Special Education Teacher Jobs in Essex, MD

Overwhelmingly, people who decide they want to be a part of the Y in Central Maryland tell us they do so because it reflects their values and a conscious decision, they've made about how they choose to live their lives. The happiest and most fulfilled Y associates are those who are motivated to help others and who want to be a part of something larger than themselves. If this speaks to your heart, then we invite you to join our team. Be a part of a charitable, mission-driven organization that works for individual and community well-being for all, for a better us. This position serves as a Teacher for a Head Start classroom with a direct focus on children 3 to 4 years of age. The teacher will work collaboratively with one other Teacher to ensure the successful operation of a classroom with a total of 17- 20 children. The teacher also works with a team of other teachers, family advocate and family members to implement the curriculum to achieve outcomes for children of all abilities. Teachers are expected to utilize a working knowledge of the principles of child growth and development to work with children and collaborate with related service areas. General Responsibilities Participate in Y associate meetings, conferences, training sessions and workshops as assigned. Maintain confidentiality in regards to Y associate and family information. Fulfill role as mandated reporter as stated in Child Abuse and Neglect Policy. Perform any other work-related duties as requested by your supervisor. Be present at work in order to provide consistency of services. Be a contributory team member in a positive/productive manner. Demonstrate commitment to the Y mission, Y core values, and Y policies in the performance of daily duties. Recognize that your job description is service area specific and that a successful employee upholds the overall employment standards outlined in the Personnel Policies and Procedures Manual and specifically, but not limited to: confidentiality, child abuse reporting, attendance and dependability, appropriate dress, customer service and support to all families, prudent use of program resources, and promoting and maintaining safe work environment Fluent in Spanish The Y in Central Maryland provides equal employment opportunities (EEO) to all employees and applicants for employment. Moreover, the Y is firmly committed to celebrating and achieving diversity and inclusion in all we do. We strive to be an anti-racist organization and expect all associates to treat others with respect, kindness and dignity, at all times. Thank you for considering working for the Y in Central Maryland. If being a part of our cause feels right for you, we hope you will join us.

At CJR we repeatedly say that we are moving students from Commodore to College-100% for 100%. That's our slogan and everyone knows it. It adorns classroom walls, pencils, notebooks, reward wristbands, and uniform shirts. It is the mantra for our awesome students and our committed staff. But helping these words come true is not easy. By teaching, modeling and recognizing our Five Promises-Commitment to Quality, Honor and Integrity, Perseverance, Gratitude, and Contribution-we are equipping our students to make responsible decisions. Vision: We will move 100% of our students from Commodore to College so they have the opportunity to do what they choose in life. Our Collegiates will compete and be kind at the same time. Mission: Our mission is to do everything in our power to equip our students with the skills, experiences, and the mindset to make good choices in life. Together, we will stick to our 5 Promises and give 100% because anything is possible.

The Bilingual Pre-K Inclusion Teacher is part of the early childhood education team at Briya Public Charter School a leading two-generation education program serving parents and their young children. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming. Briya's early childhood program serves children from six weeks through pre-kindergarten. In Briya's dual-language Pre-K classes, children learn through an inquiry-based curriculum. Briya teachers draw inspiration from the pedagogical principles of Reggio Emilia and offer culturally sustaining education for emergent multilingual children. This involves collaborative work and daily play-based assessment of children in inclusive bilingual classrooms. While children attend the early childhood program, their parents attend classes comprised of three highly integrated areas of study: English, child development, and digital literacy. Briya also offers workforce development programs for advanced students to pursue career-ready certifications. Briya has a strategic partnership with Mary's Center, a Federally Qualified Health Center, further strengthening student families with comprehensive medical, dental, and social services. At three of its four campuses, Briya is co-located with Mary's Center. Essential Duties and Responsibilities: The Pre-K Special Education Teacher position is an in-person full time position between 30-40 hours a week. This position may include, but is not limited to, the following tasks and responsibilities: Curriculum and Instruction Provide specialized instruction and curriculum modifications for preschool aged children with special needs in a bilingual inclusion model in two Pre-K classrooms. Support children's concept and skill development through thoughtful, playful and engaging instruction. Create individual plans for assigned students and share strategies and developments with general education teachers. Develop plans in a reflective and responsive manner so that experiences build upon children's emerging interests, ideas, skills, languages, cultures. Modify plans as necessary to accommodate teachable moments and opportunities. Carry out learning experiences across developmental areas and content areas and prepare special materials that support concept and skill development in an intentional and individualized way. Follow a bilingual planned language approach and utilize evidence-based strategies to help emergent multilingual children build a strong foundation in oral and written language. Utilize research-based strategies and involve families to acknowledge and strengthen children's home language. Use evidence-based strategies to establish caring connections with children, use co-regulation to help them regulate their emotions, and support their overall social emotional development. Consult regularly with teaching team to review student progress, share ideas and resources, and involve families in student learning and progress towards goals. Help to prepare progress reports and learning portfolios for family conferences. Plan curricular experiences and modifications for students with IEPS who are the MTSS program. Maintain collaborative and productive relationships with all classroom staff including Teacher Assistants and Dedicated Aides. Document strategies for individualizing weekly lessons plans for children with special needs on weekly planning forms in ways that are responsive to children's varying needs, skills, abilities and interests. Adapt and modify instruction for diverse learning styles as well as for the unique cultural and linguistic characteristics of preschool students, using evidence-based strategies to support young emergent multilinguals. Utilize and contribute to the Briya MTSS/RTI processes, strategies, and materials. Share information and strategies with other teachers, therapists, supervisors, parents and other member of multi-disciplinary team as needed. Support teaching team to create and maintain an indoor and outdoor learning environment that is organized, comfortable, safe, non-commercial, non-stereotypic, facilitates multi-sensory learning, and responsive to children's diverse and changing interests, abilities, and needs. Help teachers to modify areas or materials to promote universal design for learning principles and utilize principles the Reggio Emilia approach, and Anti-Bias Education. Utilize effective and proactive strategies to ensure excellent attendance and retention outcomes for Pre-K students. Assessment Plan and implement specialized instruction that advances children's IEP goals and monitor their progress through data collection that includes observation, assessment, and seeking input from families and the instructional team. Demonstrate strong knowledge and implementation of assessment practices; principally through Teaching Strategies GOLD to engage in ongoing cycles of documentation and reflection across content areas. This includes: Taking and entering objective observations Linking observations to curriculum and setting preliminary checkpoint levels Using performance data to guide planning and instruction Completing progress checkpoints in consultation with co-teacher according to checkpoint due dates Use portfolios and information about children's progress in GOLD during family conferences to build strong parent-teacher collaboration. Family Engagement Demonstrate understanding of and competence for two generation education by engaging with parents as children's first and most important teachers and building strong connections with families. Learn about and honor families' various funds of knowledge and encourage them to contribute to the life of the classroom community. Approach difficult situations with an understanding and curiosity about cultural and educational experiences that may impact formal schooling. Partner with classroom and site team members to help families overcome barriers that may impact children's academic or social development. Listen to families' observations about their children and collaborate with co-teachers to provide ideas that support children's learning at home. During Family Time, model and promote language and literacy strategies and play based interactions. Contribute to parent-friendly newsletters and other family communication that provides key information about children's Participate in family conferences three times per year for children with special needs. Support parents of children with special needs during weekly Family Time experiences in designated classroom. Provide home visits for Pre-K students with special needs at the beginning of the year or as necessary and completes relevant documentation. Use home visits as opportunities to build or strengthen relationships with families. Orients parents to the Special Education and MTSS process in a manner that exemplifies Briya's core values of collaboration, equity, inclusion, trust, learner-centeredness, and regard for parents as children's most important teachers. Contribution to a Community of Practice Contribute to creating a culture of learning and reflection in the school by engaging with research on early childhood education and strive to apply knowledge into daily practice. Communicate and collaborate regularly with co-teacher/s about classroom practices, routines, the environment, and children. Use time with other teachers to reflect and plan and support each other as team members. Set learning and performance goals, communicate about goals and activities with supervisor and coach on a semi-regular basis, and seek support when necessary Participate actively in professional development learning communities, demonstrate self-reflection and growth mindset, give and accept constructive feedback. Utilize communication strategies with co-workers that address conflict in a productive and collaborative manner. Assist in recruitment of Briya students, field trips, student recognition ceremonies and other celebrations. Values: Successful Briya employees demonstrate the school's five core values in the way that they carry out the core responsibilities: Learner-Centeredness: Student agency and voice are foundational to high-quality education. Inclusiveness: People of all countries, races, religions, cultures, genders, sexual orientations, languages, abilities, and life experiences are integral to the Briya community. Trust: A space of safety and mutual respect among students and staff promotes optimal growth and belonging. Collaboration: Strategic, agile collaboration on all levels-among staff, students, departments, and community partners-increases the holistic success of student families. Equity: The pursuit of equity drives Briya's work. Through our comprehensive, two-generation educational model, we seek to overcome systemic oppression and partner with students to create opportunities for all to thrive. Competencies: Employees are also expected to excel in the following competencies: Professionalism - Treats others with respect and consideration regardless of their status or position. Follows established policies and procedures to support the overall function of the organization. Safety and Security - Observes safety and security procedures, reports potentially unsafe conditions, and uses equipment and materials properly. Attendance/Punctuality - Is consistently at work and on time, adhering to a schedule pre-determined between the employee and the supervisor. Dependability - Follows instruction and responds to management direction. Takes responsibility for own actions. Teamwork - Can work well in multidisciplinary team setting with a variety of cultural and educational backgrounds and experiences. Contributes to building a positive team spirit, puts success of the team above own interests, and supports colleagues' and students' efforts to succeed. Qualifications: Must have the following knowledge, skills and/or abilities. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience - BA or MA in Special Education or Early Childhood Education with Special Education emphasis 2-7 years experience working directly with young children including children who are emergent multilinguals and children with special needs. Bilingual in English and Spanish with excellent communication skills Certified in Special Education or pursuing certification Excellent communication skills and ability to create written weekly plans and use online software to document learning Current Pediatric First Aid and CPR certification. Demonstrates flexibility, knowledge and enthusiasm for working with children of various ages. Reasoning Ability - Ability to apply common sense understanding to carry out moderately complex, multi-step instructions and make appropriate independent decisions as necessary. Physical Demands - Regularly required sitting; frequently required to reach with hands and arms, walk, stoop, kneel, crouch, talk or hear; must be able to lift objects up to fifty (50) pounds. Work Environment - Mostly in a typical classroom setting with moderate noise level. Enrollment in early childhood classrooms depends on the age of the child and is typically between eight and fourteen students. Salary Range - $60,000 - $70,000k RequiredPreferredJob Industries Other

Be part of one of the nation's largest school districts that's embarking on an ambitious new chapter of #PGCPSPride! We are second in the state for Nationally Board Certified Teachers. We lead the industry in mentorship, monthly professional development, and a robust leadership pipeline to support teachers advancing their careers. And we do all of this bordering the nation's capital. Where we offer generous benefits including: laptop computers, tuition reimbursement, relocation assistance, and incentives to serve in our high needs schools. Whether you choose to teach in one of our specialized programs or in a community school, you have options! Create a path aligned to your interests and enjoy cutting edge technology to bring your classroom to life. Join us as a Elementary School Teacher! Key responsibilities include: Provides for instruction of students by developing, selecting, and modifying instructional plans and materials and presenting them using instructional techniques which meet the needs of all students Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of students Monitors and evaluates student performance, develops and implements plans to improve student performance Maintains required records Follows required procedures and practices TEACH WITH US!

SCHOOL PROFILE The SEED School of Maryland is a statewide, public, college-preparatory boarding school that opened in August 2008. The School has enrolled 388 sixth, seventh, eighth, and ninth-grade boys and girls and will grow to educate and board 400 students in grades six through twelve. The SEED School is an extraordinary educational opportunity for students across the state to receive a tuition-free, college-preparatory, boarding education. The SEED School of Maryland combines a rigorous and engaging academic curriculum with life skills and enrichment activities to provide students with a thoughtfully balanced learning and living experience. Students and their families commit to a seven-year educational program that offers small class sizes, high quality teaching and learning experiences, mentoring, community service, and extracurricular activities such as sports and arts. The SEED School is centered around its character values: compassion, self-discipline, integrity, respect for oneself and others, responsibility, honesty, and self-determination. The SEED School staff are in partnership with parents, families, and communities to guide and support student success. The School follows a typical academic school year calendar. SUMMARY Under the leadership of the Assistant Principal, the English Language Art Teacher is to work with and co-teach middle and/or high school students to ensure their success in a college preparatory program. The English Language Art Teacher provides effective instruction and support in curricular areas for which employed; utilizes various instructional resources and technologies; demonstrates knowledge of the teaching/learning process; develops and modifies instructional plans and materials to meet the needs of a diverse student population; maintains contact and communication with parents and Student Life staff; and works effectively with administrators, colleagues, and all members of the school community. ESSENTIAL DUTIES AND RESPONSIBILITIES Collaborate in a strong team environment to: Establish and maintain an engaging middle and/or high school learning environment conducive to student success. Promote and support a middle and/or high school program with promotion based upon standards mastery. Communicate knowledge in an interesting, stimulating, and effective manner, using a variety of instructional methodologies, curriculum resources, and materials. Examine student assessment data to guide and improve instruction Promote high levels of learning in an engaging and effective manner using a variety of instructional methodologies, curriculum resources, and materials Integrate literacy strategies into the instructional framework. Differentiate instruction to reach all learners. Co-Plan, organize, and deliver appropriate lessons for assigned area(s) of responsibility, Collaborate with coworkers on planning, professional development, standards-based curriculum, and common assessment design to contribute to the continuous improvement of instruction at the school. Assess students' learning in a professional manner and communicate students' progress to parents and fellow teachers to facilitate future instruction. Advocate for student accommodations and services to ensure that IEP's are being implemented with fidelity. Maintain and submit necessary records, progress reports, and grade reports Monitor and case manage assigned MD Online IEP's Plan and prepare for all IEP meetings as assigned Meet with students on your assigned case load on a weekly basis Deliver pull out instruction that is compliant with student IEP's Participate in faculty meetings, workshops, staff development programs, and other school sponsored activities Participate in summer programming which may include direct service to incoming and returning SEED youth and curriculum work with colleagues Assist in general building supervision and discipline of students outside of the classroom Adhere to the professional and ethical standards as outlined in the SEED Staff Manual. MINIMUM QUALIFICATIONS Bachelors' degree in related field is required Active teaching certificate (grades 6-12) is required Master's in related field and/or prior teaching experience is highly desired. PHYSICAL REQUIREMENTS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, some standing, walking, sitting, bending and carrying of light items such as books and papers is required. WORKING CONDITIONS The work involves everyday risks and discomforts which require normal safety precautions typical of such places as classrooms, offices, meeting and training rooms, etc.The work area is adequately lighted, heated and ventilated. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This position description may not describe all duties, responsibilities and skills associated with this position. It is intended to portray the major aspects of the job and is not meant to be all inclusive. Other duties or skills may be required, such as lunch duty from 1 to 2 o'clock and newspaper every other day etc… The SEED School of Maryland is committed to the letter and spirit of equality. It does not discriminate on the basis of race, color, religion, gender, sexual orientation, or national and ethnic origin in hiring and employment, nor in the administration of its educational policies, admissions policies, scholarship, and other programs.

Levine Music is a welcoming community where children and adults find lifelong inspiration and joy through learning, performing, listening to, and participating with others in music. Levine's core values - excellence and opportunity - infuse everything we do. Our distinguished faculty offers a broad and well-rounded curriculum that provides a strong musical foundation for students of different ages, abilities, and interests. We strive to make Levine's education available to everyone. Hundreds of students receive substantial scholarship assistance; many hundreds more receive free instruction through fully funded in-school programs. We are pleased to announce a part-time early childhood teaching position in our First Music Department. We are looking for applicants prepared to join a team of mutually supportive and collaborative teachers committed to teaching at the highest level with a diversity of pedagogical approaches. Applicants should possess significant training in music, early childhood education, or music education, and show evidence of a strong background in and commitment to teaching infants, toddlers, and young children. The ability to sing songs and lead group classes unaccompanied and in a range appropriate for the First Music Program is required. Applicants should be experienced teaching students with a broad range of abilities and backgrounds. The First Music teaching position requires teaching classes for children ages 4 month - 8 years. There are 15 weekly classes which are 60 minutes each. These positions are located at the following Levine Music campuses. Tuesday afternoons at DC Campus: THEARC - Levine Music Saturdays at THEARC - DC Campus: THEARC - Levine Music Compensation will be awarded according to qualifications and experience. The hourly group teaching rates starts at $56.33. Please submit letter of interest, resume and video links to performances or teaching via email to: Maria Williams Senior Director of Human Resources Levine Music 2801 Upton Street, NW Washington, DC 20008 **************************** ************** ******************* Levine Music is an Equal Opportunity Employer Levine Music's employment policy is committed to anti-discrimination of employees or applicants based on sex, gender identity or expression, sexual orientation, race, color, religious creed, national origin, physical or mental disability, protected veteran status, age, or any other characteristic protected by law concerning any employment practices.

Bridges is a youth-development program that is committed to the long-term success of Baltimore City youth and to providing life-changing opportunities to independent school students. The program currently serves 798 young people - 440 Baltimore City youth ages 9-23 and 358 independent school students - through sites at The St. Paul's Schools, Gilman School, The Bryn Mawr School, and McDonogh School. Teachers who are hired to teach in the program will be hired, contracted, and paid through one of our four program location partners - The St. Paul's Schools, Gilman School, The Bryn Mawr School, or the McDonogh School. One of Bridges' hallmark programs is the Bridges Summer Institute - a five-week, in-person summer program for Baltimore City students in rising grades 4-9. Students begin their 13-year experience with Bridges at the Summer Institute as rising 4 th graders and return each summer for six years until they reach high school. The Summer Institute blends academics and enrichment, creating an opportunity for students to learn, grow, have new experiences, and develop their interests and talents. The 2025 Summer Institute will run from June 23 through July 25, 2025 (no program on July 4 th ). The Opportunity Bridges is searching for 4 th through 9 th grade teachers in the subjects of Language Arts, Math, Science, Visual and/or Performance Art, and Physical Education to staff the Summer Institute. This is an opportunity for excellent teachers to craft their own curriculum, keep students engaged over the summer through teaching and field trip experiences, and build relationships with a special group of young people. Many Bridges summer teachers have returned year after year, maintaining those relationships as they watch the students grow. The role is seasonal (majority of work conducted over five weeks in the summer) and part-time (25 hours per week on average during the summer), making this a great opportunity for teachers seeking summer employment. During the five-week program, teachers work closely with their students, spending four half-days a week teaching in their subject area and one full day a week chaperoning a field trip. Small class sizes range from 8-15 students with 2-3 high school aged volunteers present to assist in the classroom. Teachers also join weekly staff meetings and assemblies as requested by the Site Director. Summer teachers will be placed at and employed by one of Bridges' four program sites - St. Paul's, Gilman, Bryn Mawr, or McDonogh - and report to the Site Director. Before the summer, teachers will be in communication with the Site Director and may be asked to participate in one, 45-minute meeting with the Site Director in April or May 2025, as well as one pre-summer all-staff meeting in May or June 2025. Teachers will submit course plans and requests for materials by May 1, 2025. Ideal Candidates · Love teaching and building relationships with students · Have experience working with students from Baltimore City · Want to have a challenging, fun, and rewarding teaching experience this summer · Can commit to teaching in all five weeks of the summer program, working 25 hours per week on average, with course planning during the spring under the supervision of a Site Director · Will have flexibility regarding site placement · May be interested in making Bridges their home for many years to come Compensation: The pay scale for this seasonal role is based on years of teaching experience and is as follows: · Teachers starting at Bridges with 1-4 years of teaching experience: $3,500 · Teachers starting at Bridges with 5-6 years of teaching experience: $4,000 · Teachers starting at Bridges with 7+ years of teaching experience: $4,500 There are no benefits offered for this seasonal role. To Apply · Please send a resume via e-mail to ***************************. We will be reviewing resumes on a rolling basis. Candidates are encouraged to apply before February 28, 2025. · Please name your resume in the following format: “Teacher - Last Name, First Name - r” · In the e-mail body, please include your name, years of relevant experience, subject you are interested in teaching, how you learned about this opportunity, and 1-3 sentences summarizing your interest in this role. · Bridges will confirm receipt of resumes with an automated e-mail. To Learn More about Bridges Facebook: Click Here Instagram: Click Here Web: Click Here Bridges Baltimore and its partners are committed to creating a supportive learning environment where all individuals are valued for their unique contributions and are able to achieve their highest potential. We strongly believe that a diverse and inclusive environment is the best learning environment for our students and prepares them to live, work, and thrive in an increasingly global and multicultural community. We reject all prejudice, particularly those based on race, national and ethnic origin, religion, socioeconomic status, gender identity, sexual orientation, and physical characteristics.

Don Bosco Cristo Rey High School & Corporate Work Study Program is seeking English, Math, Science, Social Studies, and Spanish teachers for the 2025-2026 school year. Don Bosco Cristo Rey delivers an affordable, accessible, career-focused college preparatory education in the Catholic tradition to students with limited resources. Every student participates in the Corporate Work Study Program where he/she gains professional work experience and earns money to pay for a significant portion of their own education. In the tradition of the Salesians of Don Bosco, our pillars are faith, family, future, and fun. Our students are motivated and incredibly kind, making Don Bosco Cristo Rey a truly refreshing place to work. Be a part of our movement. Make a real difference in your community. Join our team! Essential Functions and Responsibilities To perform in this position successfully, an individual must be able to perform each essential duty. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions. Design, plan, and execute informative and engaging lesson plans for the subject area using a variety of teaching techniques and appealing to various learners. Prepare lesson materials, assignments, and tests to evaluate, grade, and correct student performance. Utilizes a variety of assessment tools to evaluate student learning, including formative and summative assessment. Collaborates with instructional staff and provides feedback to students, parents, and administration regarding student progress, goals, and expectations. Supports the implementation of our Corporate Work Study Curriculum in annual planning and daily lesson plans. Enthusiastically participates in professional development activities designed to support professional growth. Commitment to social justice and serving the DBCR community with time and talent outside of the classroom, including sponsoring student organizations, participating in events, and other related activities. Maintains accurate, up-to-date student records, adhering to required policies and procedures. Develops and maintains a safe and inviting classroom environment conducive to learning. Monitors appropriate use and care of equipment, materials, and facilities. Actively monitor students in the hallways, cafeteria, restrooms, and other common areas during transition bells and breaks. Other duties as assigned. Supervisory Responsibilities: None Qualifications: Education and Experience: Bachelor's degree in related subject area; Master's degree and teaching certification preferred (required to be state certified in DC, MD, or VA 3 years from date of hire). Previous teaching experience in related subject required; 2-4 years of experience preferred. Demonstrated understanding of educational technology integration in the classroom. Demonstrated understanding of effective teaching strategies for different learning styles and aptitudes. Experience and sensitivity to working in a diverse multi-cultural environment. Knowledge, Skills, and Abilities: Understanding and commitment to the educational mission of the Archdiocese of Washington, the Salesians of Don Bosco, and the vision of the Cristo Rey Network Willingness to be an active, enthusiastic member of the Don Bosco community. Desire to seek out professional development activities related to the latest instructional strategies, student growth and best pedagogical practices. Excels in presentation, listening, and observational skills, fostering effective interactions with multiple stakeholders. Ability to effectively manage time, projects, and priorities while applying analytical skills to resolve challenges. Demonstrates the ability to take full ownership of responsibilities, working proactively to drive student success. Effectively collaborates in a diverse environment, demonstrating a positive outlook, navigating complex situations with professionalism and discretion Work Environment: Work schedule flexibility required. Must be able to attend various co-curricular activities and events throughout the school year. Work hours generally follow the school schedule and calendar. A typical workday starts at 7:30 AM. Limited travel may be required. If you are qualified and interested in this position, please submit a cover letter, resume, and three professional references to Dr. Cody Yocom | Principal | ***************. Don Bosco is an Equal Opportunity Employer and is committed to fostering a diverse and inclusive workplace. We provide equal employment opportunities to all individuals regardless of race, color, religion, gender, gender identity, sexual orientation, national origin, disability, or any other status protected by law. We also welcome and encourage applications from H1B visa candidates and are prepared to sponsor qualified individuals for employment visas as necessary.

Carney, Sandoe & Associates, an educational recruitment firm, is currently seeking an experienced Middle School Teacher to teach 5th grade for the 2025-2026 school year at K-12 independent school in Potomac, Maryland. The ideal candidate should have experience working with students with learning challenges, including dyslexia, anxiety, attention issues, and students who are gifted, skillfully assessing students' strengths and areas of need to craft lessons to meet their academic needs. Creativity, flexibility, and strong communication skills are a necessity. We welcome candidates who are committed to student-centered pedagogy, differentiated instruction, and multi-sensory learning. Successful candidates must be willing to collaborate, innovate, and grow as teachers. Responsibilities of the 5th Grade Teacher: Develop and organize a 5th grade curriculum that meets school standards. Teach literature, history, English, math and support a homeroom. Establish standards of student performance which can be quantitatively and qualitatively evaluated. Develop knowledge and skills essential to effectively teach students in the grade assigned. Promote students' critical and creative thinking and analysis and develop lesson plans and instructional materials. Plan and conduct activities for a balanced program of instruction, demonstration and work time that provides students with opportunities to observe, question and investigate. Requirements of the 5th Grade Teacher: Bachelor's degree Subscribe to the school's Core Values, our Mission, and our Philosophy and will seek passionately to uphold and promote them. At least 1-3 years of teaching experience at the K-12 level Interest to contribute to school community outside of the classroom as an athletic coach, student advisor, student club leader, or otherwise preferred Geographic flexibility is preferred Must be authorized to work in the U.S. 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

Title: Paraprofessional - Special Education (1:1 Dedicated Aide) + Signing Bonus Position Type: Full-time What we do and offer our team: PHILLIPS PROGRAMS Schools are private special education day schools for children with emotional and behavioral needs. PHILLIPS has a unique approach to special education. Our schools embrace the whole child and family with all their strengths and challenges. We provide a place of relationship and belonging where students can be accepted; treated with compassion and respect. We offer our employees competitive salaries, a comprehensive benefits package, a place where you can learn and grow as a professional, and a warm and friendly environment that lives our values. In addition, our staff are eligible for the Federal Student Loan Forgiveness Program! What the Dedicated Aide does: Evaluating student progress. Provide written input on designated student as requested. Communicating with parents, PHILLIPS Programs staff and non-PHILLIPS Programs professionals in coordination with classroom staff and supervisor, when requested. Assists in recording and reporting behavior data for assigned student. Assists in assigned classrooms with individual, small and large group instruction as directed by and coordinated with teacher. Provides individualized instruction and supervision for student(s) on and off-campus in areas assigned by supervisor and teaching staff Assists teacher in daily organizational planning, as requested. Organizing classroom furniture and equipment. Supervises student(s) to ensure safety at all times, including bus duty, playground duty and off campus. Supervises classroom in absence of teacher when needed or instructed by supervisor. Implements individual and classroom behavior programs as coordinated with other staff. Assists in other general areas such as: medication administration, data collection, and other relevant tasks as assigned by teacher. What the Dedicated Aide brings to the team: High school diploma, required Experience working with students, preferably in special education, or with other vulnerable populations, required

Greenzaid Early Childhood Center Potomac, Maryland Join our outstanding team! The Greenzaid Early Childhood Center at Congregation B'nai Tzedek is seeking an experienced, creative and nurturing educator for the 2025-2026 school year. Our school, located in the heart of Potomac, Maryland, is in a beautiful wooded environment, setting the stage for our Reggio inspired, play-based emergent secular and Jewish curriculum. The Greenzaid Early Childhood Center is comprised of experienced, loving teachers who work collaboratively to promote the best outcomes for our students. We are the ideal setting for children to grow, learn and play! Required Qualifications: • Believe young children are naturally curious, capable and creative. • Have previous experience (minimum two years) teaching in an early childhood setting. • Hold a degree (associates, bachelors or masters) in Early Childhood Education or a related field and hold the necessary MSDE certification. • Have excellent writing and communication skills. • Background knowledge of Reggio Emilia preferred. • Knowledge of Jewish traditions and holidays. • Collaborate with teachers to develop an engaging environment, explorations and an imaginative curriculum. • Appreciate being a part of an innovative community, sharing and learning from other professionals. • Ability to be an active participant in the care and safety of young children, including lifting and attending to their personal care. Hours: 9:00 am - 1:15 pm Monday-Friday, as well as opportunities for our summer program employment and school year aftercare and enrichment. Participation in staff meetings, training and school events at other times are also required. We offer competitive salary and excellent benefits including paid vacations, professional development and reduced tuition.

Acorn Outdoor Learning Acorn Outdoor Learning (acornoutdoorlearning.org) is a nonprofit outdoor education organization serving children aged 4 to 10. Our programs encourage children's curiosity, provide opportunities for scientific inquiry, and foster understanding and appreciation of the natural world by exploring outdoor spaces in our community. Program activities take place mostly in the field as we explore green spaces around the Capitol Hill neighborhood and beyond. We seek to create an inclusive and diverse community of learners and cultivate a sense of belonging and connection to nature. Job Summary We are seeking a passionate and knowledgeable instructor to join our urban outdoor education program for young children. This role combines environmental education with early childhood development, fostering a love for nature and exploration in young learners. The ideal candidate will have experience in early childhood education, enthusiasm for connecting children to the natural world, and an interest in ecology, environmental science, and environmental justice. ECE specialists will team with Naturalist Instructors to facilitate groups of children aged 4 to 10. Students will be grouped by age, and each teaching team will supervise 12 to 18 students, depending on the age range of the group. All summer instructors will work up to 30 hours per week; scheduling is flexible within our 8:00am to 6:00pm hours of operation. The ideal candidate may not have extensive outdoor education experience, but should have genuine curiosity and desire to learn about the natural world, as well as demonstrated support for child-led educational experiences. This program is largely field-based and very dynamic; plans are often adjusted based on weather or other circumstances. The job requires flexibility, collaborative problem-solving, and the ability to think on one's feet and adapt to changing circumstances. All summer staff will receive safety training, undergo a background check, and must be first aid certified, or willing to become certified. Key Responsibilities Teaching and Curriculum Development: Lead outdoor explorations, field experiences, and hands-on learning for children aged 4-10 Foster social, emotional, and cognitive development through sensory play, storytelling, and collaborative activities in natural settings Collaborate with a team of early childhood educators and naturalist instructors to develop rich and engaging experiences that capitalize on the local resources and natural history of our region Safety and Risk Management: Ensure the safety and well-being of children during outdoor activities; including while walking and on public transit Conduct risk and hazard assessments and maintain first aid readiness in all outdoor settings Program Support: Communicate with parents about program activities and post updates throughout the day on our family communication platform Assist with transporting and maintaining supplies and equipment Qualifications Education and Experience: Bachelor's degree in Early Childhood Education or minimum of 2 years of experience in teaching, outdoor education, or early childhood programming Knowledge of child development principles Skills and Competencies: Creative problem-solving and adaptability in outdoor settings Familiarity with or interest in learning about local flora, fauna, and ecosystems Demonstrated cultural competence and experience working with students of diverse backgrounds and needs CPR and First Aid certification (or willingness to obtain) Physical Requirements: Ability to work outdoors in various weather conditions Ability to walk up to 5 miles per day and climb stairs Ability to lead children on walks and perform light physical tasks such as moving and carrying supplies The following additional qualifications are desirable but not required: Experience with nature-based pedagogy or Reggio Emilia approaches Certification in environmental education or outdoor leadership Experience or certification in STEM or art instruction Training and/or certification in Early Childhood Special Education Proficiency in spoken and written Spanish What We Offer: A supportive, collaborative work environment dedicated to fostering a love of nature The chance to work in beautiful, dynamic outdoor settings How to Apply: Please submit your resume and cover letter to *****************. Priority application deadline is April 1 ; however, applications will be reviewed on a rolling basis until all positions are filled.

At Cross Country Education, we are committed to creating opportunities where students and educators thrive. We are looking for passionate Special Education Teachers to join our team and help transform lives. Whether you're an experienced educator or a new graduate ready to start your career, we offer supportive roles designed to foster growth, success, and a meaningful impact in special education. What We're Looking For: A degree in Special Education or a related field State certification, credential or licensure in Special Education Experience working with students with special needs is appreciated but not required What We Offer: Competitive Pay: Reflecting your expertise and commitment to special education. Comprehensive Benefits: Including medical, dental, and vision for employees working 30+ hours per week, with benefits starting within 30 days. 401k, life insurance, additionally voluntary benefits eligibility for all employees. Employee Assistance Program, free to employees and family Supportive Environment: We are dedicated to your success as a special education professional. Our schools have committed administrators who support your transition and professional development, with a set schedule that promotes work/life balance. Travel-Friendly Opportunities: Interested in expanding your career? We offer travel assignments with stipends for housing, meals, technology, and teaching materials. Licensing and credentialing reimbursement is included for qualified travelers. Professional Development: Continuing education reimbursement, training, and coaching to help you excel in your special education career. Referral Program: Know someone who would be a great fit for special education? Earn up to $2,000 for every referral who joins our team-even if you're not currently working with us! Why Cross Country Education? We partner with schools and districts nationwide, providing a wide range of rewarding opportunities in special education. From permanent roles to travel assignments, we are here to support you every step of the way. Join Our Mission Today! Step into a special education teaching role that values your skills and passion for making a difference in students' lives. Equal Opportunity Employer: Cross Country Education is committed to fostering a diverse and f Special Education inclusive workplace free from discrimination or harassment. Visit ****************************** to learn more and apply today!

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 Experienced Gilman School - Baltimore, MD Full Time 4 Year Degree $50,000.00 - $70,000.00 Salary/year EducationDescription FOURTH GRADE TEACHER 2025-2026 OUR MISSION Gilman is a diverse community dedicated to educating boys in mind, body, and spirit through particular emphasis upon academic excellence, athletic participation, and aesthetic appreciation. Gilman seeks to produce men of character and integrity who have the skills and ability to make a positive contribution to the communities in which they live and work. OUR COMMITMENT Educating the Whole Boy For more than a century, Gilman's mission has remained exceedingly focused: to unlock the greatness within each boy by educating the entire boy-mind, body, and spirit. To accomplish that goal, we provide space and opportunity for crucial learning and self-expression to take place. We believe that boys experience transformative learning when they connect disciplines, people, and ideas in ways that deepen their sense of self and serve the needs of others. Our rich and comprehensive program, our immeasurably talented and interesting faculty and students, and our belief in the character traits embodied by the Gilman Five-Honor, Integrity, Respect, Humility, and Excellence-combine to form the foundation of an educational environment dedicated to helping boys grow into men of character. Community, Inclusion, and Equity Gilman's commitment to inclusion and equity is founded on the belief that our community is strengthened by the vibrant exchange that occurs when individuals with different backgrounds and heritages share their perspectives with one another. Through the recognition and acceptance of our many differences, we learn to appreciate and respect the complexity of the world in which we live and develop essential skills that help us forge productive relationships with those around us. We are proud of our history as a school that has, for several generations, taken the lead on matters of diversity, inclusion, and equity. More than 35% of Gilman's student body and 22% of the School's faculty identify as people of color. We continue to build on that legacy through our steadfast commitment to inclusivity and equity and initiatives on local, state, and national levels. OUR SCHOOL Gilman School is a pre-kindergarten through twelfth-grade private independent day school for boys. Set on a 57-acre campus in the northern part of Baltimore City, Gilman serves roughly 1,000 students in three divisions. The School has a full-time faculty of nearly 140, and the average class size is 16 students. WHAT YOU WILL DO: teach all homeroom subjects, including math, language arts, writing, and social studies; work with the grade level team to identify, plan, and evaluate learning goals and best assessment methods for the curriculum; collaborate with resource teachers on ways to integrate the grade-level curriculum with other disciplines; build healthy relationships with students; communicate with parents through written reports at designated times throughout the year; cultivate relationships with parents throughout the year and meet as needed with parents of individual students; foster a safe and inclusive learning environment for students; and fulfill supervisory duties before and/or after school and at recess. WHAT YOU WILL NEED TO SUCCEED: 3-5 years experience as a homeroom teacher at the elementary level; a Bachelor's degree; a Master's degree is preferred; an ability to motivate young students and inspire a love for learning; demonstrated success working collaboratively with colleagues; a passion for own learning and professional growth; an interest in reflecting on teaching and performance; and an energetic and imaginative approach to teaching with a sense of humor. COMPENSATION AND BENEFITS: Gilman School follows a Faculty Salary Scale that recognizes direct years of experience and correlates to steps on the scale. Compensation for the role will depend on a number of factors, including a candidate's years of experience, education, skills, and job-related responsibilities. Teaching candidates will be offered a salary between $50,000 and $70,000. Candidates with additional experience or qualifications may be offered a salary outside the range shown. In addition to the annual salary, Gilman School offers a comprehensive benefits package which includes medical, dental, and vision insurance, as well as life insurance, critical illness and accident coverage, and both short- and long-term disability. We offer a 403 (b) retirement plan with employer match to help you plan for the future. We also believe in the importance of work-life balance, our time-off package includes two weeks of paid vacation, and seven sick days, a winter break, and a spring break annually. At Gilman School, you'll find a supportive environment where your health, wellness, and professional development are valued. ADDITIONAL DETAILS POSITION TITLE: Lower School 4th Grade Homeroom Teacher STATUS/FLSA: Full Time HOURS OF WORK: TBD EOE Gilman School is an equal opportunity employer and educator who fully and actively supports equal access for all qualified applicants, regardless of race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, disability status, Genetic Information or Testing, Family and Medical Leave, protected veteran status, or any other characteristic protected by law. We prohibit retaliation against individuals who bring forth any complaint, orally or in writing, to the employer or the government, or against any individuals who assist or participate in the investigation of any complaint, or otherwise oppose discrimination.

At CJR we repeatedly say that we are moving students from Commodore to College-100% for 100%. That's our slogan and everyone knows it. It adorns classroom walls, pencils, notebooks, reward wristbands, and uniform shirts. It is the mantra for our awesome students and our committed staff. But helping these words come true is not easy. By teaching, modeling and recognizing our Five Promises-Commitment to Quality, Honor and Integrity, Perseverance, Gratitude, and Contribution-we are equipping our students to make responsible decisions. Vision: We will move 100% of our students from Commodore to College so they have the opportunity to do what they choose in life. Our Collegiates will compete and be kind at the same time. Mission: Our mission is to do everything in our power to equip our students with the skills, experiences, and the mindset to make good choices in life. Together, we will stick to our 5 Promises and give 100% because anything is possible.

The Adult Education Teacher Supervisor at the Fort Totten site is responsible for Hybrid program coordination and supervises teaching staff in the Fort Totten 2Gen ESOL program at Briya Public Charter School - a leading two-generation education program serving immigrant parents and their young children in Washington, D.C. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming. At Briya, adults acquire English, digital literacy, and parenting skills, with some continuing on to the school's workforce development programs. At the same time, their young children attend Briya's high-quality early childhood program. In Briya's workforce development programs, adult learners prepare for national industry-recognized certifications in high-demand careers in healthcare and early childhood education while increasing their academic and workforce development skills and knowledge. Briya has a strategic partnership with Mary's Center, a Federally Qualified Health Center, further strengthening student families with comprehensive medical, dental, and social services. At three of its four campuses, Briya is co-located with Mary's Center. Essential Duties and Responsibilities: This in-person 40 hour position is based at Briya's Fort Totten location. Work Schedule: Monday - Friday: 8:30 am - 4:30 pm The Adult Education Manager contributes to Briya's success by ensuring the ESOL teaching staff are prepared and the Hybrid program is well-coordinated to support ESOL student success. The Manager is responsible for the following core functions within the Adult Education team: Supervision of hybrid teaching positions at the Fort Totten site Hybrid coordination to ensure optimal collaboration for student success The Adult Education Manager position may include, but is not limited to, the following tasks and responsibilities: Fort Totten ESOL Teacher Supervision Supervise hybrid teaching positions at the Fort Totten site (approx. 6-8): Teachers in the Hybrid ESOL Program Paraeducators in the Hybrid ESOL Program Meet weekly or biweekly with supervisees to cover the following topics as needed to successfully support student progress and teacher satisfaction and growth over the school year: Engage teachers on student progress, reviewing data and teacher insight as needed to ensure progression toward student and school goals Monitor student outcomes, including review and analysis of CASAS assessment results; support practice change as needed Analyze student attendance; support actions as needed Ensure teachers are preparing students for CASAS assessments and have the resources and training to facilitate testing Conduct formal classroom observations at least twice per year (one virtual and one in-person for hybrid); add informal classroom observations as needed Support PD implementation; identify emerging PD/coaching needs Review teaching assistant performance updates; identify emerging needs Oversee and support teachers' individual annual goal-setting; regularly follow-up on progress/performance and offer guidance as needed Approve PTO and schedule changes Conduct annual performance review Communicate information to teachers, including schoolwide updates, ESOL updates including curriculum and professional learning, and schoolwide events; solicit input and feedback on key issues Remind teachers of the resources they can access to stay up-to-date on essential Briya information Model and encourage transparency in all team communications Provide and facilitate in-classroom support as needed, including but not limited to: additional support for students, such as tutoring or special accommodations interpretation support make up assignments new technology rollouts Substitute as needed Attend supervisor meetings as needed Hybrid ESOL Program Site Coordination Ensure collaboration and smooth operations across Fort Totten by representing adult education on the Site Coordination Team: Build community among staff across departments Actively participate in site-based coordination meetings: As a team member, coordinate student and staff-facing activities at Fort Totten and manage logistics; oversee adult ed participation and roles for special events like holiday parties and birthdays Serve as point of contact between site team and adult ed teachers; gather teacher input to inform planning Ensure teachers have materials and support needed for student celebrations Confidentially discuss students/families of concern and determine how to support them Share coordination meeting updates and decisions with the Fort Totten adult ed team Contribute to the school-wide meeting agenda; read notes and share updates with adult ed team Ensure adult ed students have access to site-specific announcements Create monthly calendars for students (hybrid and in-person) Coordinate field trips and accompanying activities for adult ed teams, including library visits Serve on the Fort Totten SERT team (School Emergency Response Team) Student Outcomes At Briya, all education staff are accountable to ensuring the school meets its student outcomes goals. For Managers who are also teacher supervisors, accountability for student outcomes includes: CASAS Outcome Expectation: Students achieve CASAS assessment level gains x to ensure Briya retains a Level 1 Rating by DCPCSB. Ensure teachers are aware of CASAS expectations; check in with teachers at least monthly about students' CASAS performance Ensure teachers have Knowledge, Skills and Abilities (KSAs) to administer tests, access reports, monitor progress, and implement appropriate instruction Coordinate supports/interventions for students who are not making anticipated progress Attendance Expectation: AE classes have a minimum 70% attendance rate Review the attendance app, month view, with teachers at least monthly Identify potential areas of concern and intervene Back up teachers by confirming and recording attendance as needed Reading Journal Outcome Expectation: Students complete five reading journals to meet Briya's charter school requirements. Ensure that teachers are doing reading journals in class and tracking completion data on time Briya Values: Successful employees will demonstrate the school's five core values: Learner-Centeredness: Student agency and voice are foundational to high-quality education. Inclusiveness: People of all countries, races, religions, cultures, genders, sexual orientations, languages, abilities, and life experiences are integral to the Briya community. Trust: A space of safety and mutual respect among students and staff promotes optimal growth and belonging. Collaboration: Strategic, agile collaboration on all levels-among staff, students, departments, and community partners-increases the holistic success of student families. Equity: The pursuit of equity drives Briya's work. Through our comprehensive, two-generation educational model, we seek to overcome systemic oppression and partner with students to create opportunities for all to thrive. Competencies: A successful Briya Manager will excel in the following ways: Skilled people manager -supports the individualized growth and development of direct reports, provides clear direction so they can perform effectively in their roles, initiates direct feedback and offers supportive guidance when performance is not meeting expectations, leads collaborative problem-solving within the team, and removes barriers to team success. Effective implementer - understands the people and processes required to effectively implement programs and initiatives; manages multiple work streams to make progress and meet deadlines; troubleshoots challenges and knows when to bring in additional support for initiative success; balances detail-orientation with big picture understanding to move work forward. Collaborator - builds relationships with partners and peers to ensure smooth operational alignment, embrace opportunities and solve challenges, and better meet the needs of student families. Communicator - initiates timely communication with partners, senior leaders, and supervisees to support the success of students, programs, and initiatives; models transparent communication with team members, supervisees, and leaders to support an open and inclusive culture. Accountable - embraces managerial role by engaging others to achieve goals, assuming responsibility for mistakes and solutions, and inspiring themselves and others toward meeting commitments and advancing the work of the school. All Briya employees are also expected to excel in the following competencies: Professionalism - Treats others with respect and consideration regardless of their status or position. Follows established policies and procedures to support the overall function of the organization. Safety and Security - Observes safety and security procedures, reports potentially unsafe conditions, and uses equipment and materials properly. Attendance/Punctuality - Is consistently at work and on time, adhering to a schedule pre-determined between the employee and the supervisor. Dependability - Follows instruction and responds to management direction. Takes responsibility for own actions. Teamwork - Can work well in multidisciplinary team setting with a variety of cultural and educational backgrounds and experiences. Contributes to building a positive team spirit, puts success of the team above own interests, and supports colleagues' and students' efforts to succeed. Qualifications: The Adult Education Manager must have the following knowledge, skills and/or abilities. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and Experience Preferred master's degree in education or related experience Demonstrated track record of success within Education, Adult Education, Workforce Development, and/or related fields. Minimum of ten years of successful teaching, coaching and/or teacher supervising experience, preferably with adult learners. Experience working with Experience working with immigrant populations, two-generation education programs, schools and community-based organizations, student information systems, educational technologies, in-person and virtual learning environments, and highly collaborative work environments is desired. English and Spanish proficiency; other languages a plus Ability to work independently and without immediate supervision Reasoning Ability- Ability to apply common sense understanding to carry out moderately complex, multi-step instructions and make appropriate independent decisions as necessary. Physical Demands- Regularly required standing, walking, and sitting, sometimes for many hours at a time; frequently required to reach with hands and arms, walk, stoop, kneel, crouch, talk or hear; must be able to lift objects up to twenty-five pounds. Work Environment - Primarily works in a typical office and classroom setting with quiet to moderate noise level. Ability to regularly travel around Washington, D.C. using personal and/or public modes of transportation to work at all Briya locations. This position typically works Monday - Friday: 8:30 am - 4:30 pm, and occasionally needs to maintain work hours outside of these times, including evenings and weekends. Salary Range: $70,000- $75,000 RequiredPreferredJob Industries Other

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

SCHOOL PROFILE The SEED School of Maryland is a statewide, public, college-preparatory boarding school that opened in August 2008. Since then, the School has enrolled 400 sixth, seventh, eighth, ninth, tenth, and eleventh-grade boys and girls and will grow to educate and board these students in grades six through twelve. The SEED School is an extraordinary educational opportunity for students across the state to receive a tuition-free, college-preparatory, boarding education. The SEED School of Maryland combines a rigorous and engaging academic curriculum with life skills and enrichment activities to provide students with a thoughtfully balanced learning and living experience. Students and their families commit to a seven-year educational program that offers small class sizes, high quality teaching and learning experiences, mentoring, community service, and extracurricular activities such as sports and arts. The SEED School is centered around its character values: compassion, self-discipline, integrity, respect for oneself and others, responsibility, honesty, and self-determination. The SEED School staff are in partnership with parents, families, and communities to guide and support student success. The School follows a typical academic school year calendar. SUMMARY Under the leadership of the Assistant Principal and the Director of Academics the Teacher is to work with and teach middle and/or high school students to ensure their success in a college preparatory program. The Teacher provides effective instruction and support in curricular areas for which employed; utilizes various instructional resources and technologies; demonstrates knowledge of the teaching/learning process; develops and modifies instructional plans and materials to meet the needs of a diverse student population; maintains contact and communication with parents and Student Life staff; and works effectively with administrators, colleagues, and all members of the school community. ESSENTIAL DUTIES AND RESPONSIBILITIES Collaborate in a strong team environment to: Establish and maintain an engaging middle and/or high school learning environment conducive to student success Promote and support a middle and/or high school program with promotion based upon standards mastery Communicate knowledge in an interesting, stimulating, and effective manner, using a variety of instructional methodologies, curriculum resources, and materials Examine student assessment data to guide and improve instruction Promote high levels of learning in an engaging and effective manner using a variety of instructional methodologies, curriculum resources, and materials Integrate literacy strategies into the instructional framework Differentiate instruction to reach all learners Plan, organize, and deliver appropriate lessons for assigned area(s) of responsibility, and submit lesson plans to the Principal on an as requested basis Collaborate with coworkers on planning, professional development, standards-based curriculum, and common assessment design to contribute to the continuous improvement of instruction at the school Assess students' learning in a professional manner and communicate students' progress to parents and fellow teachers to facilitate future instruction. Identify special needs of students and seek additional support, as needed Maintain and submit necessary records, progress reports, and grade reports Participate in faculty meetings, workshops, staff development programs, and other school sponsored activities Participate in summer programming which may include direct service to incoming and returning SEED youth and curriculum work with colleagues Assist in general building supervision and discipline of students outside of the classroom Adhere to the professional and ethical standards as outlined in the SEED Staff Manual MINIMUM QUALIFICATIONS Bachelors' degree in related field is required Master's in related field and/or prior teaching experience highly desired. Active teaching certificate (grades 6-12) in Math is required Special Education certification is a plus PHYSICAL REQUIREMENTS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, some standing, walking, sitting, bending and carrying of light items such as books and papers is required. WORKING CONDITIONS The work involves everyday risks and discomforts which require normal safety precautions typical of such places as classrooms, offices, meeting and training rooms, etc. The work area is adequately lighted, heated and ventilated. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This position description may not describe all duties, responsibilities and skills associated with this position. It is intended to portray the major aspects of the job and is not meant to be all inclusive. Other duties or skills may be required.