Teacher jobs at Friendship Public Charter School - 47 jobs

Company : Campus Specifics Why Armstrong? Friendship Armstrong is home to our Reggio Emilia Learning Center, which uses art, nature, literature, dramatic play, language, writing, and music to spark students' intellect, creativity, and self-confidence. Named after the area in Italy where the concept was developed, Reggio Emilia is an early-learning model that has earned worldwide acclaim. Friendship continues to develop this learning approach by combining the creative process of Reggio with our rigorous early-education curriculum, which incorporates culturally responsive learning tools and new technology into every classroom. Guided by a community of seasoned and supportive teachers, Armstrong students build strong foundations in mathematics, science, social studies, English, and language arts while developing the skills essential to high achievement such as hard work, critical thinking, problem solving, and teamwork. Equally important, Armstrong's on-campus Parent Center ensures that our most valuable learning partners - our parents - are consistent figures in our classrooms and at extended-learning and after-school events. 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 Excellent Teaching & Learning Demonstrate continued mastery of content area Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction Design and deliver engaging instruction addressing a full range of student needs and learning styles Utilize literacy strategies across all content areas Develop formal and informal assessments to measure student mastery Use data to drive instruction Environment Conducive to Learning Hold students accountable to high academic and behavioral expectations Align practices and routines to an achievement-oriented classroom culture Foster a safe environment that encourages curiosity, academic risk taking, accountability and collaboration. Outstanding Leadership Reflect on classroom success and areas of improvement to continuously develop practice Contribute to the campus and Friendship-wide community by collaborating, seeking professional development, and sharing best practices Organizational Strength & Viability Promote parent involvement through meaningful and consistent communication Maintain high professional standards in communication with students, teachers, parents and school administrators Qualifications Experience in the role preferred Commitment to providing a world-class education to students from historically underserved communities 2+ years of relevant K-6 urban teaching experience with significant academic gains strongly preferred Bachelor's degree from an accredited university required. Master's degree preferred Undergraduate GPA of 3.0 and above required Ability to thrive in a fast-paced and rapidly changing environment Strong oral and written communication skills Successful completion of the ETS PRAXIS II Exam (0014): Elementary Education Content Knowledge Curriculum Information To learn more about our curriculum, consider the following links: ELA - **************************************** Math - ************************************** Science - *************************************************** NGSS - ******************************* Social Studies - SS/History State Standards 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.

JOB TITLE: Teacher, Special Education DEPARTMENT: Special Education FLSA STATUS: Exempt, School Year, Full Time REPORTS TO: Director of Student Supports/AP of Specialized Instruction SUPERVISORY: No COMPENSATION: Salary will range between steps 1-10 on the Chavez Teacher Pay Scale (based on years of experience) POSITION SUMMARY: The Special Education Teacher at Chavez is responsible for developing and providing IDEA-mandated modifications and accommodations to ensure students with disabilities receive a free and appropriate public education. Under the direction of the school principal and special education coordinator, the Special Education Teacher delivers direct instruction, instructional support, and case management while collaborating with general education teachers. This educator plays a key role in monitoring student outcomes, developing Individualized Education Programs (IEPs), facilitating transition services, and supporting students receiving home and hospital instruction. Additionally, the Special Education Teacher actively engages in curriculum development and school-wide collaboration to align instruction with Chavez's mission and goals. KEY RESPONSIBILITIES: 1. Classroom Instruction & Student Engagement (50%) Provide direct instruction and instructional support to students with disabilities in both inclusion and specialized settings. Implement and monitor classroom behavior and academic expectations, maintaining regular communication with parents. Develop, distribute, and maintain IEP snapshots for all scholars with disabilities. Adhere to Chavez's Inclusion Model of Instruction, utilizing various co-teaching models, including lead and support, station teaching, parallel teaching, alternative teaching, and team teaching, as well as pull-out and resource support. Administer and interpret both informal and classroom-based assessments to make instructional decisions that improve student outcomes. Collect data on student performance to track progress and adjust instruction accordingly. Select and adapt materials to help students with disabilities access the general education curriculum. Provide additional instruction and support outside of content areas to address student needs and achieve school-wide goals. Plan curriculum and create lesson plans tailored to diverse student needs. 2. Case Management & IEP Responsibilities (25%) Serve as a liaison between school staff, administration, and the special education supervisor to ensure compliance with IDEA regulations and best practices. Provide proof of modified instruction, including accommodations, modifications, and resource room support, as mandated by students' IEPs. Maintain student work sample portfolios that align with IEP goals and objectives. Monitor and document student progress on IEP goals through regular parent communication, with a minimum of four documented correspondences per year. Write IEP report cards and submit them to the special education coordinator each quarter. Prepare Present Levels of Performance (PLOP) and review student evaluation data (psychological, clinical, educational, etc.) prior to Multidisciplinary Team (MDT) and IEP meetings. Construct academic goals and enter them into the mandated Special Education Information System. Facilitate and actively participate in IEP meetings, presenting data and observations relevant to student progress. 3. Curriculum Development & School-Wide Collaboration (10%) Engage in consistent reflection and review of special education curriculum and programs to align with Chavez's annual goals and mission. Analyze classroom data and student work to drive continuous improvement and celebrate student growth. Attend all required staff meetings, professional development sessions, and team meetings, contributing to Chavez Schools' vision for teaching excellence. Participate in collaborative curriculum development, ensuring that instruction supports the evolving needs of students and complies with IDEA standards. Support the school's enrollment and reenrollment efforts, including participation in recruitment, family engagement, and school events. 4. Transition & Vocational Support (5%) Conduct transition assessments to support students in post-secondary planning, workforce preparation, and vocational training. Serve as a SPED Transition Coordinator, assisting middle and high school students in identifying career and vocational opportunities. Oversee internship fellowships for students, ensuring meaningful pre-vocational experiences. Teach pre-vocational courses that prepare students for employment, resume writing, and job applications. Create informational documents for parents regarding transition services, Medicaid waivers, and vocational rehabilitation programs. Assist families in applying for Medicaid Waivers and support them in navigating the process. Organize transition fairs and presentations to connect families with adult service providers and employment resources. 5. Home & Hospital Instruction (5%) Serve as the Home & Hospital Instruction Teacher for students who cannot attend school due to medical conditions. Develop a temporary instructional plan for homebound students to ensure continued academic progress. Coordinate with classroom teachers to gather appropriate materials, assignments, and assessments. Implement and monitor IEPs for homebound students, adapting instruction to meet their unique needs. Maintain regular communication with parents to schedule instruction at appropriate times and locations. Ensure completed work and assessments are delivered back to teachers for grading and recording. Participate in progress meetings with parents, guidance staff, and teachers to evaluate homebound student achievement and reintegration plans. 6. Professional Development & Compliance (5%) Stay current on special education legislation, policies, and best practices. Attend required workshops and professional development sessions focused on IDEA compliance, inclusion strategies, differentiated instruction, and curriculum adaptations. Engage in professional learning communities (PLCs) and collaborate with staff to enhance instruction and student outcomes. Work with school leadership and the Special Education Information System to ensure compliance with special education documentation and reporting requirements. Perform additional duties as assigned. Qualifications QUALIFICATIONS & SKILLS REQUIRED: Bachelor's degree in Special Education, Education, or a related field (Master's degree preferred). Three years of special education teaching experience with demonstrated success in student growth and achievement (preferred). Highly Qualified designation as defined by IDEA, with valid Special Education certification. Mastery of special education content, IEP development, and compliance with IDEA regulations. Experience working with diverse learners, including students with learning disabilities, autism spectrum disorder, emotional disabilities, and physical impairments. Strong instructional skills and knowledge of inclusive teaching strategies, differentiated instruction, and behavior management. Experience with co-teaching models, collaboration with general education teachers, and providing accommodations/modifications. Demonstrated success in using assessment data to drive instruction and measure student progress. Strong written and verbal communication skills. Ability to problem-solve, advocate for students, and support families through transition services. Completion of the Praxis II Exam (or equivalent state certification exam) or possession of a degree in special education. Preferred Qualifications: Master's degree in Special Education, Education, or a related field. Experience as a Transition Coordinator or Home & Hospital Instructor. Knowledge of vocational and workforce development programs for students with disabilities. Understanding of Medicaid Waiver programs and family support services. Undergraduate GPA of 3.0 or above. Evidence of ongoing professional development and continuing education in special education CHAVEZ EMPLOYER DISCLAIMER: At Chavez, we are committed to fostering growth and creating meaningful opportunities for both students and staff. We highly value emergent leadership, recognizing and encouraging individuals who take initiative, demonstrate adaptability, and contribute to the success of our organization beyond their defined roles. As we continue to expand, all positions are subject to evolving roles and responsibilities throughout the current employment term. Our compensation structure is designed to reward the fulfillment of core responsibilities within each role, and additional tasks and duties that arise beyond these core expectations are considered part of the regular scope of employment. Compensation adjustments related to any role changes or expansions will be evaluated exclusively at the conclusion of the employment term, in alignment with our commitment to growth and development. This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice. ADA SPECIFICATIONS: This position will be based at one of Chavez Schools' campus locations. While performing the duties of this job, the employee is regularly required to move about the building. In addition, travel between Chavez campuses or to other sites will be required, frequency to depend on the needs of the school and position. The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job. This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. AAP/EEO Statement: Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools' employees to perform their job duties may result in discipline up to and including discharge.

Specials Teacher (Art, PE, Music) 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. SPECIALS TEACHERS AT DC PREP Our lead teachers lay the foundation for our Preppies' academic success and social emotional development by: Planning thoughtfully and teaching joyously. You'll adapt our rigorous, standards-based curriculum to meet the particular needs of your students, thinking about both how to scaffold rigorous learning and how to infuse your kiddos' day with joy. You'll feel right at home, given your innate desire to spark a love of learning in your students! This means planning both for grade level instruction-which ALL Preppies receive-and planning small group instruction to meet kids where they are so they can access grade level instruction Using data intentionally. You are constantly thinking about how to help Preppies achieve ambitious goals. To track progress towards goals, you'll analyze academic and classroom culture data to inform your instruction and target focus areas for your students. Investing in their own learning. We support our teachers' ongoing professional growth through weekly professional development opportunities, as well as weekly observations and feedback conversations. Working collaboratively and flexibly. DC Prep teachers are focused on outcomes for kids and they understand the power of working together to ensure ALL students feel success in the classroom. This looks like taking time daily to plan together, troubleshoot problems, and adapt. Our best teachers want to work with other excellent teachers who bring a ‘whatever it takes' attitude to producing excellent outcomes for students. Building mastery. Starting in 3rd grade, our schools are departmentalized, supporting you to become an expert in one content area while working with a team of outstanding educators to provide our Preppies with strong instruction throughout every portion of their day. Preschool-2nd grade teachers build mastery in both ELA and math. Embodying the DC Prep Way. We've built a strong culture of high expectations and student achievement at DC Prep. You are excited to contribute to this culture and eager to promote the DC Prep Way to students, families, and community members. WHO YOU ARE As a Music, Art or PE Teacher, you are a highly visible, integral part of the campus community at DC Prep. You are passionate about your subject area and want to share that passion with your students, your fellow colleagues and our amazing families. As a teacher who interacts with 100% of the campus student population throughout the course of the school year, you understand that you are uniquely poised to contribute to the joyful, predictable school culture DC Prep strives to create through thoughtful classroom routines, creative and thorough planning and engaging instructional delivery. Furthermore, you see your time in the classroom with Preppies as an opportunity to contribute to our school community through the preparation and planning of joyful school events that students and families will remember for years to come. 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! 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 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.

Early Childhood Assistant Teacher 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. EARLY CHILDHOOD ASSISTANT TEACHERS AT DC PREP As an Assistant Teacher, you will work in partnership with the Early Childhood Lead Teacher or Kindergarten Lead Teacher to support the cultivation of a learning environment and classroom community that is productive, purposeful, safe and equitable for all students. You will contribute positively to the classroom community by supporting the delivery of rigorous instruction, communicating with families and reinforcing classroom expectations and vision as outlined in your partnership with the lead teacher. Additionally, you will seek growth opportunities by working to maximize your impact in the classroom through regular collaboration with the lead teacher, seeking new opportunities for classroom ownership and responsibility and being an active and eager participant in all professional development and coaching opportunities at DC Prep. This Assistant Teacher position serves as an entryway into DC Prep's lead teacher pipeline and is designed to help novice educators develop into strong early childhood educators. To support our pipeline, we offer ATs the necessary professional development and coaching to acquire the knowledge, skills, and experience to become effective educators in urban school environments. Successful Assistant Teachers will have the opportunity to assume a gradual increase in classroom responsibility that will prepare them to assume lead teaching opportunities at DC Prep. Additionally, you'll be responsible for: Supporting instructional planning and delivery by: Supporting and co-leading productive, purposeful, inclusive, safe and equitable routines, structures and transitions during various components of the school day Reviewing unit maps, lesson plans and materials ahead of time in order to be prepared to effectively support and implement the lessons designed by the Lead Teacher Implementing assigned small groups including monitoring progress to drive towards student growth and mastery in literacy and math Collaborating with and supporting the lead teacher to implement core tasks and activities that will engage students in targets for Early Childhood learning standards Collaborating with the lead teacher to teach with intentional structures that maximize student learning Assisting in the creation of core resources that whole class will use Reading all IEPs and 504 plans and preparing to support specialized instruction in accordance with plans Supporting delivery of assessments Prioritizing meeting regularly with lead teacher for “Team Teaching” check-ins to plan collaboratively Assisting in collection and grading of classwork and homework Assuming lead teacher responsibilities in the event of an absence Supporting a strong classroom community by: Collaborating with the lead teacher to ensure that the vision for classroom community and strong Tier I supports are in place in the classroom Leading various components of the school day while carrying out all aspects of the vision for classroom community Assisting in collecting data on student behaviors/academics as needed in support of developing or monitoring the success of an intervention plan Implementing student academic and behavior plans with fidelity Supporting strong communication by: Supporting lead teacher with communication of whole class news and upcoming information/deadlines with families Meeting regularly with lead teacher to agree upon and establish classroom norms and expectations Engaging in ongoing professional development and coaching by: Determining with the lead teacher which weekly lessons to support and execute Participating in weekly individual or group professional development and coaching sessions Collaborating with lead teacher to plan for more ownership of academic instruction based on performance as the year progresses WHO YOU ARE You have a background working with children in a school setting and want to translate that experience into becoming a Lead Early Childhood teacher who sets a positive tone for students as they embark upon their academic careers. In order to make this career goal a reality, you are eager to participate in DC Prep's development and coaching program where you will work with an instructional coach to develop the skills you need to successfully apply for a lead teacher role over the course of a school year. 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! 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.

E.L. Haynes provides a rigorous and engaging college preparatory curriculum for students in grades Pre-K through 12. Our instructional program provides intensive learning experiences that deepen understanding at all grade levels so that every student is prepared to become kind and curious community members, lifelong learners, and leaders of social justice. Please read more about our academic program here. Starting salary range: $65,000 - $110,500 You will: Plan and deliver exceptional instruction based on E. L. Haynes' rigorous academic standards, curriculum framework, graduate profile, and student assessment data; Conduct and analyze ongoing assessments of student performance; Collaborate with other teachers, including special education and ELL teachers to implement student supports; Create a positive and supportive classroom culture and environment that puts relationships with students first; Engage families and caregivers in their students' success; Be an active member of the school community, attending and participating in school events outside of regular school hours, and completing other duties as assigned. Qualifications You have: A bachelor's degree; Two or more years of teaching experience in an urban setting; A clear understanding of standards-based curriculum and standards-based assessment; An ability to build a positive and supportive classroom culture; Used models and exemplars to drive instruction; and Strong collaboration skills in order to ensure student success. You might also have: A Washington, DC teaching certification; A strong background in differentiated and student-centered instruction; Experience in hands-on learning such as experiential learning or project-based learning; Experience in data-driven instruction; Verbal or written proficiency in Spanish; and An advanced degree in education or your subject area.

JOB TITLE: Long Term Substitute Teacher DEPARTMENT: Academics FLSA STATUS: Non-Exempt, School Year, Full Time REPORTS TO: Assistant Principal SUPERVISORY: No The Long Term Substitute Teacher will fill the instructional responsibilities necessary for any short-term or long-term substitute needs as identified by the administration of Chavez Schools. ESSENTIAL DUTIES AND RESPONSIBILITIES Set and reinforce clear expectations and routines that are aligned with the school's overall vision Develop and implement curricula and activities to meet academic standards Plan daily lessons and implement specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary Grade assignments and enter grades into Schoology Develop and/or follow instructional plans that are engaging, and rigorous and ensure all students achieve mastery of the stated learning objectives Design and implement assessments that measure progress toward academic standards and diagnose areas of student misunderstanding Create a positive, achievement-oriented learning environment Establish high academic and behavioral expectations for every student Foster respectful interactions between and among students and staff. Collaborate and engage with peers and administrators to improve instructional practice and achieve student learning goals. Reflect and respond positively to feedback. Participate in collaborative curriculum development, grade-level activities, professional development, and school-wide functions Invest parents and families in their children's academic success through regular communication Perform additional duties as assigned Qualifications QUALIFICATIONS, KNOWLEDGE, AND SKILLS REQUIRED Bachelor's degree or equivalent experience Ability to engage, motivate, and lead students Experience facilitating a student-centered classroom (cooperative learning, inquiry or project-based learning) Strong instructional skills and classroom management. Demonstrated success in using data to monitor student understanding and drive practice Work with only the highest ethical standards Unrelenting commitment to students, self, and school's constant learning and development. Ability to self-reflect on teaching practices and be responsive to feedback ADA SPECIFICATIONS: This position will be based at one of Chavez Schools' campus locations. While performing the duties of this job, the employee is regularly required to move about the building. In addition, travel between Chavez campuses or to other sites could be required, frequency to depend on the needs of the school and position. The employee is regularly required to speak audibly, see, listen actively, and use hands to handle objects while performing the duties of this job. This position requires the ability to use standard office equipment such as computers, phones, and filing cabinets. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. AAP/EEO Statement: Chavez Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Chavez Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. Chavez Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Chavez Schools' employees to perform their job duties may result in discipline up to and including discharge. Disclaimer: This job description is not designated to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Other duties, responsibilities and activities may change or be assigned at any time with or without notice.

Company : Campus Specifics Why Blow Pierce? When it comes to success in the classroom, character matters just as much as rigorous academics. Just look at the outcomes from Blow Pierce Elementary and Middle. One of the District's highest-performing Tier 1 charter schools, Blow Pierce builds scholars who pursue academic excellence with integrity, perseverance, confidence and courage. Blow Pierce pre-K3-3 students develop a strong foundation in core subject areas through a thematic approach that brings social and cultural relevance to reading, language, mathematics, science and history. By focusing equally on students' emotional, social, physical and academic development, Blow Pierce creates an environment of safety and respect where students embrace the character traits of high achievers. Grades 5-8 at Blow Pierce Middle build on this approach by helping students gain a deeper understanding of core content, while taking ownership of their learning. Consistent with Friendship's focus on early college exposure, students are introduced to the major concepts they will put to work later in Advanced Placement courses and Friendship's Early College high school program. Guided by dedicated teachers who are vested in each student's success, Blow Pierce builds scholars who are on their way to becoming college completers. 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 Excellent Teaching & Learning Demonstrate continued mastery of content area Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction Design and deliver engaging instruction addressing a full range of student needs and learning styles Utilize literacy strategies across all content areas Develop formal and informal assessments to measure student mastery Use data to drive instruction Environment Conducive to Learning Hold students accountable to high academic and behavioral expectations Align practices and routines to an achievement-oriented classroom culture Foster a safe environment that encourages curiosity, academic risk taking, accountability and collaboration. Outstanding Leadership Reflect on classroom success and areas of improvement to continuously develop practice Contribute to the campus and Friendship-wide community by collaborating, seeking professional development, and sharing best practices Organizational Strength & Viability Promote parent involvement through meaningful and consistent communication Maintain high professional standards in communication with students, teachers, parents and school administrators Qualifications Experience in the role preferred Commitment to providing a world-class education to students from historically underserved communities 2+ years of relevant K-6 urban teaching experience with significant academic gains strongly preferred Bachelor's degree from an accredited university required. Master's degree preferred Undergraduate GPA of 3.0 and above required Ability to thrive in a fast-paced and rapidly changing environment Strong oral and written communication skills Successful completion of the ETS PRAXIS II Exam (0014): Elementary Education Content Knowledge Curriculum Information To learn more about our curriculum, consider the following links: ELA - **************************************** Math - ************************************** Science - *************************************************** NGSS - ******************************* Social Studies - SS/History State Standards 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 Excellent Teaching & Learning Demonstrate continued mastery of content area Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction Design and deliver engaging instruction addressing a full range of student needs and learning styles Utilize literacy strategies across all content areas Develop formal and informal assessments to measure student mastery Use data to drive instruction Environment Conducive to Learning Hold students accountable to high academic and behavioral expectations Align practices and routines to an achievement-oriented classroom culture Foster a safe environment that encourages curiosity, academic risk taking, accountability and collaboration. Outstanding Leadership Reflect on classroom success and areas of improvement to continuously develop practice Contribute to the campus and Friendship-wide community by collaborating, seeking professional development, and sharing best practices Organizational Strength & Viability Promote parent involvement through meaningful and consistent communication Maintain high professional standards in communication with students, teachers, parents and school administrators Qualifications Experience in the role preferred Commitment to providing a world-class education to students from historically underserved communities 2+ years of relevant K-6 urban teaching experience with significant academic gains strongly preferred Bachelor's degree from an accredited university required. Master's degree preferred Undergraduate GPA of 3.0 and above required Ability to thrive in a fast-paced and rapidly changing environment Strong oral and written communication skills Successful completion of the ETS PRAXIS II Exam (0014): Elementary Education Content Knowledge Curriculum Information To learn more about our curriculum, consider the following links: ELA - **************************************** Math - ************************************** Science - *************************************************** NGSS - ******************************* Social Studies - SS/History State Standards 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.

Full-Time Substitute Teacher Role Type: Full-Time, 10 Month FLSA Status: Exempt Salary: $46,000 - $63,000 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. FULL TIME SUBSTITUTE TEACHERS AT DC PREP As a full time substitute teacher, you will deliver classroom instruction at one of our six campus locations. You will report to the campus leadership team and will provide substitute coverage for classrooms based on daily/weekly coverage needs. Additionally, you will contribute positively to the classroom community by supporting the delivery of instruction, communicating with families and reinforcing classroom expectations and vision as outlined in your partnership with the leadership team and lead teachers. Additionally, you will seek growth opportunities by working to maximize your impact in the classroom through regular collaboration with lead teachers, seeking new opportunities for classroom ownership and responsibility and being an active and eager participant in all professional development opportunities at DC Prep. Additionally, you'll be responsible for: Supporting instructional planning and delivery by: Leading and co-leading productive, purposeful, inclusive, safe and equitable routines, structures and transitions during various components of the school day Reviewing lesson plans and materials ahead of time in order to be prepared to effectively support and implement the lessons designed by the Lead Teacher Implementing assigned small groups in literacy and math Collaborating with the lead teacher to teach with intentional structures that maximize student learning Supporting delivery of assessments Assisting in collection and grading of classwork and homework Supporting a strong classroom community by: Meeting regularly with lead teachers to ensure that the vision for classroom community and strong Tier I supports are in place in the classroom Leading various components of the school day while carrying out all aspects of the vision for classroom community Following student academic and behavior plans with fidelity Supporting strong communication by: Meeting regularly with lead teachers to agree upon and establish classroom norms and expectations Engaging in ongoing professional development and coaching by: Participating in weekly individual or group professional development and coaching sessions WHO YOU ARE As you reflect on your most meaningful career or volunteer experiences, you realize that one commonality is having the opportunity to work with students in a school setting. You are eager to participate in DC Prep's professional development program to develop the skills you need to successfully lead a classroom in a teacher's absence. 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! Additionally, you are the type of educator who: Seeks to understand. You'll be working among many classrooms and many grade levels and will need to carry out plans and schedules with fidelity. When something doesn't make sense to you, you ask questions to build clarity. Embraces flexibility. Your teaching assignment may change from day to day basis and so you will need to learn DC Prep's school wide routines and procedures so that you can execute them from classroom to classroom. Exemplifies professionalism and integrity. Your teammates can rely on you to meet deadlines and follow through on plans. 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.

Company : Campus Specifics Why Collegiate Academy? Friendship Collegiate Academy builds scholars ready for the rigors and rewards of college. By immersing students in a collegiate environment that provides early exposure to college-level courses and experiences, Collegiate achieves some of the highest graduation and college acceptance rates in the Washington area. Collegiate's roadmap to student success includes 16 College Board Advanced Placement courses among four rigorous career academies that encourage self-discovery and a mastery of core academic content: Early College, Information Technology and Engineering, Fine Arts, and Health Sciences. Our Early College Academy, the first such program at a public charter high school in the city, offers highly motivated students the opportunity to earn up to two years' college credit before graduation. Today, Early College alumni proudly hold degrees from some of the nation's most competitive institutions: Princeton. Morehouse. Columbia. William and Mary. Spelman. Carnegie Mellon. Virginia. Maryland. George Washington. UCLA. Georgetown. The list grows year by year. But a Collegiate education is more than cracking books. Students enjoy a variety of clubs and athletic activities that reinforce the core values of integrity, confidence, persistence and teamwork. From an award-winning robotics team and drama club to the city's No.1 charter high school football team, Collegiate develops well-rounded scholars ready to succeed at whatever advanced goals they tackle. Overview Thank you for your interest in joining Friendship Public Charter School! We are excited to review applications for anticipated vacancies for the 2026-2027 school year. Our formal interview process will begin in January 2026 for all confirmed openings. Please note that some roles may be posted in advance of confirmation, and internal applicants will be considered first for any potential vacancies. Friendship Public Charter School operates a network of high-performing, college-preparatory public charter schools serving students from pre-K3 through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge, skills, and character necessary for success in college, career, and life. We are seeking dedicated, mission-aligned professionals to join our team for the 2026-2027 school year. If you are committed to accelerating student achievement, fostering joyful and rigorous learning, and preparing students for bright postsecondary futures, we encourage you to apply. We look forward to learning more about you and your passion for serving students in Washington, DC. 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 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. Team members working at one of Friendship's Online Academies will work in a hybrid capacity, with a potential of 3 days a week in person and 2 days a week virtually in collaboration with other team members, scholars, and learning coaches. Throughout the year, there will also be times when team members will report in-person to support testing, participate in check and connect sessions, field trips, in-person tutoring, professional development, etc. Friendship's Online Academy Team Members are required to participate in all in-person activities. The number of in-person days varies from month to month depending on scheduled activities. 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 ****************** 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.

JOB TITLE: Teacher, Art DEPARTMENT: Electives STATUS: Exempt, School Year, Full Time REPORTS TO: School Principal SUPERVISORY: N/A COMPENSATION: Salary will range between steps 1-10 on the Chavez Teacher Pay Scale (based on years of experience) POSITION SUMMARY: Elective Teachers at Chavez are highly effective, dedicated educators committed to fostering creativity, exploration, and student growth. They create a rigorous and supportive learning environment where students develop new skills, discover passions, and build confidence in their abilities. Elective Teachers are responsible for engaging instruction, student achievement, and collaboration with colleagues, administrators, and families to ensure student success. KEY RESPONSIBILITIES: 1. Classroom Instruction & Student Engagement (90%) ● Establish and reinforce clear expectations, routines, and high academic and behavior standards that align with the school's vision. ● Develop and implement rigorous and engaging curricula, lessons, and activities that meet academic and elective program standards while supporting differentiated learning needs. ● Design and execute well-structured lesson plans that incorporate hands-on, inquiry-based, and project-based learning experiences. ● Demonstrate strong content knowledge in the elective subject area, fostering student creativity, critical thinking, and skill mastery. ● Develop and administer formative and summative assessments to measure student progress, diagnose areas of misunderstanding, and inform instructional strategies. ● Use assessment data to refine instruction and ensure student mastery of skills and concepts in the elective course. ● Create a positive, achievement-oriented classroom culture that supports students' intellectual, social, and emotional development. ● Provide individualized support, enrichment, and intervention as necessary to help students meet and exceed learning expectations. ● Maintain a visually engaging, resource-rich classroom environment that fosters creativity, exploration, and student engagement. ● Communicate effectively with students to understand their interests, strengths, and areas for growth while setting clear learning expectations. ● Engage regularly with families to support student success through consistent updates on academic achievement and progress. ● Collaborate with school-based staff and participate in professional learning, curriculum development, and school-wide initiatives. ● Actively reflect on instructional practices, seek professional development opportunities, and implement feedback to improve teaching effectiveness. ● Perform additional duties as assigned. 2. Collaboration & School-Wide Initiatives (10%) ● Participate in collaborative curriculum development and school-wide functions, including field trips, performances, showcases, open houses, and family-teacher conferences. ● Analyze classroom data and student work to drive continuous improvement and celebrate academic and skill-based growth. ● Attend all required staff meetings, professional development sessions, and team meetings, contributing to Chavez Schools' vision for teaching excellence. ● Support the school's overall enrollment and reenrollment efforts, including participation in recruitment, family engagement, and school events.

Thank you for your interest in joining Friendship Public Charter School! We are excited to review applications for anticipated vacancies for the 2026-2027 school year. Our formal interview process will begin in January 2026 for all confirmed openings. Please note that some roles may be posted in advance of confirmation, and internal applicants will be considered first for any potential vacancies. Friendship Public Charter School operates a network of high-performing, college-preparatory public charter schools serving students from pre-K3 through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge, skills, and character necessary for success in college, career, and life. We are seeking dedicated, mission-aligned professionals to join our team for the 2026-2027 school year. If you are committed to accelerating student achievement, fostering joyful and rigorous learning, and preparing students for bright postsecondary futures, we encourage you to apply. We look forward to learning more about you and your passion for serving students in Washington, DC. 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 see the available salary scales: FPCS Compensation Responsibilities Excellent Teaching & Learning Demonstrate continued mastery of content area Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction Design and deliver engaging instruction addressing a full range of student needs and learning styles Utilize literacy strategies across all content areas Develop formal and informal assessments to measure student mastery Use data to drive instruction Environment Conducive to Learning Hold students accountable to high academic and behavioral expectations Align practices and routines to an achievement-oriented classroom culture Foster a safe environment that encourages curiosity, academic risk taking, accountability and collaboration. Outstanding Leadership Reflect on classroom success and areas of improvement to continuously develop practice Contribute to the campus and Friendship-wide community by collaborating, seeking professional development, and sharing best practices Organizational Strength & Viability Promote parent involvement through meaningful and consistent communication Maintain high professional standards in communication with students, teachers, parents and school administrators Qualifications Experience in the role preferred Commitment to providing a world-class education to students from historically underserved communities 2+ years of relevant PreK-3 urban teaching experience with significant academic gains strongly preferred Bachelor's degree from an accredited university required. Master's degree preferred Undergraduate GPA of 3.0 and above required Ability to thrive in a fast-paced and rapidly changing environment Strong oral and written communication skills 2 years experience with C.L.A.S.S - ***************************** Successful completion of the ETS PRAXIS II Exam: Early Childhood Education Content Knowledge Familiarity with the Science of Play Curriculum Information To learn more about our curriculum, consider the following links: Creative Curriculum - ***************************************************************************** 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 Chamberlain? As Friendship's founding campus nestled on Capitol Hill, Chamberlain Elementary and Middle shines as a beacon of exceptional student achievement. A multiyear, top-performing Tier 1 campus, Chamberlain places students on a proven pathway to academic success. In an era where teacher-to-student ratios are increasingly more difficult to manage, Chamberlain places two teachers in each classroom to provide superior instruction. This approach affirms that each Chamberlain Elementary student in pre-K3-3 receive individually paced instruction instilling the knowledge, skills, success habits and character traits that lead to scholastic excellence for years to come. Consistent with Friendship's college preparatory approach, grades 4-8 at Chamberlain Middle follow a robust and culturally diverse curriculum that builds a mastery of core academic content, introduces prerequisites for Advanced Placement courses and nurtures students who will approach Friendship's high-performing high school environment with confidence. Praised as a wellspring of great teaching, Chamberlain is home to Friendship's 2015 and 2016 Teacher of the Year winners. 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.

Are you passionate about assisting students in the classroom? Do you enjoy working collaboratively with others? If so, then Carlos Rosario International Public Charter School (CRIPCS) is the place for you. Carlos Rosario International Public Charter School (CRIPCS) is an adult charter school that delivers high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy. When you join the team at CRIPCS you become part of a unique, performance-driven organization where students are the center of our work and excellence permeates. The mission of Carlos Rosario International Public Charter School is to deliver high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy . Our organization's values guide our behavior: Integrity Respect Perseverance Compassion Inclusivity Collaboration Substitute Serving under the general supervision of the principal and academic leadership team, the substitute will report to the designated campus daily (Monday through Wednesday) to work [specify AM or EVE] sessions in person and Thurdsay through Friday Virtually to ensure coverage for classes is consistent. There are two openings for both the Harvard Street Campus and the Sonia Gutierrez Campus. Each campus has a AM and EVE based position. Responsibilities: Implement lesson plans provided by the instructor Take attendance Leave notes regarding student performance/participation from the day's lesson as well as any challenges encountered while covering the class Fulfill other duties as assigned when coverage is not needed Adhere to safety protocols and procedures Adhere to campus protocols and procedures as it relates to events such as assemblies, class breaks, session times, etc Qualifications: Associate's degree Experience teaching Ability to communicate professionally and effectively in English and preferably a second needed language in writing and speaking with all school stakeholders; Ability to create a safe and compassionate learning environment through leading excellence in teaching and learning; Effective mediation skills with sensitivity to cross-cultural issues to resolve conflicts; Strong reasoning and problem-solving abilities Must be able to provide proof of completed COVID-19 vaccination Deep commitment to CRIPCS's core values and Diversity, Equity, Inclusion, and Belonging (DEIB) and ability to model those values in relationships with colleagues and partners. To ensure that you understand the school's commitment to our work and the expectations of all school community members in advancing Diversity, Equity, Inclusion, and Belonging work. We celebrate diversity and are committed to creating an inclusive environment for all employees. Desired Attributes Experience in ESL and Adult Education preferred Demonstrate knowledge and competence in both ESL preparation and Adult Education Must be flexible and able to make adaptations to meet the academic needs of students with different learning skills and challenges Work comfortably with people from diverse backgrounds Excellent communication skills, be able to explain concepts to others effectively Excellent organizational skills and timely completion of tasks Fluently speak, read, and write in English Knowledge and experience using Windows, Internet Explorer, and Microsoft Applications, including Word, PowerPoint, and Microsoft Outlook Schedule for positions at Both Campuses with a set shift schedule Harvard Street Campus AM Position Shift- Monday through Friday: 8:30 AM- 12:00 PM EVE Position Shift- Monday through Thursday- 5:30 PM- 8:30 PM Sonia Gutierrez Campus AM Position Shift- Monday through Friday: 8:30 AM- 12:00 PM EVE Position Shift- Monday through Thursday- 5:30 PM- 8:30 PM Apply directly at Carlos Rosario International Public Charter School's career page at ************************************************************************************************************************ Id=19000101_000001&job Id=537210&lang=en_US&source=CC2 This position will be open until filled.

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.

Company : Campus Specifics Why Collegiate Academy? Friendship Collegiate Academy builds scholars ready for the rigors and rewards of college. By immersing students in a collegiate environment that provides early exposure to college-level courses and experiences, Collegiate achieves some of the highest graduation and college acceptance rates in the Washington area. Collegiate's roadmap to student success includes 16 College Board Advanced Placement courses among four rigorous career academies that encourage self-discovery and a mastery of core academic content: Early College, Information Technology and Engineering, Fine Arts, and Health Sciences. Our Early College Academy, the first such program at a public charter high school in the city, offers highly motivated students the opportunity to earn up to two years' college credit before graduation. Today, Early College alumni proudly hold degrees from some of the nation's most competitive institutions: Princeton. Morehouse. Columbia. William and Mary. Spelman. Carnegie Mellon. Virginia. Maryland. George Washington. UCLA. Georgetown. The list grows year by year. But a Collegiate education is more than cracking books. Students enjoy a variety of clubs and athletic activities that reinforce the core values of integrity, confidence, persistence and teamwork. From an award-winning robotics team and drama club to the city's No.1 charter high school football team, Collegiate develops well-rounded scholars ready to succeed at whatever advanced goals they tackle. 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 - Springboard - ******************************************************************************************************* 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 Tech Prep? Friendship Technology Preparatory is a college preparatory high school serving students in 9th - 12th grade. Friendship Public Charter School has expanded its portfolio of schools with a new school model: Friendship Tech Prep Academy, where our secondary STEM program provides multiple opportunities for students to develop skills in science, technology, engineering and math through our robotics program, engineering classes, hands-on science curriculum, and the use of technology such as iPads and Smartboards. Read more about our academic program. At Friendship Tech Prep students benefit from Advanced Placement and Honors courses, as well as Career Academy courses that provide pathways in technology, science, engineering, law, and communication arts. Tech Prep has a high graduation and college acceptance rates. Friendship Tech Prep Academy is preparing students for higher education and the career of their choice by ensuring mastery of skills, knowledge, and tools needed to succeed in the 21st-century green global economy. Our green school focus ensures that each member of the Tech Prep community learns to make environmentally conscious decisions and gains the experience to design and develop green products. Upon completion of our new building in 2014, all students will attend a premier green facility and have the opportunity to experience green technology firsthand. Overview Thank you for your interest in joining Friendship Public Charter School! We are excited to review applications for anticipated vacancies for the 2026-2027 school year. Our formal interview process will begin in January 2026 for all confirmed openings. Please note that some roles may be posted in advance of confirmation, and internal applicants will be considered first for any potential vacancies. Friendship Public Charter School operates a network of high-performing, college-preparatory public charter schools serving students from pre-K3 through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge, skills, and character necessary for success in college, career, and life. We are seeking dedicated, mission-aligned professionals to join our team for the 2026-2027 school year. If you are committed to accelerating student achievement, fostering joyful and rigorous learning, and preparing students for bright postsecondary futures, we encourage you to apply. We look forward to learning more about you and your passion for serving students in Washington, DC. 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 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 Excellent verbal and written communication skills Successful completion of the Praxis II Exam One year of teaching experience and results demonstrating high student achievement and significant growth Preferred Qualifications: Master's degree Undergraduate GPA of 3.0 and above Evidence of ongoing professional development and/or continuing education Two years of teaching experience and results demonstrating high student achievement and significant growth 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: Science - *************************************************** 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.

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 The Special Education Coordinator (SEC) is responsible for organizing, facilitating, and supporting the Special Education Team's sharing of special education requirements both administrative and instructional. The SEC, like all Special Education teachers, is expected to exhibit the same skills, knowledge, and qualities required of the general classroom teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities and relationships, family involvement, and school community. Consistently seek and share best practices as an active and effective participant that contributes to a Professional Learning Community. Communicate regularly with the Director of Special Education about the student population, the evolution of the Special Education program, and professional development needs. Provide to the Director of Special Education regular updates on student and staff demographics, program development, and any concerns regarding compliance with special education law and regulations. Maintain current demographics and documents regarding all students on IEPs, as well as those in the referral process (development, updating, annual reviews, and triennials). Manage special education staff and related service providers within the school. Manage parent communications and support sessions regarding their child with special needs. Adhere to school management and discipline policies within the classroom and throughout school campus. Provide the principal and other decision makers in the school with information regarding relevant federal, state and local regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards. Refining curriculum approaches and materials to increase students' involvement and progress. Establish working relations with colleagues, developing effective systems for reciprocal communication about students with special needs. This includes meeting regularly with house teams and focusing them on instructional solutions, as well as collaborating with teachers individually. Provide ongoing support for classroom teachers, including taking over classroom instruction, so they can provide intensive pull-asides for students with difficulties. Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials Qualifications Experience in the role preferred Bachelor's degree in Special Education required; Master's degree in Special Education is preferred. Undergraduate GPA of 3.0 and above, or Successful completion of the ETS PRAXIS II: Education of Exceptional Students (20353) (maybe substituted for a degree in Special Education content). Five years of relevant Special Education classroom teaching experience required. Five years of urban teaching experience preferred. 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.

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)