and passionate teachers for the school year 2025-2026. At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today! This role is a 10-month position, which is non-exempt and therefore eligible for overtime pay under the provisions of the Fair Labor Standards Act. Why teach at Capital City? Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another. Diversity, equity, and inclusion aren't just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture. Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them. Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches. This position will assist the Lead and Associate teachers with instruction during the school day by fully participating in the life of the classroom. A specific area of responsibility of this position is to plan and implement developmentally appropriate outdoor experiences during children's outside time, as well as maintain the outdoor playground space. The position is full-time, according to the provided schedule. This position reports to the Early Childhood Director. The role provides significant opportunities to learn from the lead classroom teacher, associate, and the entire Capital City staff, as well as participate in outside professional development. Responsibilities of the PK Assistant include: Implementing the principles of Responsive Classroom . Creating and maintaining a physically and emotionally safe environment for students. Communicating respectfully with students at all times by modeling expected behaviors. Practicing unbiased and effective communication with students. Upholding and supporting the school-wide discipline policies. Documenting serious and less serious infractions to school policies and seeking support from colleagues and administrators when discipline concerns arise. Supporting our inclusion program by meeting the individual needs of students' academic, social, and emotional needs as specified in student IEPs. Providing accommodations and support as needed to students with disabilities. Supporting English Language Learners (ELL Students) using suggested practices and techniques learned during staff training. Communicating with parents, about student activity and social choices during school and after school. Helping to ensure parents and visitors feel welcome in our building while maintaining security protocols. Maintaining shared classroom spaces and materials, work and storage areas, and equipment. Including daily cleaning of tables and sweeping floors. Leading and interacting with students during outdoor activities to ensure fun, student engagement, and safety. Offering supervisors feedback about supplies and additional materials needed to support the school day and after school for students. Participating in bi-weekly planning session with the Early Childhood Director. Supporting the classroom teacher and teaching fellow/co-teacher with instruction. Instructional duties and roles will be discussed with the lead teacher in the beginning of the year and reviewed periodically. Instructional duties may include: working with small groups of students, working individually with students, assessing student learning, and assisting with the preparation of classroom lessons and activities. Assuming lead teacher or teaching associate responsibilities during absences and other unexpected times. Supervising fieldwork, school specials, and community service that support learning expeditions. Enhancing the vision of the courtyard as an ideal play space for young children by helping to design and implement the water area, quiet area, sand area, and usage and storage of toys and garden material and tools. Additional Professional Responsibilities: Working cooperatively and collaboratively and maintaining professional relationships with school administrators, staff, parents and greater community. Avoiding talking and/or texting on mobile devices or otherwise being distracted. Supporting children ages 3-5 using the bathroom facilities and/or assist in changing their clothes when accidents occur. Arriving to work on time in appropriate clothing, being prepared to work with a professional and courteous attitude. Observing in other classrooms to gain ideas and learn from other experienced educators. Participating in professional development activities to support school-wide and individual goals. Attending a weekly New Teacher Seminar the first year at Capital City and participating in new student family conferences. Other duties as assigned to support the program and the needs of the students. This position is ineligible for recurrent telework. Job duties are expected to take place in-person at Capital City. Capital City seeks to employ experienced and credentialed teachers. Minimum requirements: a high school diploma and experience supervising and teaching elementary age students. Candidates should enjoy working with children, have strong classroom management skills, and be strong team players. Experience working in diverse and inclusive settings is desired. Spanish speakers are desired. In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check and a negative TB test. About Our School Capital City was founded in 2000 and currently serves a diverse population of nearly 1,000 students across PK-12th grade. We have been recognized as a model for social, emotional and academic development. Our program emphasizes a commitment to diversity and equity, a strong inclusion model and the integration of arts into the curriculum. We are a credentialed EL Education Mentor School (************************* in the national network of over 150 schools. Through this model, teachers craft long-term learning expeditions that connect learning to the real-world and incorporate projects, research, fieldwork, and service to support students in meeting rigorous standards. Learn more at ************** Capital City is an equal-opportunity employer. We do not discriminate on the basis of race, color, national origin, marital status, religion, sex, age, sexual orientation, disability, or any other protected status. All employment decisions will be made solely on the basis of the individual's qualifications as related to the requirements of the position being filled.

Teacher - All Subjects Grades 6-12 Cesar Chavez Public Charter Schools for Public Policy ABOUT CESAR CHAVEZ PCS FOR PUBLIC POLICY Cesar Chavez Public Charter Schools for Public Policy opened in 1998 with a mission to prepare students to succeed in competitive colleges and to empower them to use public policy to create a more just, free, and equal world. Now, over 25 years later, Chavez provides a rigorous college preparatory curriculum, a unique public policy program, and a safe and supportive learning environment with comprehensive support services. Chavez is located in the Parkside community in Northeast D.C. To learn more about Chavez, visit chavezschools.org. POSITION SUMMARY Teachers are highly effective and dedicated educators committed to the mission of Chavez Schools. Chavez teachers are focused on building relationships with students and are accountable for their students' academic growth and the school's success. We are recruiting teachers to work with our students (6th-12th grade) in the following subjects: English Language Arts Math Science Social Studies Electives ESSENTIAL DUTIES AND RESPONSIBILITIES Set and reinforce clear expectations and routines that are aligned with the school's overall vision Develop and implement curricula and activities to meet academic standards Thoughtfully plan daily lessons and implement specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary Develops instructional plans that are engaging, rigorous and ensure all students achieve mastery of the stated learning objectives Demonstrate strong content knowledge Design and implement assessments that measure progress towards academic standards and diagnose areas of student misunderstanding Lessons and assignments are rigorous and demand that students think critically. Use assessment data to refine curriculum and inform instructional practices Consistently use assessment data to drive instruction and plan activities. Be accountable for students' academic growth and increase each individual student's achievement Create a positive, achievement-oriented learning environment Establishes high academic and behavior expectations for every student Fosters respectful interactions between and among students and staff Collaborate and engage with peers and administrators to improve instructional practice and achieve student learning goals Provide additional instruction and support to students outside of content area to achieve school-wide goals and address student needs Reflect on successes and areas of growth as a teacher, seek to improve performance, and respond to feedback Participate in collaborative curriculum development, grade-level activities, professional development and school-wide functions Invest parents and families in their children's academic success through regular communication Perform additional duties as assigned QUALIFICATIONS, KNOWLEDGE SKILL REQUIRED Bachelor's degree Achieved Highly Qualified designation as defined by Chavez Schools Demonstrated Mastery of the applicable subject matter Experience facilitating a student-centered classroom (cooperative learning, inquiry or project- based learning) Strong instructional skills and classroom management. Demonstrated success in using data to monitor student understanding and drive practice Exercise excellent judgment in decision-making Think strategically and proactively problem-solve Work with only the highest ethical standards Unrelenting commitment to students, self, and school's constant learning and development Ability to self-reflect on teaching practices and be responsive to feedback Apply today! NO PHONE CALLS PLEASE. ADA SPECIFICATIONS: This position will be based at Chavez in the Parkside neighborhood. While performing the duties of this job, the employee is regularly required to move about the building. In addition, travel to other sites could be required, frequency to depend on the needs of the school and position. The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job. This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. AAP/EEO Statement: Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools' employees to perform their job duties may result in discipline up to and including discharge. Disclaimer: This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice.

Job Details Washington, DC $60,675.00 - $90,349.00 Salary/year Description Job Overview: Intervention teachers are members of the Student Support Team. They work in collaboration with lead classroom teachers to monitor and support the implementation of interventions for a caseload of students across Kinder-5th grades. Reports To and Supervises: Intervention teachers report directly to the Intervention/RTI Manager and do not supervise any staff. Responsibilities and Duties: Assumes responsibilities for delivering specialized instruction designed to result in students' progress and mastery of individualized education program (IEP) goals and improved academic performance of students with disabilities Use data from universal screeners and formative assessments to plan for intervention cycles Employ multisensory teaching strategies based on an understanding of student strengths and weaknesses and learning styles Monitor and support implementation of interventions in classes across 2nd-5th grades and provide accommodation/modification support Work in collaboration with all general education teachers as a technical expert to support personnel in the process of addressing individual students' academic concern Work in collaboration with grade level RTI teams to plan, monitor, and deliver effective interventions - interventions will be based on implementing, compiling and analyzing assessment data Create materials and resources for interventions to populate a communal resource library Promote family involvement in education through partnerships between the school, parents, other organizations, agencies, and community-based family partners Required to attend pre-planned evening events throughout the year such as APTT, Expo, Flamboyan family home visits, etc. Encouraged to attend at least one family / community event a year such as orientation, prospective parent info sessions, family potlucks, teacher recruiting etc. OPTIONAL: Teach or provide interventions in Mundo Verde's summer program for an additional stipend Other duties as assigned Qualifications Qualifications, Skills and Values Qualifications Candidates must have a bachelor's degree, preferably in education or special education, or have a bachelor's and passing Praxis scores by the start of the school year. At least one year of experience as a teacher working with students, preferably with special education needs. Advanced, native or intermediate proficiency in Spanish and English preferred. Urban teaching experience preferred. Skills and Values Demonstrated ability to be an independent solutions-oriented problem-solver Commitment to demonstrate love and joy towards students, colleagues, and the work Willing, hard-working attitude with a growth mindset toward self, students, and colleagues Demonstrated ability to take ownership of personal work and the school mission Capacity to embody the characteristics of a Community Steward by practicing six community building virtues and values every day: 1) Empathy, 2) Speak your truth, 3) Perseverance, 4) Inquiry, 5) Collaboration, and 6) Appreciation Other Job Details STAFF Schedule: 8 hour day starting at 7:50am (may be required to attend meetings after student dismissal) Location: Cook Campus and/or Calle 8 Campus Position Type (STAFF): This is a 10-month salaried position which is exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act. Employment subject to TB test, fingerprinting and background check What we offer Mundo Verde cares for and values our phenomenal staff and provides the following: A competitive salary based on one's education and experience A Tier 1 school home in which to inspire children in a progressive environment An opportunity to be a part of developing compassionate global stewards and life-long biliterate learners Colleagues who are devoted to their practice, their students, and the school mission A leadership team dedicated to supporting professional growth by providing feedback and support Professional development opportunities as available FT salary: A benefits package that includes medical, dental, vision, short/long-term and life insurance, employer contributions to a 401(k), a transportation stipend, and paid time off (25 days of PTO: 5 Sick, 20 Personal), off on holidays scheduled in the school calendar. MVBPCS is an equal opportunity employer

About the School Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.'s and the nation's most dynamic educational institutions. Since the school's founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus. About the Position We are seeking an appropriately qualified and experienced Lower School Pre-Kindergarten Homeroom Teacher to join our faculty for the 2025-2026 school year. The successful candidate will be a thoughtful and inspiring educator, keen to work with colleagues, students, and their parents in a student-centered, highly collaborative, inclusive, future-focused, learning environment. The Pre-Kindergarten Teacher will work collaboratively in a co-teaching classroom environment with another Pre-Kindergarten Teacher to support students. Division: Lower School Location: On-site at 4200 Davenport Street, NW, Washington, DC Date: August 18, 2025 Type of Opportunity: Full-time and benefits eligible FSLA Status: Exempt Compensation: salaried Note: Applications will be reviewed on a rolling basis. Primary responsibilities include: Creates a safe, collaborative learning environment that aligns with the school's equity-driven mission. Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability) and experience working with a diverse student population and incorporating that knowledge into their culturally, and historically relevant instruction. Understands different communication styles and modifies classroom interactions accordingly. Works collaboratively with colleagues to design and implement high-quality, engaging learning experiences. Uses observations/assessment data to inform teaching and improve learning, and to set individual learning goals. Responds positively and restoratively to student needs. Engages our parent community through consistent and clear communication about curriculum, school life, and each child's personal learning journey. Performs other duties as assigned. Requirements and Qualifications: A B.A. in early childhood education or elementary education is required A master's degree is preferred Three years or more of teaching experience at the elementary school level with early childhood students Experience supporting students receiving special education services are preferred. Skills: Understands early childhood development and that pre-kindergarten is a time of remarkable physical, cognitive, social, and emotional development.