Achievement Prep jobs - 124 jobs

Job Description Who We Are Achievement Prep is an award-winning public charter school network dedicated to empowering underserved communities in Southeast Washington, DC. Our mission is to prepare students to excel as high-achieving scholars and leaders, not only in school but also in life. Our Values: All Scholars are Deserving: Every scholar receives an equitable, top-tier education Love is at the Core: We embrace authenticity while setting high expectations Exceptional Academic Results: Achieved through daily, data-driven, individualized learning Platinum Teachers are a Main Ingredient: YOU are the key to excellent outcomes for our scholars Families as Partners: Together, we do “three-generational work” What You Will Do The Physical Education Teacher simultaneously serves as a teacher and leader at Achievement Prep. S/he teaches a full load of Physical Education classes to elementary (K - 3) or middle (4-7) on a daily basis. S/he serves on a determined team of educators who push one another to create and sustain an outstanding environment for teaching and learning characterized by joyful rigor. The PE Teacher also supports the after school athletic and sports teams programming for the entire Network - supervising all the details related to ensuring a smoothly functioning athletics department with robust sports and athletics teams. Reporting to the Assistant Principal and/or Principal and keeping scholars physically fit daily: Physical Education Teach physical education classes to elementary or middle school scholars daily Implement coherent, age-appropriate curricula Differentiate instruction to meet the needs of scholars with differing needs Utilize a variety of assessment data to adjust short-and long-term plans, refine curriculum, and diversify instructional practice to meet scholars' learning needs Exhibit an unwavering commitment to high academic achievement and character development in our scholars Embody our core values of Determination, Respect, Enthusiasm, Accountability, and Mastery Create, monitor, and sustain a disciplined classroom culture of high academic and behavioral standards Adhere to classroom and school-wide behavior management systems with fidelity to reinforce rules, incentivize positive behavior, and dis-incentivize negative behavior Hold yourself and peers accountable to create and sustain an outstanding environment for teaching and learning Family Engagement Establish and maintain relationships with scholars and families based on trust and respect Communicate effectively, proactively, and often with families to share scholar progress, triumphs, and challenges Call and/or meet immediately with parents/guardians when scholar grades decline significantly or when a scholar is failing Attend and support monthly Family Nights/events that invite families into the building Continuous Development Work with colleagues on a daily basis to improve scholar achievement Improve professional practice through weekly coaching sessions, weekly professional development and data-driven reflection Participate actively in weekly professional development sessions, grade-level meetings, and content team meetings Receive continuous feedback from peers and school leaders on your practice and be expected to give the same General School Support Fully integrate into the school community Assume additional school-wide responsibilities, such as lunch/recess duty, hallway posts, events committees, etc. Manage time, tasks, deadlines and responsibilities in a fast-paced environment Be on campus from 7:30 AM to 4:30 PM Monday, Tuesday, Thursday, Friday and until 5:00 PM on Wednesday Be willing to take on additional responsibilities as necessary to fulfill Achievement Prep's mission for our scholars You Must Have Bachelor's degree It Would Be Nice for You to Have A Master's degree in education Teacher leadership experience (grade level lead, department chair, mentor teacher, etc.) 2+ years of experience as a teacher of record in a K - 12 setting 1+ years of experience working with children in historically underserved communities 2+ years of lead experience as a youth coach Who You Are You know and understand the power of education and have seen, first hand, that power manifested either in your life or in the lives of others. You are committed to serving historically underserved communities knowing that your work is part of a larger ecosystem committed to change. You believe in a quality public education for all and are determined to serve every child that comes your way. You are unapologetically mission driven and will do whatever it takes to advance the work and ensure scholar achievement. You are excited about not just the work, but doing the work at Achievement Prep. You are familiar with our community and are not afraid of or by all the beauty and challenges that come with living in impoverished communities. You value and respect everyone and demonstrate that respect in words and actions. You are a results-driven educator who holds scholars to consistently high academic and behavior expectations because you know they can rise to the challenge and grow up to change the world. You approach your practice with a sense of urgency to maximize instructional time because every minute counts for our scholars and receipt of a quality education is paramount to their options, opportunities, and ability to push beyond systemic oppression to live a fulfilling life. You respect timelines and know that meeting the same are not optional or to be taken for granted. You are open to feedback, eager to grow, and bring your best to everything you do. You know the work isn't easy and don't expect for it to be. The grind of our mission ignites you. You are not only capable of performing but thrive in circumstances involving ambiguity and nuance. You look for or create the joy in your day-to-day and want to work with others who do, too. What We Value 100% Scholars: You prioritize what's best for scholars first. Results Without Excuses: You set, track and achieve ambitious goals; and you own the mistakes. Sweat the Small Stuff: You pay attention to the smallest details to ensure smooth, predictable, and effective outcomes. Community Matters - Mightily: You show care and respect for others - even when the work is taxing. Unapologetically Mission-Driven: You have a “whatever it takes” mentality in achieving the mission. Many Minds, One Mission: You value and partner with parents and the community for the good of scholars. Why Platinum Teachers? Our teachers are worth more than gold, they're platinum! Development: Teachers receive ongoing (weekly or bi-weekly) development from school leaders: Formal and informal observations and feedback 1:1 meetings to discuss teaching practice, scholar data, curriculum, and goals Content team meetings Wednesday afternoon professional development tailored to teacher needs Compensation & Benefits: Achievement Prep offers highly competitive compensation and benefits Medical, vision, dental benefits Flexible spending accounts for transit, dependent care, and medical expenses 401k with automatic immediate employer matching up to 4% It Pays to Stay: Upon completion of 2 full school years of service, employees become eligible for annual loyalty incentives Gifts and Achievement Prep swag Bonuses Salary - $65,000 - $95,000 (max) Achievement Prep encourages individuals of all identities and backgrounds to apply for this position. We are an equal opportunity employer fully committed to hiring a talented and diverse group of individuals. Achievement Prep does not discriminate on the basis of race, religion, creed, color, national origin or ancestry, age, sex, gender identity, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law. Powered by JazzHR RiD5IhuMKH

Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC. Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually. Our mission is to prepare students to become ethical, literate, well-rounded and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities. For 25 years, with the support and guidance of our exceptional faculty, our students have risen to the challenge with high graduation rates, college acceptances and unparalleled success academically and socially. Please note the salary range is $130,000 - $150,000 contingent on relevant experience and education. Responsibilities Reporting directly to the Chief Financial Officer (CFO), the Deputy Chief Financial Officer supports the team in stewarding the fiscal resources in support of Friendship's strategic plan and leading the work of the Finance team across the areas of budget, accounting, procurement, grants and compliance. This team member will create the financial strategy to support effective budget planning, maximizing available funds, and ensuring an equitable distribution of resources for the day-to-day operations to support Friendship's vision for student success. The Deputy Chief Financial Officer must be an experienced and accomplished finance professional with knowledge of accounting, a key advisor to the CFO and other Friendship executive team members, and a collaborator with other departments and stakeholders (internal and external) that support the district's improvement. The team includes Budget and Planning, Procurement and Purchasing, Payroll, Accounts Payable, Grants and Accounting. Specific Duties and Responsibilities Equity Leadership and Student Success Strategic District Leadership Support the implementation of strategic financial strategies that maximize available funds and ensure equitable distribution of resources across the district to support student success. Provide strategic leadership to develop the district's annual budget and multi-year financial plans in conjunction with Friendship's campus and network leaders. Spearhead, in collaboration with the CFO, annual capital planning and monitoring processes so that capital expenditures reinforce broader programmatic goals. Ensure compliance with requirements from the charter authorizer, bondholders and financial institutions, and State and Federal laws governing the oversight of the organization's finances. Finance Team Leadership and Management Represent the district, as needed, on budgetary matters in a variety of venues, including public hearings and external stakeholder and community meetings. Manage the performance and effectiveness of the Finance Office across all areas, including but not limited to: the successful implementation of financial and budget goals, effective controls and monitoring of the district's budget, efficient operational processes, and excellent service to schools and district offices. Forecast short- and long-range cash requirements and obligations as a basis for sound financial and equitable funding mechanisms. Coordinate the preparation and presentation of monthly budget reporting and annual projections for all aspects of the budget; collaborate with the team and external support to ensure accuracy of analysis and data in departmental reports. Emphasize the importance of the Finance Office's essential role serving the district's students, families, staff, and community partners in interactions and communication with internal and external stakeholders. Assist with the annual financial audit and reporting to external authorities as well as the completion of any required financial reports, including ongoing financial reports and grants reporting. Systems, Support and Execution Ensure the successful implementation of the Finance Office's tools, including Vena, ADP, and Coupa to improve organizational insights and data visualization. Provide project management oversight and for priority short- and long-term initiatives; develop tools to track progress and monitor key performance goals. Implement adequate internal controls and ensures adequate accounting records to document compliance with relevant laws and policies. Serve as a critical thought-partner and support for department leaders and on budgetary matters and build their capacity as fiscal stewards of the district's resources. Create proactive systems that garner feedback from stakeholders to inform the budget process, budget transparency, and fiscal stewardship for departments and campus teams. Effectively communicate and share data with broad audiences to improve transparency, trust, and confidence in the district and to promote sharing learning. Talent Management and Professional Learning Lead and coach an effective team united around a common vision of operational excellence and support. Support staff to develop, implement, and evaluate project plans and strategy to achieve goals and objectives. Cultivate positive relationships among staff internally and within the broader district, including principals, support staff, and the larger community. Support staff in ensuring up-to-date and comprehensive knowledge of relevant requirements, best-in-class operations, and use of tools. Key Competencies The ideal candidate will demonstrate the following: Vision and Courage to Ensure All Students Achieve Demonstrate belief and hold self and others accountable for reaching high academic achievement of all students. Foster and inspire a clear and compelling vision. Be courageous in addressing matters of equity, race, and bias in decision-making. Leadership, Influence and Effective Communications Communicate effectively, tailoring messages for the audience, context, and mode of communication. Navigate politically complex structures, relationships, and dynamics to challenge ideas and enable thoughtful decisions and positive outcomes for students. Maintain visibility and work collaboratively with diverse stakeholders at all levels. Prepare the CFO for effective decision-making conversations, anticipating and organizing key questions and data that support productive discussions to direct key fiscal priorities. Build coalitions and work collaboratively with diverse stakeholders at all levels of the organization. Strategic Planning and Effective Execution Exhibit outstanding critical thinking skills, including the ability to analyze data, identify trends, pinpoint problems and root causes, ask probing questions, and develop innovative solutions. Demonstrate excellent execution and leadership skills and the ability to successfully lead employees in balancing multiple projects with clear deadlines. Possess a deep understanding of systems-level operations, management, and organizational design in order to deliver desired outcomes for the district. Team Leadership and Management Gain the trust and respect of all staff, cultivating personal accountability among staff for excellent service, problem solving, and efficient budget processes. Build and lead diverse staff; delegate and leverage the team effectively to achieve ambitious goals. Assess team and individual skills and identify development needs; provide feedback and support to improve practice, build capacity, and maximize talent. Promote professional learning and utilize effective adult learning techniques. Qualifications Bachelor's in Accounting, Finance, or a related career field from an accredited college or university. MBA, Master's strongly preferred. Must have an active CPA At least five (5) years of progressive, full-time, professional experience in budget leadership, public policy, public administration, or business management. Direct experience in budgeting, budget preparation, financial monitoring, and financial analysis and evidence of success leading and managing a multi-million dollar budget. Public sector work experience strongly preferred. Five (5) years of senior level supervisory/administrative/management experience, preferably in a large non-profit organization, government agency or school district. Thorough knowledge of various types of public budgeting practices, policies, procedures, and challenges. Experience in implementing comprehensive financial management systems, practices, and policies for an organization of significant size. Ability to navigate uncertainty and ambiguity, and to prioritize work efforts to execute overall strategy. FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability. #J-18808-Ljbffr

Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC. Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually. Our mission is to prepare students to become ethical, literate, well-rounded and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities. For 25 years, with the support and guidance of our exceptional faculty, our students have risen to the challenge with high graduation rates, college acceptances and unparalleled success academically and socially. The Technology Support Specialist is primarily responsible providing technical support to the Friendship Schools user community Please note that the salary range will be $60,000 to $70,000. This role is fully in-person. Responsibilities Provides first line technology support to faculty, staff and students of their assigned schools. Provide technology support to Parents/Guardians of student device and accounts at their assigned schools. Provide coverage/support to any campus when needed/required. Provide Onsite and remote Technical support. Logs and tracks all calls using the Zendesk ticketing system, and maintains records and related problem documentation. Review, solve and close IT support tickets in timely manner. Create, distribute and support computer (laptop, desktop, tablet) OS images and software. Chromebooks & cart management (Syncing, assignment, inventory and repair). Work with System Administrator to escalate tickets, network and server solutions. Deploy, label and perform maintenance on projector filters, phones, computers, and printers. Keep cabling in all offices and classroom orderly and clean. Work with Director of Technology Operations to manage school inventory and asset replacement cycle. Prepare classrooms for the beginning of school, including phone, Interactive board, projector, wiring, desktop and cart placement. Diagram and audit technology assets in the assigned school. Survey principal, business manager and department head satisfaction in technology support. Administer the local AD, file, print and application servers as well as monitor backup and restorations. Manage software updates, patches and administration for solutions such as Anti-Virus, MS Office, Mac OS, iOS, Google Chrome and Window Operating Systems. Facilitate end user resolution for escalated calls/tickets and engage the necessary technical support resource. Follow up with end users to ensure issues are resolved and the end users are satisfied. Report operational metrics and progress to the System Administrators on a regular basis, including ticket status, backup status, project progression, asset diagrams/audit. Keep direct work supervisors up to date on any issues or concerns. Work with other Technology Support Specialists to ensure operational consistency. Working with external contractors on specific tasks and/or projects related to technology. Orchestrate support and logistics for large technology reliant events, including Assessment testing, on-boarding, STEM and afterschool support. Extend computer support resources to Friendship Cares. Perform other technology related duties and emergency work as assigned. Qualifications Two or more years of experience in Technology support role. Working knowledge of Microsoft Intune or/and any other MDM desired. Working knowledge of Google administration/G-Suite. Working knowledge of Microsoft Windows, Apple and Chrome devices. The ability to verbalize or express complex technical concepts effectively in writing and have overall excellent communication and customer interface skills. Must be able to work well with individuals from different disciplines and with varying degrees of technical experience. Excellent oral and written communications and interpersonal relation skills. Must be able to comfortably lift‚ and move 30 LBS. Education: Associate's degree in MIS, computer science or related field is highly desirable Microsoft Certification (MCP, MCSA, MCSE) preferred. CompTIA A+ and/or Network + is desired. FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability.

Student Support Coach Role Type: Full-Time, 12 month FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: * How can we facilitate our students' academic, social, and emotional development? * How can we support our team members' professional growth and personal ability to do this work long-term? * How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: * Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. * Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. * Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. OVERVIEW Students need much more than high quality instruction to be successful, which is why DC Prep offers a range of in-house student support services that support our Preppies' behavioral and social emotional growth. The Student Support Coach is charged with modeling and building a positive, productive and joyful school environment to ensure a high-quality learning experience for all children. The Student Support Coach works in partnership with other members of the leadership team to ensure the proactive and reactive programming connected to school culture and student wellness is strong. This creates the platform from which students can learn and involves leading in a way that models restorative practices with all members of the community, as well as the use of consistent routines, systems and structures to offer students the safety of knowing what to expect each day at school. The Student Support Coach, as a member of the Student Support Team, works to identify students who would benefit from social emotional interventions and plans for and executes those interventions. An effective Student Support Coach is highly data-driven and experienced in delivering quality social-emotional interventions for all students in collaboration with other members of the Student Support Team. They believe in routines and consistency across a school culture to foster safety and connection and they see their role as supporting that culture through effective communication with students, staff and families. Their work with students and families is effective largely because of their strong relationships and commitment to consistent communication across all stakeholders. As a key member of the school leadership team, the Student Support Coach functions on a 12 month schedule and reports to the campus Community Assistant Principal. WHO YOU ARE AND WHAT YOU'LL DO Few things in life give you more pleasure than helping a child realize their potential for growth and then actually making that growth a reality. You're passionate about the need for students from underserved communities to have access to behavioral and social-emotional support services, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, love working with a team, and bring your best to everything you do. You understand that schools are always changing and you embrace flexibility as it serves students in getting the support they need right when they need them. You look for joy in your day-to-day and want to work with others who do, too! Does this sound like you? If so, you'll bring these characteristics to the Student Support Coach role and be responsible for: * Executing on the implementation of student support structures and policies * Use data to design and execute social emotional learning interventions * Plan and lead behavioral supports and restorative programming, including individual student processing as a result of office referrals which may involve teachers and families * Plan and lead individual and group reflection and goal setting meetings with students based on behavioral needs (e.g. facilitate one on one check-ins during detention or community restoration time) * Conduct student-facing investigations * Support development of contracts (behavior, attendance, uniform) * Provide supports for individuals and small groups as needed (mid-year enrollees, retained students, etc.) * Provide input and consult as a member of the Student Support Team * Assist with students in acute crisis as needed QUALIFICATIONS Educational background and work experience * Bachelor's degree from a competitive college or university required. Concentration or advanced degree in special education or literacy/ math intervention preferred * 3+ years of lead teaching experience in an urban public school with a record of high student achievement OR * Master's Degree in Behavior Analysis, Applied Behavior Analysis, Education/ Special Education, Psychology or a related field * or Licensed Professional Counselor (LPC) or Licensed Graduate Professional Counselor (LGPC) * or Licensed Independent Clinical Social Worker (LICSW) or Licensed Graduate Social Worker (LGSW) * or BCBA certification Required Skills and characteristics * Desire and willingness to support student achievement in traditionally under-served communities * Passion for connecting with students and families in support of student success * Extraordinary oral skills to effectively communicate with varied audiences * Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical * Superior analytical skills and sound judgment to make critical decisions autonomously * Capable of thriving in circumstances involving ambiguity and nuance * Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines * Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships * Positive attitude, maturity, and personal stability sufficient for a demanding position * Deep belief in DC Prep's mission, values and commitment to diversity WORKING AT DC PREP DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students. CAMPUS LEADERSHIP TEAM DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work. COMPENSATION AND BENEFITS * Highly competitive salary * Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan ESSENTIAL FUNCTIONS * DC Prep teachers are on duty at their assigned campus Mondays through Fridays from 7:15 am to 4:15 pm and must be prepared to receive students in the classroom at 7:30 am. On Wednesdays, DC Prep staff report until 5:00 for Professional Development. * Occasionally, staff may be required to report to a different campus for professional development or all network event. * All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. * DC Prep staff regularly perform morning, lunch, and afternoon duties as assigned by their principal * Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL DEMANDS The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. * Must be able to sit and work at a desk/computer for extended periods of time * Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations * Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings * Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment * Ability to handle potential high stress conditions Disclaimer: This job description is not an exhaustive list of duties or responsibilities that are required of the employee. They may change, or new ones may be assigned at any time with or without notice. JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

Academic Intervention Fellow Role Type: Full-Time, 10 month FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: How can we facilitate our students' academic, social, and emotional development? How can we support our team members' professional growth and personal ability to do this work long-term? How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. WORKING AT DC PREP DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students. ACADEMIC INTERVENTION FELLOWS AT DC PREP Academic Intervention Fellows (AIFs) play an essential role in supporting DC Prep's mission to help every student succeed academically and socially. Our AIFs work in tandem with General Educators and Special Educators to support the curriculum implementation and instructional delivery critical to the success of students with Individualized Education Plans (IEPs). As an AIF, you'll support a student throughout his or her literacy and math classes in the general education setting as well as provide small group and one-on-one interventions based on assessment data. This role serves as an entryway into DC Prep's special education pipeline and is designed to help novice educators develop into strong special educators. To support our pipeline of special educators, we offer AIFs the necessary professional development to acquire the knowledge, skills, and experience to become effective educators in urban school environments. Throughout the AIF program, you'll benefit from frequent observations and coaching that will enable you to assume a teaching position with DC Prep. WHO YOU ARE Few things in life give you more pleasure than helping a child realize his or her potential for growth and then actually making that growth a reality. You're passionate about the need for students from underserved communities to learn without limits, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, eager to grow, and bring your best to everything you do. You look for joy in your day-to-day and want to work with others who do, too! Above all, due to your commitment to ensuring the success of every student, you envision a career in special education as a means to support your beliefs. Additionally, you are a reflective, results-driven educator with: Outstanding interpersonal skills and emotional constancy to build and maintain strong relationships with students, families and colleagues Superior analytical skills to support ongoing curriculum planning, development, and refinement Effective written communication skills Meticulous organizational abilities (enabling you to set priorities, then organize what needs to happen when to meet deadlines) Optimism, maturity, and personal resiliency A demonstrated belief in DC Prep's vision, mission, and values, including our commitment to diversity and inclusion QUALIFICATIONS Educational background and work experience Experience working with students in an urban public school with a record of high student achievement highly preferred Bachelor's degree from a competitive college or university preferred Skills and characteristics Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities Passion for connecting with students and families in support of student success Extraordinary oral skills to effectively communicate with varied audiences Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical Superior analytical skills and sound judgment to make critical decisions autonomously Capable of thriving in circumstances involving ambiguity and nuance Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships Positive attitude, maturity, and personal stability sufficient for a demanding position Deep belief in DC Prep's mission, values and commitment to diversity COMPENSATION AND BENEFITS Highly competitive salary Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan ESSENTIAL FUNCTIONS DC Prep teachers are on duty at their assigned campus Mondays through Fridays from 7:15 am to 4:15 pm and must be prepared to receive students in the classroom at 7:30 am. On Wednesdays, DC Prep staff report until 5:00 for Professional Development. Occasionally, staff may be required to report to a different campus for professional development or all network event. All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. DC Prep staff regularly perform morning, lunch, and afternoon duties as assigned by their principal Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL DEMANDS The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Must be able to sit and work at a desk/computer for extended periods of time Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to handle potential high stress conditions JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC., Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually. Our mission is to prepare students to become ethical, literate, well-rounded and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities. For 25 years, with the support and guidance of our exceptional faculty, our students have risen to the challenge with high graduation rates, college acceptances and unparalleled success academically and socially. Friendship is looking for responsible, confident, respectful, caring, committed, persistent and patient professionals to join our family for the 2025-2026 school year starting in August 2025. Friendship Public Charter Schools is committed to the idea that each and every child can make it to and through college. If you share that belief, please apply. For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! Responsibilities Under general supervision, to assist in the preparation and/or serving of a variety of food in quantity, and to perform related work as required Participates in the more specialized preparation and/or serving of foods, including preparing main dishes and baked goods, vegetables, salads, desserts and other dishes Assists and participates in the operation of the speed-line including preparation and serving various food items Assists in requisitioning, receiving and storing of foods and supplies Estimates quantities of food and supplies required Assists in taking of inventory and completing Daily Worksheet Assists in maintaining proper care of equipment and sanitation of the kitchen Washes dishes and kitchen equipment Serves in operation of assorted equipment - grill and fryer Serves as Point of Service/Cashier Qualifications High school diploma or GED One year of experience in the preparation and serving of food, dealing with the public, or any combination of training and experience that could likely provide the desired knowledge and abilities Demonstrates dependability, cleanliness and patience. FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability.

Senior Director, Operations Role Type: Full-Time FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: How can we facilitate our students' academic, social, and emotional development? How can we support our team members' professional growth and personal ability to do this work long-term? How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. THE OPPORTUNITY The Senior Director of Operations will be responsible for leading and overseeing all matters of school administration that are non-instructional across DC Prep, including safety, compliance, school-level finances, and facilities. DC Prep has six campuses (3 elementary and 3 middle) across 3 sites (Anacostia, Benning, and Edgewood). The Senior Director of Operations supervises and coaches a team of three senior operations staff, consisting of three Operations Site Leads. The Senior Director of Operations also works very closely with leaders across the Home Office and reports to the Chief Operations Officer. THE DAY-TO-DAY Responsibilities of the Senior Director of Operations will include but are not limited to: Senior Leadership Build and sustain a culture among the operations team of strong leadership by promoting the following mindsets for all ops team members: a growth mindset, encouraging intentional reflection to learn from both successes and setbacks, maintain a learning orientation under pressure, create a culture of continuous improvement by promoting data-driven reflection, and model accountability by refusing to participate in blame culture or excuses. Serve as a strategic thought partner to the Senior team and Executive team, contributing to network-level decision-making, risk assessment, and long-range planning. Partner with senior instructional leaders, especially the Managing Directors of Schools and Chief Schools Officer, to ensure operational decisions directly support student achievement, school culture, and staff experience. Invest stakeholders and execute the long-term operational vision for the network, ensuring schools have the systems, infrastructure, and support needed to deliver on academic and organizational goals. Actively participate, influence and contribute operational best practices to the design and planning process for major capital projects, including long-term space strategy, construction, renovations, and asset management. Promote a culture of operational discipline and customer service, ensuring all stakeholders experience the Ops team as a high-quality, solutions-oriented, reliable partner. Champion equity-driven operations, ensuring systems, policies, and resource allocation promote fairness, access, and inclusion across all schools and communities served. Team Management Establish clear performance metrics for operational excellence, in collaboration with COO, and regularly evaluate outcomes to drive continuous improvement across the network. Manage, coach, and invest deeply in supporting and developing Operations Site Leads, and growing their technical and adaptive skills to learn, contribute, and engage in the work of the team and organization Develop and elevate irreplaceable campus operations leaders, building leadership pipelines, coaching for high performance, and empowering school teams to operate with excellence always. Develop, review, and provide feedback on onboarding plans for operations team members to ensure new team members are set up to be successful Develop and hold campus operations team members accountable to consistently high customer service standards by instilling operational discipline and ensuring stakeholders experience the team as a reliable, responsive, and solutions-oriented partner Partner with Director of Facilities, Operations Site Leads, and Principals to foster consistent implementation of school operations priorities Steward financial resources responsibly, collaborating with Finance and other HO directors to manage school level budgets effectively and in alignment with strategic priorities Design, implement, and monitor internal controls and systems to ensure financial resources (including gift cards, donor checks, and cash secured on site) are properly tracked, safeguarded, and utilized in accordance with policy, minimizing risk and protecting organizational assets Execute crisis management and organizational risk mitigation, including emergency preparedness, response protocols, and long-term scenario planning Develop and lead communication and response around significant safety events Proactively communicate relevant updates and information to operations team members so they can effectively do their work Serve as back-up member to manage sites when team members are unavailable or not present Cross-Functional Team Collaboration Act as a liaison between Home Office teams and school-based operations staff, ensuring that all campuses are safe, secure, clean, cost-effective, and fully operational at all times Lead and project manage cross-team projects related to the operational work of preparing all campuses for the first day of school, Network-wide professional development days, and other large scale operations projects as needed Partner with Home Office support team on cross-team network initiatives and systems (e.g. enrollment, school budget, compliance, compliance, financial audit, leave tracking, payroll) Working in partnership and across teams to strategically identify operation issues and implement sustainable solutions Collaborate very closely with Managing Director of Schools to create academic and cultural environments which supports our collective goal: preparing students for High School and college success Student and Family Services Support Manage relationship and contract with DC Prep's after school program provider; serve as liaison to ensure program is meeting expectations Manage certain program-related vendor contracts (e.g., uniforms, music instruction, picture day, special events) Oversee and coordinate MKV resources and support for our at-risk student population and students experiencing housing instability, ensuring their basic needs are met (e.g., transportation, supplies, referrals, and services) so they are able to attend school consistently and fully engage in learning. WHO YOU ARE You are an incredibly reflective leader with a growth mindset whose superpower is embracing change and helping others around you adapt to change. The Senior Director of Operations brings a strong learning orientation and growth mindset, proactively seeking opportunities to build expertise, stay ahead of emerging best practices, and approach new workstreams with humility and curiosity. You embrace adaptability, recognizing that change is constant within a dynamic and evolving school system, and navigates complexity with clarity, confidence, and calm. You model effective change leadership by guiding teams through transitions thoughtfully and purposefully, even under pressure. You exemplify accountability and reflective practice-learning from both successes and setbacks, maintaining focus on solutions, and refusing to engage in blame culture or excuses. With a willingness to challenge the status quo, you identify legacy practices that limit effectiveness and drive innovative operational improvements that deliver transformational outcomes for students and staff. You are a leader who deeply understands the large locus of control you have as a Senior Director and deliberately cultivates this same locus of control and influence in the OSLs and Ops team you support. The Senior Director of Operations demonstrates a strong sense of ownership with an empowered mindset-taking full responsibility for outcomes rather than deferring or attributing challenges to external factors. You operate with a high internal locus of control, proactively identifying issues, driving solutions, and seeing initiatives through to completion. You consistently anticipate obstacles, make informed decisions, and mobilize resources to resolve problems efficiently and effectively, even in complex or ambiguous environments. You are an effective team leader and manager who focuses on investing, developing, and coaching team members. You enjoy leading a team to meet ambitious goals. You are a leader who listens, supports, and coaches your staff to be the best they can. You believe in the power of transparency, communication, strong team culture, and feedback. You lead and manage with an equity lens. You feel comfortable leading a functional team through influence as many operations staff members will be supervised by your direct reports. You are known for inspiring teams who serve in a service-oriented function. You are a talented project manager with a strong systems-orientation, and may be the most reliable and organized person you've ever met. You are so impeccably organized and have a strong reputation for planning ahead and always meeting time-sensitive deadlines. Your colleagues would describe you as incredibly efficient, quick on your feet, and an overall “jack-of-all-trades” who thrives on getting things done and helping others solve problems. You also take great satisfaction in your ability to create and manage against project plans. And, honestly, everyone else takes satisfaction in that, too- they can always depend on you to get things done well, on time, and with the right degree of input and collaboration. You are willing to dive into any situation, work on any challenge, develop better systems, and explore all opportunities to ensure that students are best served. You love collaboration and are an influencer. You have experience working with diverse teams and understand how to work effectively with staff across different functions, roles, and levels. You have had success influencing others to achieve strong outcomes on projects that involve multiple stakeholders and voices. You are able to build trust and strong relationships. QUALIFICATIONS 8+ years work experience, with 3+ years in management; school operations management strongly preferred Experience managing diverse teams to strong outcomes Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities Excellent communication, relationship-building, and influence skills High-quality written and oral skills to effectively communicate with varied audiences including students, families, staff, and external community stakeholders Superior systems orientation, analytical skills and sound judgment to make critical decisions autonomously Capable of thriving in circumstances involving ambiguity and nuance Meticulous organizational ability, in order to strategically prioritize multiple urgent issues, organize workload, handle multiple responsibilities, and meet deadlines Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional relationships with all colleagues and community members Positive attitude, maturity, and personal stability sufficient for a demanding position Ability to maintain strict confidentiality in regard to work performed Excellent computer skills, including fluency with Google Suite, Microsoft Word, Excel, and PowerPoint Belief in DC Prep's mission, values, and commitment to diversity Bachelor's degree Essential Functions DC Prep Operations Site Leaders are on duty at their assigned campus Mondays through Fridays from 7:15am to 4:15pm and must be prepared to facilitate arrival for all students and families at 7:30am. On Wednesdays, DC Prep campus staff and leaders report until 5:00 for Professional Development. SDO must maintain a consistent on-site presence at one of the six DCP campus locations at least four days each week to support + coach campus operations leaders, with regular visibility + observation across campus operations. SDO provides hands-on operational leadership through direct engagement with campus-based teams, administrators, and service providers. SDO remains accessible and responsive by phone/email/text outside of standard business hours, as required, to address: Campus emergencies and safety-related incidents Changes in campus operating status (e.g., weather-related closures, delayed openings) Urgent or time-sensitive communications to internal and external stakeholders Support for OSLs in navigating complex or escalated campus needs SDO monitors and oversees daily campus operations i.e. arrival + dismissal, campus conditions, staffing needs, and operational readiness through regular on-site observation and engagement, ensuring consistency, compliance, and service continuity across assigned locations. Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. Physical Demands The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Must be able to sit and work at a desk/computer for extended periods of time Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to handle potential high stress conditions JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

Academic Specialist Role Type: Full-Time, 12 month FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: How can we facilitate our students' academic, social, and emotional development? How can we support our team members' professional growth and personal ability to do this work long-term? How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. OVERVIEW The Academic Specialist is charged with modeling and building a positive, productive and joyful learning environment to ensure a high-quality experience for all children, most specifically for students with significant cognitive disabilities. The Academic Specialist collaborates frequently with members of the special education department and leadership team to design rigorous specialized instruction for students on their caseload. An effective Academic Specialist is highly data-driven and relentless in designing specialized instruction that holds high expectations for students with disabilities while meeting a wide range of academic needs in collaboration with co-teachers. As a key member of the school leadership team, the Academic Specialist functions on a 12 month schedule as a teacher-leader and reports to the campus Special Education Coordinator. WHO YOU ARE AND WHAT YOU'LL DO You absolutely love to teach and have a strong track record of differentiating instruction that supports your students in making academic leaps and bounds. You are unwavering in your belief that ALL students can-and should-pursue rigorous academic goals. Your colleagues know you as a team player and model teacher and think of you as the “go to” in your school when they want to know “What else can I do to support this student academically?”. Because of your content knowledge, strong instructional delivery and commitment to data driven instruction, you are able to clearly identify exactly what a student needs at a particular moment in order to make significant academic gains. Additionally, you have a track record of working collaboratively with others to ensure that every student in your classroom is making academic progress. Above all, you're passionate about the need for students from underserved communities to learn without limits, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, eager to grow, and bring your best to everything you do. You look for joy in your day-to-day and want to work with others who do, too! Does this sound like you? If so, you'll bring these characteristics to the Academic Specialist role and be responsible for: Providing Tier 3 interventions to students with IEPs Designing and implementing literacy and math instruction for multiple special education pull-out groups daily Designing and delivering standards-aligned, student-centered instruction to meet rigorous academic goals for students with disabilities Using data to develop rigorous IEP goals for each student on your caseload Designing and implementing high quality specialized instruction for students with disabilities across multiple grade levels Creating and refining service delivery schedule for specialized instruction Monitoring progress of specialized instruction to inform refined services or goals for students on your caseload Communicating regularly with families regarding student progress toward IEP goals Providing instructional leadership to other members of the school community to ensure specialized instruction is aligned with all other student services Serving as a member of the Multi-Disciplinary Team for students on your caseload to report out on progress with families and other service providers Collaborating with general education teachers, special education inclusion teachers, and Academic Intervention Fellows to ensure specialized instruction is aligned with grade-level curriculum and content Providing expertise to school community regarding academic interventions by serving as a member of the SST team Maintaining compliance for all students on your caseload Writing and updating Present Levels of Performance and IEP goals on an annual basis Writing and submitting quarterly IEP progress reports Communicating with other related service providers to ensure appropriate service delivery QUALIFICATIONS Educational background and work experience 2+ years of lead teaching experience as an Interventionist or Special Education Teacher in an urban public school with a record of high student achievement Bachelor's degree from a competitive college or university required. Concentration or advanced degree in special education or literacy/ math intervention preferred Skills and characteristics Desire and willingness to support student achievement in traditionally under-served communities Passion for connecting with students and families in support of student success Extraordinary oral skills to effectively communicate with varied audiences Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical Superior analytical skills and sound judgment to make critical decisions autonomously Capable of thriving in circumstances involving ambiguity and nuance Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships Positive attitude, maturity, and personal stability sufficient for a demanding position Deep belief in DC Prep's mission, values and commitment to diversity WORKING AT DC PREP DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students. CAMPUS LEADERSHIP TEAM DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work. COMPENSATION AND BENEFITS Highly competitive salary Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan ESSENTIAL FUNCTIONS DC Prep teachers are on duty at their assigned campus Mondays through Fridays from 7:15 am to 4:15 pm and must be prepared to receive students in the classroom at 7:30 am. On Wednesdays, DC Prep staff report until 5:00 for Professional Development. Occasionally, staff may be required to report to a different campus for professional development or all network event. All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. DC Prep staff regularly perform morning, lunch, and afternoon duties as assigned by their principal Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL DEMANDS The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Must be able to sit and work at a desk/computer for extended periods of time Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to handle potential high stress conditions Disclaimer: This job description is not an exhaustive list of duties or responsibilities that are required of the employee. They may change, or new ones may be assigned at any time with or without notice. JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

We are excited to consider your application for anticipated vacancies in the 2025-2026 school year. We are thrilled that you're considering applying for openings expected in the 2025-2026 school year at Friendship Public Charter School. Our formal interview process will begin in January 2025, for our confirmed vacancies only. Non-vacant positions may still be posted during this time. Friendship Public Charter School operates a network of college-preparatory public charter schools, serving students from preschool through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge and skills necessary for academic achievement and success beyond high school. We are seeking dedicated professionals to join our team for the 2025/2026 school year. If you are committed to helping students achieve academic success and preparing them for college and career opportunities, we encourage you to apply. For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! Please also see the available salary scales: FPCS Compensation Responsibilities Conducts evaluations and re-evaluations for students as requested or warranted Acts as an interdisciplinary team member in the special education eligibility process Administering psychological assessments (IQ, personality, and achievement)as needed Articulates test results to parents and MDT members in clear, understandable language attending to cultural sensitivity Delivers group and individual therapy sessions as indicated on student IEPs Maintains progress notes as required by Friendship Public Charter School regulations Makes recommendations for purchasing assessment materials to ensure that the psychologist is adequately equipped with state-of-the-art resources Keeps abreast of advances in diagnostic materials Maintains compliant IEPS, including contact logs and reports progress accordingly to parents and team members Acts as an interdisciplinary team member in the special education eligibility process, administering IQ, personality, and achievement tests Articulates test results to parents who are not familiar with psychological tests Includes working with a wide range of student emotional and academic factors Researches the effectiveness of academic programs and behavior management procedures, and acquires new information about learning and behavior Assesses and evaluates the wide variety of behavior, skills, emotions and goals in the schools they serve Intervenes directly with counseling services for students and families; Consults with teachers, parents, and school personnel about learning, social and behavior problems Teaches lessons on parenting skills, learning strategies, substance abuse, and other topics pertinent to healthy schools Qualifications Experience in the role preferred Master's degree from an accredited school or university in educational or clinical psychology including; 42 semester hours of graduate coursework and 500 hours of successful field experience in a school setting under the supervision of a certified school psychologist required Must be eligible to acquire or must possess DC certification as a psychologist Exemplary written and verbal communication skills: written, verbal, listening Ability to articulate test results to parents who are not familiar with psychological tests required Exceptional attention to detail Well organized Ability manage multiple tasks in a fast paced and high needs environment Commitment to servicing students from a minority and/ or lower socioeconomic background required FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability.

Special Education Teacher Assistant (1st - 5th grade) Reports to: Assistant Principal $1000.00 dollar signing bonus for new hires!!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: 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, universally designed instruction, and who are committed to learning about and implementing Universal Design for Learning (UDL) strategies for our diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” 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 a Special Education Teacher Assistant you will be responsible for… Working with the Lead Teacher in planning and managing for the success of a special education classroom. Supporting the creation of challenging, engaging, and universally designed lessons that support learner variability. Supporting the use of the UDL Framework to design and implement curriculum standards-based units that include differentiated instruction. Supporting the planning and teaching of students for the core subjects of reading, math, science, social studies. Supporting students during small group instruction Regularly collect data to track students' progress in program areas of curriculum and students IEPs. Providing support to students during specials classes (Gardening, Music, Spanish, PE, Art) Assessing student progress regularly and using data to support instruction. Collaborating with the Lead Teacher, special education service providers (speech, PT,OT), ELL teacher and other Assistant Teacher(s) or Teaching Fellow(s). Maintaining the classroom grade book by inputting at least 3-4 grades per week. Maintaining the daily attendance records for the classroom. Facilitating Morning Meeting. Organizing student breakfast and lunch. Maintaining breakfast and lunch count. Providing support during recess to ensure students are safe. Assisting with maintaining current bulletin boards (in class and hallway). Creating a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students, implementing Responsive Classroom techniques. Participating in Parent Teacher Conferences, contacting parents as needed/requested and providing translation as necessary. Responding to students' behavior appropriately and successfully. Engaging parents and families in their student's learning and acting as an ambassador for the school in the community. Contributing productively to the school as a whole. Attending and participating in school events outside of regular school hours Other 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 monthly 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 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 Have an AA, BA or MA or a high school diploma / GED and pass the Praxis ParaPro exam. Have taken course work in early childhood education, elementary education, or human development. Have prior work or volunteer experience with children or students with special needs. Demonstrate strong skills in partnering with families. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community minded. Be committed to their own learning. Have excellent time-management skills, attention to detail, and ability to work independently. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards. SALARY & BENEFITS Salary range: $32,000-$52,000/Per Year Staff can also add up to an additional $2000.00 dollars to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic. Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & 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.

Director, Humanities Role Type: Full-Time FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: How can we facilitate our students' academic, social, and emotional development? How can we support our team members' professional growth and personal ability to do this work long-term? How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. THE OPPORTUNITY As the Director of Humanities, you will serve as a key member of the Home Office Academic Program Team, ensuring that English Language Arts (ELA) and Social Studies programming are implemented with fidelity and evaluated for impact across the network. You will be responsible for maintaining high-quality programming across all tiers and ensuring alignment to DC Prep's academic vision. You will be accountable for the growth and achievement of our students across all six schools as readers and writers. The primary goals you are working towards are high numbers of students achieving 4+ on the annual end of year CAPE assessment and high levels of growth on NWEA-ELA and CAPE. As DC Prep launches a new K-8 ELA curriculum in the 2026-27 school year, you will design and implement the systems and structures necessary to support a strong first year of adoption. This work will require close collaboration and coordination with multiple teams, including Schools, Data, Operations, and Principal teams. In addition, you will curate and organize curriculum resources, materials, and assessments to ensure accessibility and coherence. You will coordinate directly with our Data Team to design and plan the human systems for using student data to drive growth. You will also develop deep expertise in ELA and Social Studies, staying current with research, best practices, and updates related to the Common Core State Standards and DC assessments. In our second year of implementation of the new Social Studies action civics standards and curriculum, you will be responsible for managing the implementation and quality of programming as well as associated projects and field experiences. As the Director of Humanities, you will leverage your content expertise and data analysis skills to identify network-wide needs and opportunities for improvement. Your insights will guide both short- and long-term programmatic decisions that strengthen teacher, Assistant Principal, and Principal development and execution. In this role, you will provide targeted, content-specific coaching to accelerate leader growth and facilitate coordination meetings with campus Assistant Principals to clarify program vision, deepen content knowledge, and build capacity for data-driven decision-making. Your work will directly inform collaborative planning, professional development for teachers and leaders, Data Days, the July Leader Retreat, and August Orientation. The Director of Humanities reports to the Senior Director of Program and is a member of the Program Team. THE DAY TO DAY Support leaders with execution and evaluation of high-quality ELA and Social Studies programming and curriculum in service of student outcomes and achievement of goals. Deliver on a comprehensive literacy program that includes literacy professional development, data tracking student outcomes, evidence based interventions and practices using a multi-tiered system of support and setting/ measuring performance goals Ensure general education, special education and ELL teachers along with Academic AAPs understand how student literacy is developed, build knowledge and demonstrate competency for delivering on a structured literacy program Evaluate implementation and execution of ELA and Social Studies programming and curriculum across all tiers. Ensure that teachers are teaching with fidelity to our program and to the rigor of the Common Core State Standards and DC Social Studies standards while providing the appropriate instructional support to best support ALL students. Analyze and evaluate progress towards internal and external accountability measures on a weekly,monthly, quarterly and annual basis. Create, develop and sustain professional development models for evidence based literacy practices in the classroom to improve student outcomes. Provide weekly development to leaders to grow their capacity to coach and develop teachers on our tiered programming. Prepare weekly data analysis and action planning to drive student growth. Conduct regular classroom observations with members of school leadership teams to gather data on the effectiveness of the ELA and Social Studies programming and curriculum in action. Create, develop and sustain PD plans to target readers who are significantly below reading level and provide training grounded in high quality instructional materials to ensure effective implementation that leads to improvement in student literacy Plan and facilitate content-specific Coordination meetings with Assistant Principals. Participate in Principal Cohort, Director, and Program Team meetings. Provide weekly dispatch (1-on-1 coaching and development) to Assistant Principals. Provide job embedded coaching and professional development to support classroom teachers and their literacy practices. Analyze network benchmark data, plan and facilitate quarterly Data Day Prep Facilitation. Plan and facilitate July Leadership Retreat sessions to train leaders for the upcoming school year. Support programming and partnership with families on evidence based practices to support literacy development. Manage external partnerships and contracts aligned to your content area. Contract with vendors for high quality, science based reading program based professional development. Be willing to take on additional responsibilities as necessary to fulfill DC Prep's mission for our students. QUALIFICATIONS Skills & Mindset Unwavering commitment to DC Prep's Vision, Mission, and Values , including a strong and demonstrated commitment to diversity and inclusion Ability to disaggregate problems and structure and implement solutions to complex, challenges Savvy, honest and effective communicator with demonstrated track record of creating alignment around and implementing shared goals and solutions Intellectual depth and emotional maturity to work with colleagues and stakeholders across the entire organization Emotional resilience and constancy coupled with strong leadership presence and passion to motivate, support and sustain teams in challenging and critically important work Demonstrated track record of investing and leading teams through change Effective people developer and collaborator across diverse teams Experience Minimum 5 years of professional experience, with at least two years of K-12 school leadership experience Experience as a K-12 school leader (preference for former principals and assistant principals), experience designing or implementing program and curriculum initiatives and practices, and organizational leadership experience required Role specific Proven track record of system-level strategic thinking, analytical, and problem-solving skills Demonstrated content area mastery in elementary and/or middle school content areas ESSENTIAL FUNCTIONS Provide in person support to leaders and teachers across DC Prep's campuses and Home Office. All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL DEMANDS The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Must be able to sit and work at a desk/computer for extended periods of time Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to handle potential high stress conditions JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

We are excited to consider your application for anticipated vacancies in the 2025-2026 school year. We are thrilled that you're considering applying for openings expected in the 2025-2026 school year at Friendship Public Charter School. Our formal interview process will begin in January 2025, for our confirmed vacancies only. Non-vacant positions may still be posted during this time. Friendship Public Charter School operates a network of college-preparatory public charter schools, serving students from preschool through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge and skills necessary for academic achievement and success beyond high school. We are seeking dedicated professionals to join our team for the 2025/2026 school year. If you are committed to helping students achieve academic success and preparing them for college and career opportunities, we encourage you to apply. For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! Please also see the available salary scales: FPCS Compensation Responsibilities Preventive work with students, staff, and families; Providing consultation to school staff and parents to facilitate student educational, social, and emotional growth; Obtaining information concerning the effects of environment, including family, cultural, and economic disadvantages that may be adversely affecting student progress; Conducting home visits that encourage home/school communication; Working collaboratively with the Student Support Team (SST) to develop plans of assistance for students at risk of academic and/or behavioral difficulty; Coordinating school and community services; Serving as the home-school-community liaison responsible for effective resource utilization and positive relations with stakeholders; Serving as a mediator within the school; Communicating with other agencies involved with students; Attending court hearings as a Friendship PCS representative; and Making appropriate referrals for community resources. Special Education Conducting social work evaluations and other related assessments for initial evaluations and re-evaluations. Providing related services as prescribed by Individualized Education Plans (IEPs), including social skills, life skills, and transitional skills that can be transferred from school to community. Participating in MDT, IEP, manifestation determination, and other related meetings. Working collaboratively within the classroom setting to implement student IEPs. Collecting data for the purpose of monitoring social/emotional progress and evaluating effectiveness of services. Providing technical assistance on strategies that improve outcomes for special education students. Coordinating the design and implementation of behavior intervention plans and functional behavior assessments. Keeping thorough records of each student receiving services. Completing student progress reports. Qualifications Experience in the role preferred Master's of Social Work (MSW) from an accredited school of social work with a minimum of 60 graduate semester hours; a minimum of six graduate semester hours in education; and completed a supervised practicum or field experience of a minimum of 400 clock hours in an accredited school discharging the duties of a school social worker. District of Columbia Government, Department of Health Professional License, which must be renewed every two (2) years by obtaining the required continuing education units: Licensed Independent Clinical Social Worker (LICSW) District of Columbia Certification as a School Social Worker, which must be maintained throughout employment with Friendship Public Charter School. At least two years of work experience as a Social Worker in an urban school/setting with a track record of high student achievement. Understanding of child development, psychopathology, social and environmental conditioning, cultural diversity and family systems. Ability to conduct clinical interviews and write comprehensive social history evaluations. FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability.

Company : Campus Specifics Why Woodridge International? College success begins with a great foundation. That's why Woodridge International Elementary and Middle develops inquisitive, knowledgeable, and caring students who are motivated to discover more about their community and world. Woodridge Elementary pre-K3-4th grade students follow an International Baccalaureate program that uses observation, questioning, and creative scenarios to build the skills and character traits necessary for lifelong learning. With an emphasis on Spanish language study, students explore core subject areas such as reading and mathematics with an emphasis on expression and relating to others. Woodridge Middle students in grades 6-8 develop a deeper understanding of core content with a focus on critical analysis and college exposure. All students follow a rigorous and culturally diverse curriculum in eight areas: English and language arts, foreign language (Spanish), mathematics, science, social studies, humanities, art, and technology. Advanced Placement skills are embedded in prerequisite courses to ensure readiness for Friendship's college-preparatory high schools. One of the few D.C. campuses with an in-house library, Woodridge incorporates classic and contemporary books, art, and music as part of the daily school experience. A Blue Ribbon Schools nominee, Woodridge's exceptional student outcomes have earned special visits from 43rd U.S. President George W. Bush, First Lady Laura Bush, and former U.S. Secretary of Education Margaret Spellings. Overview We are excited to consider your application for anticipated vacancies in the 2025-2026 school year. We are thrilled that you're considering applying for openings expected in the 2025-2026 school year at Friendship Public Charter School. Our formal interview process will begin in January 2025, for our confirmed vacancies only. Non-vacant positions may still be posted during this time. Friendship Public Charter School operates a network of college-preparatory public charter schools, serving students from preschool through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge and skills necessary for academic achievement and success beyond high school. We are seeking dedicated professionals to join our team for the 2025/2026 school year. If you are committed to helping students achieve academic success and preparing them for college and career opportunities, we encourage you to apply. For more information about our Teacher Evaluation Method, see the Danielson Framework for Teaching. For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! Please also see the available salary scales: FPCS Compensation Responsibilities Create a classroom culture of high achievement and student ownership of their learning that helps foster students' intellectual, social and emotional development. Provide daily instruction, including clear learning outcomes, well-designed lessons and high-quality assessments that align to Friendship's curriculum and standards. Incorporate into lessons creative, hands-on learning experiences that broaden students' exposure and interests, help foster student ingenuity and require application of knowledge and skills acquired through daily instruction. Provide a classroom environment that is visually appealing, rich with resources aligned to curriculum and standards and honors student's achievement with current and accurate displays of exemplary student work. Communicate to students to understand their talents, interests and needs and to convey learning expectations and their progress toward meeting those expectations. Communicate regularly with families to identify students' talents, interests and needs and update parents regarding students' achievements and progress. Collaborate with school-based staff and throughout the Friendship network in staff meetings, regular analysis sessions and professional learning designed to enhance students' learning experience and increase student achievement. Qualifications Experience in the role preferred Bachelor's degree from an accredited university Three years of teaching experience and results demonstrating high student achievement and significant growth preferred Excellent verbal and written communication skills Successful completion of the Praxis II Exam or possess degree in education or subject area taught Preferred Qualifications: Master's degree in field Undergraduate GPA of 3.0 and above Evidence of ongoing professional development and/or continuing education Praxis Information: For upcoming Praxis test date please visit the website at ****************** For HQ requirements visit ****************** Curriculum Information To learn more about our curriculum, consider the following links: ELA - **************************************** FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability.

Community Assistant Principal Role Type: Full-Time, 12 month FLSA Status: Exempt WHO WE ARE DC Prep is a high-performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: * How can we facilitate our students' academic, social, and emotional development? * How can we support our team members' professional growth and personal ability to do this work long-term? * How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: * Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. * Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. * Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. OVERVIEW The Community Assistant Principal works as a key member of the campus leadership team in partnership with other leadership team members and teachers to ensure that all students are making academic and social emotional progress at DC Prep. Community Assistant Principals share general administration responsibilities and also have an instructional coaching portfolio. Campus leadership team roles are twelve-month positions and lead development, refinement, and implementation of all aspects of the school's academic and culture programs in accordance with the DC Prep Way. RESPONSIBILITIES Instructional Leadership * Set vision and lead the management of the behavioral support structures including use of updated code of conduct, updates to vision for community work including advisory and SEL framework applied across content areas, school-wide incentives and school-wide routines * Lead vision and coordination for culture professional development session * Lead teachers and instructional staff in establishing positive classroom climates * Work with coaches in support of teachers to establish effective classroom management systems and develop students' positive social behaviors * Manage Student Support Coach and Student Support Team Social Emotional Learning & School Culture * Provide leadership to all staff and students in establishing a positive, structured, and achievement-oriented school culture * Coach teachers to improve their instructional practices especially as it relates to issues of social emotional learning and school culture * Be highly present and visible during school hours, relentlessly ensuring a positive school environment * Create and sustain programs for students that teach DC Prep's vision, mission, culture and school expectations * Manage, monitor, and sustain an effective behavior management program * Collaborate with other members of the school's leadership team to create and sustain programs for students and families that recognize and celebrate achievement and continuous progress Wrap-Around Services * Identify, plan, and implement strategies to address barriers to learning including, attendance concerns, behavior issues, and social adjustment * Participate in coordination of annual summer program for all DC Prep students to include remediation and student learning extension School Community * Fully embrace DC Prep's mission, vision, and values and promote them to students, staff, other faculty, parents, and members of the outside community * Communicate regularly with families to develop a supportive home-school relationship and to reinforce school expectations and student discipline. Address parent concerns in a professional and timely manner, and partner with families in ways that support student growth * Actively encourage parents to participate in school activities such as parent meetings, field trips, policy council and as classroom helpers * Model and support the DC Prep Way of purposeful and rigorous academic instruction combined with instilling and reinforcing behaviors that lead to academic and life success * Maintain positive, constructive and professional relationships with students, their families, and colleagues * Set vision for family partnership and lead programming including but not limited to facilitating individual student conferences to support student and family transitions to school, coordinating family orientations, setting vision and direction for Parent Action Team, managing centralized communication including weekly prep pack systems, coordinating other community events Attendance * Plan, design, and conduct follow-through strategies to implement the school attendance and punctuality program * Coordinate school attendance learning support and interventions which assist students' daily attendance in order to improve their academic achievement Targeted Intervention Design and Implementation * Support teachers in the implementation of ongoing assessment, data collection and data analysis to support mastery of standards across the content areas * Support teachers in developing and implementing targeted interventions * Use coaching tools effectively (classroom observation tools, data sheets, student action plans, etc.) * Support the Student Support Team (SST) process with the Principal, intervention specialist, and other members of the instructional staff * Support teachers to develop in differentiating instruction through modeling, observing, providing feedback, and supporting teacher reflection * Help teachers develop and implement classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills Member of the Campus Leadership Team * Plan and deliver professional development sessions to teachers at Wednesday PD, during Data Days, during teacher orientation, etc. * Participate in grade level meetings and ensure fidelity to grade level lead protocols * Meet weekly with leadership team members and share in the duties of running the campus effectively * Be willing to take on additional responsibilities as necessary to fulfill DC Prep's mission for our students Administrative Duties * Support the professional development plans of colleagues, including sharing expertise * Participate in working groups of staff and teachers to plan, problem solve, and support one another on an ongoing basis * Participate in and deliver professional development and training on issues related to student support services * Attend and participate in staff and other school activities and meetings as appropriate * Liaise with Home Office staff in carrying out organizational goals as necessary * Other appropriate tasks as needed QUALIFICATIONS Educational background and work experience * Minimum of 3-5 years teaching and leadership experience in an urban school community * Familiarity with urban primary school students, ideally having worked directly with students in preschool-8th grade * Bachelor's degree from an accredited institution Skills and characteristics * Desire and willingness to support student achievement in traditionally under-served communities * Passion for connecting with students and families in support of student success * Extraordinary oral skills to effectively communicate with varied audiences * Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical * Superior analytical skills and sound judgment to make critical decisions autonomously * Capable of thriving in circumstances involving ambiguity and nuance * Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines * Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships * Positive attitude, maturity, and personal stability sufficient for a demanding position * Deep belief in DC Prep's mission, values and commitment to diversity WORKING AT DC PREP DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students. CAMPUS LEADERSHIP TEAM DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work. COMPENSATION AND BENEFITS * Highly competitive salary * Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan ESSENTIAL FUNCTIONS * DC Prep teachers and leaders are on duty at their assigned campus Mondays through Fridays from 7:15 am to 4:15 pm and must be prepared to receive students in the classroom at 7:30 am. On Wednesdays, DC Prep staff report until 5:00 for Professional Development. * Occasionally, staff may be required to report to a different campus for professional development or all network event. * All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. * DC Prep staff regularly perform morning, lunch, and afternoon duties as assigned by their principal * Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL DEMANDS The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. * Must be able to sit and work at a desk/computer for extended periods of time * Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations * Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings * Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment * Ability to handle potential high stress conditions Disclaimer: This job description is not an exhaustive list of duties or responsibilities that are required of the employee. They may change, or new ones may be assigned at any time with or without notice. JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

Friendship Public Charter School (Friendship) is seeking High-Impact Tutors (HIT) to join our mission of providing a world-class education that motivates students to achieve high academic standards in grades K-12 at one of our 15 Campuses. This tutoring role focuses on closing academic gaps in reading and math by providing small-group, consistent, and data-driven instruction. Tutors work with the same students each week (4:1 ratio), helping them build strong foundational skills and confidence. This position is ideal for educators, aspiring teachers, or community members who are passionate about helping students succeed. Tutors will receive instructional support and collaborate closely with Reading and Math Instructional Specialists, Campus Leadership, and Community Office. Please note, this role pays $45 per hour. Responsibilities Provide targeted, standards-aligned instruction in math to a consistent group of students in a 4:1 student-tutor ratio Deliver high-quality tutoring sessions using materials aligned to students' starting levels and learning goals based on NWEA MAP and other internal assessments Collaborate regularly with school-based Math Instructional Specialists to ensure individualized student plans are appropriately paced and modified as needed Monitor and assess student progress using formative assessments and provide input to instructional teams Use feedback and data to inform session pacing and instructional techniques Maintain accurate attendance and performance records; report concerns or trends to instructional leaders Communicate proactively with school staff to align tutoring support with classroom instruction Participate in training and coaching sessions offered by Friendship or partners to continuously improve effectiveness Model positive relationships and encourage academic confidence and independence in students Meet weekly expectations reliably and consistently with high levels of professionalism Qualifications Minimum Qualifications: Minimum of 30 college credits from an accredited institution Exceptions may apply for those enrolled in teacher prep programs or with prior teacher introduction coursework Two to three years of experience teaching or tutoring HIGHLY preferred Strong communication skills (oral and written) Must be able to commit to a consistent schedule: at least 3 days/week, 4-5 hours/day Willingness to tutor in person at a Friendship PCS campus Ability to maintain accurate records and engage students actively Commitment to tutor for at least one semester (two quarters)

Licensed Clinician Role Type: Full-Time, 12 month FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: How can we facilitate our students' academic, social, and emotional development? How can we support our team members' professional growth and personal ability to do this work long-term? How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. OVERVIEW Students need much more than high-quality instruction to be successful, which is why DC Prep offers a range of in-house student support services that support our Preppies' behavioral, social, and emotional growth. As Licensed Clinician you will work alongside our special education and student services teams to support students by: Providing individual and group counseling services to Special Education students Conducting psycho-educational evaluations, Functional Behavioral Assessments, and Social History reports, as requested by the multidisciplinary team Developing, monitoring, reviewing, and modifying behavior intervention plans Developing and monitoring behavioral and social-emotional goals for students receiving counseling Coordinating with the Special Education Coordinator for comprehensive service delivery Conducting classroom observations of students Providing crisis support for students as a member of the Support Team Coordinating on-site child psychiatric services and training through partnership with Children's National Medical Center WHO YOU ARE You have an unwavering belief that ALL students can meet rigorous academic and social emotional goals provided they have access to the services they require and you recognize the power of being able to offer these essential services within a school setting. Furthermore, you love being part of the communities the children on your caseload belong to; getting to know their families, siblings, cousins, teachers and friends over time is fundamental to the work you do. You recognize that clinical services are essential to excellent outcomes for students and want to share your expertise with the people who the kids on your caseload spend the majority of their time with: their teachers. Above all, you're passionate about the need for students from underserved communities to have access to behavioral and social-emotional support services, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, love working with a team, and bring your best to everything you do. You look for joy in your day-to-day and want to work with others who do, too! Additionally, you are a reflective, results-driven professional with: Outstanding interpersonal skills and emotional constancy to build and maintain strong relationships with students, families and colleagues Ability to communicate and coordinate with a variety of adults responsible for student support Superior analytical skills to support ongoing curriculum planning, development, and refinement Effective written communication skills Meticulous organizational abilities (enabling you to set priorities, then organize what needs to happen when to meet deadlines) Optimism, maturity, and personal resiliency A demonstrated belief in DC Prep's vision, mission, and values, including our commitment to diversity and inclusion A desire to work as a team player with families, teachers, and school staff QUALIFICATIONS Educational background and work experience Master's or Doctoral degree Licensed Professional Counselor (LPC), LGPC, Licensed Independent Social Work (LISW) or Licensed Independent Clinical Social Work (LICSW) Strong desire to work in a school setting as an integral part of a school leadership team Skills and characteristics Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities Passion for connecting with students and families in support of student success Extraordinary oral skills to effectively communicate with varied audiences Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical Superior analytical skills and sound judgment to make critical decisions autonomously Capable of thriving in circumstances involving ambiguity and nuance Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships Positive attitude, maturity, and personal stability sufficient for a demanding position Deep belief in DC Prep's mission, values and commitment to diversity WORKING AT DC PREP DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students. CAMPUS LEADERSHIP TEAM DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work. COMPENSATION AND BENEFITS Highly competitive salary Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan ESSENTIAL FUNCTIONS DC Prep teachers are on duty at their assigned campus Mondays through Fridays from 7:15 am to 4:15 pm and must be prepared to receive students in the classroom at 7:30 am. On Wednesdays, DC Prep staff report until 5:00 for Professional Development. Occasionally, staff may be required to report to a different campus for professional development or all network event. All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. DC Prep staff regularly perform morning, lunch, and afternoon duties as assigned by their principal Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL DEMANDS The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. Must be able to sit and work at a desk/computer for extended periods of time Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to handle potential high stress conditions JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

Role Type: Full-Time, 12 month FLSA Status: Exempt WHO WE ARE DC Prep is a network of public charter schools serving over 2,000 preschool through 8th grade students across six campuses in Wards 5, 7, and 8. We're proud of being the highest-performing public charter network in Washington, DC - our students deserve our best! - while recognizing that how we support our students to be successful is as important as the results we achieve. That pushes us to reflect on questions such as how we can facilitate our students' academic, social and emotional development, how we can support our team members' professional growth and personal ability to do this work long-term, and how we can engage our students' families as our own. While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: * Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. * Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. * Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. The Opportunity We are successful if we are able to deliver on the commitment we've made to our students, staff, and families to bridge the educational divide in Washington DC. Achieving that goal requires an incredible team, and we need an extremely flexible Managing Director of Elementary Schools with a wide diversity of skills and passions to support our three elementary schools as we prepare our students for an ever changing and increasingly complex world. The Managing Director of Elementary Schools believes that our students deserve to learn in a school that builds the knowledge, skills and confidence that will enable them to change the world and leads our elementary campuses in pursuit of their goals for students, teachers and leaders. This position will work closely with the instructional leadership team and the Managing Director of Middle Schools to provide leadership development and support to campus principals and Resident Principals across DC Prep's three elementary campuses. This support can include job-embedded training, professional development sessions, modeled supervision and development of campus-based leaders, and any other development practices that will ensure the quality of our schools. The adaptive and technical leadership skills of the Managing Director of Schools can also be used to directly lead or co-lead a campus team to more rapidly grow the skills of a new leadership team so that they are able to quickly and effectively develop their skills to execute on program and achieve their campus goals. The Managing Director of Schools is responsible for analyzing the data of schools to strategically plan alongside other instructional and operational leaders for how to best use the resources of the full network team to ensure all campuses meet or exceed their annual goals. A successful Managing Director of Elementary Schools will be responsible for supporting principals to grow their leaders to achieve the goals of each school and build a robust pipeline of future principals, and to retain principals & school leaders for an average of 5 years in their roles Due to the dynamic responsibilities of this role, the Managing Director of Elementary Schools works across multiple Home Office teams to ensure that campus-based leaders have what they need in order to successfully execute on their roles and responsibilities. Key Responsibilities Include: * Develop, coach, and manage principals to effectively lead their team and community to achieve annual goals * Support principals to create the conditions for staff to thrive and continue to be a part of the DC Prep Family. * Effectively support the partnership between schools and families and serves as a point of contact for families when a concern arises that can not be resolved at the campus level. * Work with principals (and leaders on the team) to evaluate effectiveness of program implementation to improve student achievement * Provide timely and effective communication regarding incidents and/or situations to broader network team and collaborates with members of network team across departments to provide support and technical assistance to campus teams * Coordinate leaders to practice, prepare and implement strategic professional development at their school sites. * Build the instructional leadership capacity of leaders with particular focus on instruction, data analysis, aligned interventions, positive relationships, and strong culture * Provide feedback on successful leadership practices, such as effective management of instructional staff, use of data, and establishment of school culture * Conduct regular classroom walk-throughs using the Campus Walkthrough documents and provides feedback aligned to student achievement and strategic goals * Support the ongoing growth of instructional leaders to strengthen the principal pipeline * Analyze and strategically plan how to use resources to support campus-based leaders in their roles and responsibilities * Plan high quality professional development connected to implementation of the program vision for both leaders and teachers * Execute professional development for both leaders and teachers across the network (e.g., Teacher Orientations annually, Data Days four times/year, July Leadership Retreat annually) * Observe in classrooms to provide coaching and support as leaders to coach teachers to meet expectations for effective instruction/vision of DC Prep excellence in classrooms. * Conduct regular classroom observations with members of leadership teams to gather data on effectiveness of programming and to action plan for improvement to meet annual campus goals * Manage hiring and retention of staff across three campuses * Special projects, as identified SKILLS AND CHARACTERISTICS * Superior analytical skills and sound judgment to make critical decisions * Ability to synthesis a variety of data point and prioritize based on the key lever that will improve experience and/or data * Capable of thriving in circumstances involving ambiguity and nuance * Ability to coach and lead professional development * Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines * Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships * Ability to influence and inspire leaders and teachers without formal management authority * Positive attitude, maturity, and personal stability sufficient for a demanding position * Deep belief in DC Prep's vision, mission, values, and a strong and demonstrated commitment to diversity, equity and inclusion * Desire and willingness to support student achievement in traditionally under-served communities * Demonstrated content area mastery in elementary school content areas * Dedicated to continued personal learning and growth * Extreme willingness, flexibility and adaptability to take on additional responsibilities as necessary to fulfill DC Prep's mission for our students Educational Background and Work Experience * Minimum of 5 years leadership experience - including at least 2 years as a principal - in an urban public school with a record of high student achievement * Strong preference for leader with experience developing leaders in adaptive leadership * Bachelor's degree required ESSENTIAL FUNCTIONS * Provide in person support to leaders and teachers across DC Prep's campuses and Home Office. * DC Prep teachers and leaders are on duty at their assigned campus Mondays through Fridays from 7:15 am to 4:15 pm and must be prepared to receive students in the classroom at 7:30 am. On Wednesdays, DC Prep staff report until 5:00 for Professional Development. * Occasionally, staff may be required to report to a different campus for professional development or all network event. * All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. * DC Prep staff regularly perform morning, lunch, and afternoon duties such as monitoring students during schoolwide transitions as assigned by their principal * Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. * This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. Physical Requirements The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements must be able to be performed with clarity, coherence and connectedness to DC Prep's vision. A reasonable accommodation may be made to enable individuals who have an ADA qualifying disability to perform these essential functions which include: * Must be able to travel among all six of DC Prep's campuses and Home Office. * Must be able to sit and work at a desk/computer for extended periods of time * Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations * Ability to concentrate in active and noisy environments such as cafeterias, gymnasiums, stairs and playgrounds, classrooms and large group professional settings * Must be able to walk, stand and monitor crowded hallways, gymnasiums, cafeterias, stairs and playgrounds. * Must be able to climb stairs throughout the day and escort students to and from class * Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment * Ability to handle potential high stress conditions COMPENSATION AND BENEFITS * Highly competitive salary * Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan Disclaimer: This job description is not an exhaustive list of duties or responsibilities that are required of the employee. They may change, or new ones may be assigned at any time with or without notice. Join Us! Do you believe that Learning Has No Limits? If so, please complete an application and submit your resume at ************************************************ We can't wait to get you know you! We're an equal opportunity employer, and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. We strongly encourage diverse candidates to apply.

We are excited to consider your application for anticipated vacancies in the 2025-2026 school year. We are thrilled that you're considering applying for openings expected in the 2025-2026 school year at Friendship Public Charter School. Our formal interview process will begin in January 2025, for our confirmed vacancies only. Non-vacant positions may still be posted during this time. Friendship Public Charter School operates a network of college-preparatory public charter schools, serving students from preschool through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge and skills necessary for academic achievement and success beyond high school. We are seeking dedicated professionals to join our team for the 2025/2026 school year. If you are committed to helping students achieve academic success and preparing them for college and career opportunities, we encourage you to apply. For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! Please also see the available salary scales: FPCS Compensation Responsibilities Academic Counseling: Provide individualized academic counseling to students, helping them set realistic goals and develop plans for high school graduation, post-secondary education, and career readiness. Monitor students' academic performance and collaborate with teachers and parents to address any academic challenges. Assist students with course selection, scheduling, and understanding graduation requirements. College and Career Planning: Guide students through the college application process, including exploring colleges, completing applications, and accessing financial aid resources. Facilitate workshops and individual counseling sessions focused on career exploration, vocational training opportunities, and job readiness. Develop partnerships with local businesses and organizations to provide internship and job-shadowing opportunities for students. Social and Emotional Support: Provide individual and group counseling services to support students' emotional well-being, addressing issues such as anxiety, depression, peer relationships, and family challenges. Implement programs that promote positive behavior, conflict resolution, and stress management skills. Respond to crises and connect students with external resources such as mental health services, social services, and community-based organizations. Equity and Inclusion: Advocate for all students, ensuring equitable access to academic and extracurricular opportunities, especially for historically underserved populations. Collaborate with administrators and staff to create a school environment that is inclusive and culturally responsive. Facilitate discussions and initiatives that address issues of diversity, equity, and inclusion within the school community. Collaboration and Community Engagement: Work closely with teachers, administrators, and support staff to identify and address students' academic, social, and emotional needs. Engage with parents and guardians to keep them informed about their child's progress and provide resources to support their involvement in the education process. Partner with local organizations, community leaders, and other external resources to enhance the services available to students and families. Qualifications Experience in the role preferred Bachelor's Degree in School Counseling or related field required Master's degree in School Counseling or related field preferred Experience working in an urban school setting preferred. Strong understanding of the challenges faced by urban students and a commitment to helping them overcome barriers to success. Excellent communication, interpersonal, and organizational skills. Ability to work effectively with a diverse population of students, parents, and staff. Knowledge of academic and career counseling techniques and best practices. Ability to handle confidential and sensitive issues with compassion and discretion. Strong problem-solving skills and the ability to respond to crises with calm and clarity. Proficiency in using counseling and academic management software is a plus. FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability.

Special Education Coordinator Role Type: Full-Time, 12 month FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as: * How can we facilitate our students' academic, social, and emotional development? * How can we support our team members' professional growth and personal ability to do this work long-term? * How can we engage our students' families as our own? While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust! Here's how we drive results: * Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments. * Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection. * Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better. Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it. OVERVIEW Program Implementation and Evaluation * Manage the Special Populations caseload for a campus (IEP, 504, ELL) * Collaborate with others to design high-quality IEPs and 504 plans with appropriate accommodations aligned to student data * Design and implement testing accommodations schedules for school-wide assessments (e.g. ANET, NWEA, PARCC, ACCESS) as well as classroom-based and individual assessments * Consistently monitor and evaluate progress toward individual and school-wide goals for students on caseload, in collaboration with SPED teachers, general education teachers and external related service providers * Participate in SST to support development of high-quality interventions and fidelity to child find process, manage crisis response for students on caseload including postventions and implications for supports People Development * Coach and supervise an Academic Specialist, Behavior Specialist, Licensed Clinician, and Academic Intervention Fellows, as well as manage external related service providers * Collaborate with other campus leaders to lead weekly professional development sessions, provide input to department meetings and coach teachers * Manage the Language Access Coordinator * Manage Special Education Staff to write high-quality Present Levels of Performance, annual IEP goals, and quarterly progress report comments for students on caseload Wrap-Around Services * Identify, plan, and implement strategies to address barriers to learning including, attendance concerns, behavior issues, and social adjustment * Participate in coordination of annual summer program for all DC Prep students to include remediation and student learning extension * Assist in coordination of extended student support services, including tutoring Stewardship * Understand IDEA and Section 504 law and implications in DC Prep's LEA * Articulate child find procedures and process at DC Prep and speak knowledgeably about intersections with SST process * Complete all necessary documentation within appropriate timelines required to maintain compliance for students on caseload, specifically for initial eligibility determination timelines and child find timelines * Prep for and facilitate effective MDT/ 504 meetings * Manage evaluation completion for students in initial and triennial eligibility process in conjunction with Director of Special Populations and external contractors * Learn and effectively use Special Programs to document IEP, Eligibility and Referral paperwork (OSSE-mandated system for IDEA compliance) * Write high-quality annual 504 plan goals School Community * Fully embrace DC Prep's mission, vision, and values and promote them to students, staff, other faculty, parents, and members of the outside community * Communicate regularly with families to develop a supportive home-school relationship and to reinforce school expectations and student discipline. Address parent concerns in a professional and timely manner * Encourage, support, and maintain parent buy-in for school-wide behavior and social emotional programming * Actively encourage parents to participate in school activities such as parent meetings, field trips, policy council and as classroom helpers * Model and support the DC Prep Way of purposeful and rigorous academic instruction combined with instilling and reinforcing behaviors that lead to academic and life success * Maintain positive, constructive and professional relationships with students, their families, and colleagues * Communicate regularly with families of students on Special Populations caseload to update them on progress toward IEP goals and grade-level standards General Leadership Team Responsibilities * Build strong relationships with families and support and leads family programming * Engage in SST when relevant to discuss student need and student support; support teachers on assigned grade level with developing and implementing student support plans * Lead grade level team meetings when necessary to align on student expectations, routines and events Administrative Duties * Participate in working groups of staff and teachers to plan, problem solve, and support one another on an ongoing basis * Attend and participate in staff and other school activities and meetings as appropriate * Liaise with Home Office staff in carrying out organizational goals as necessary * Other appropriate tasks as needed QUALIFICATIONS Educational background and work experience * Minimum of 3-5 years special education teaching and leadership experience in an urban school community * Familiarity with urban primary school students, ideally having worked directly with students in preschool-8th grade * Prior experience as a Special Education Coordinator preferred * Prior experience teaching or leading in a fully inclusive Special Education setting * Bachelor's degree from an accredited institution Skills and characteristics * Desire and willingness to support student achievement in traditionally under-served communities * Passion for connecting with students and families in support of student success * Extraordinary oral skills to effectively communicate with varied audiences * Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical * Superior analytical skills and sound judgment to make critical decisions autonomously * Capable of thriving in circumstances involving ambiguity and nuance * Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines * Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships * Positive attitude, maturity, and personal stability sufficient for a demanding position * Deep belief in DC Prep's mission, values and commitment to diversity WORKING AT DC PREP DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students. CAMPUS LEADERSHIP TEAM DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work. COMPENSATION AND BENEFITS * Highly competitive salary * Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan ESSENTIAL FUNCTIONS * DC Prep teachers are on duty at their assigned campus Mondays through Fridays from 7:15 am to 4:15 pm and must be prepared to receive students in the classroom at 7:30 am. On Wednesdays, DC Prep staff report until 5:00 for Professional Development. * Occasionally, staff may be required to report to a different campus for professional development or all network event. * All DC Prep staff perform clerical duties related to instructional supplies, student reports and records, attendance reports, assessments, etc. * DC Prep staff regularly perform morning, lunch, and afternoon duties as assigned by their principal * Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL DEMANDS The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. * Must be able to sit and work at a desk/computer for extended periods of time * Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations * Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings * Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment * Ability to handle potential high stress conditions Disclaimer: This job description is not an exhaustive list of duties or responsibilities that are required of the employee. They may change, or new ones may be assigned at any time with or without notice. JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.