Friendship Public Charter School jobs in Washington, DC

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 schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! Please 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.

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 Program Assistant/Nurse Aide Paraeducator The Nurse Aide Paraeducator/Program Assistant works closely with the Nurse Aide Training Program Lead and Nurse Aide Instructors to enhance student achievement and provide support for various academic administrative activities of the program , to include but is not limited to, preparing the classroom/lab for instruction, working directly with individual students and small groups in the classroom, providing skills practice in the nursing lab, assisting with attendance, test administration, certification and compliance requirements, the collections of program related payments, and the input of student data in the appropriate systems. Requirements: Responsible for enhancing student achievement by working directly with students in small groups and individually within the classroom Assist the Instructor in providing skills practice in the nursing lab and preparing students for the state licensing exam Assist the Instructor with ensuring that each student's unique learning needs are being supported during instruction Assist in test administration, review of homework assignments, scoring and data entry of grades in Schoology and Maestro. Provide administrative duties as requested by the lead teacher (bulletin board creation, collecting or passing out papers, making photocopies when necessary) Responsible for preparing the classroom/ lab for instruction and ensuring that all supplies including linen, laundry, and skills practice equipment and supplies are available and functioning Follow-up by telephone, email or regular mail with present and past students to ensure compliance with needs of nurse aide training program, including, but not limited to attendance, registration, licensing, employment, and data collection. Responsible for the maintenance and input of all student data in the required system Assist students with the purchase of supplies, completing applications, certifications, regulatory requirements, and compliance-related documents. Collects program related payments and completes all required documentation. Qualifications: High School diploma/GED equivalent or higher Certified Nursing Assistant in the District of Columbia required Previous related experience a plus Bilingual proficiency required (Spanish, French or Amharic) Experience with Knowledge and experience using Windows, Internet Explorer, Microsoft Office Suite, LMS (Schoology), Zoom, GSuite one-year experience preferred Excellent oral and written communication skills in English Excellent organization skills and the ability to balance multiple tasks and establish task priorities Ability to work effectively as part of a team and to function effectively under pressure Proven ability to handle confidential information with discretion 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. Must be able to provide proof of completed COVID-19 vaccination 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 Salary: $25.00 an hour Schedule: Tuesday through Friday 8:30 am to 12:30 pm Even if you don't feel that all of the requested qualifications aren't your current strengths, we still welcome you to apply. We invite all candidates of diverse backgrounds to apply. Apply directly at Carlos Rosario International Public Charter School's career page at ************************************************************************************************************************ Id=19000101_000001&job Id=533618&lang=en_US&source=CC2 This position will be posted until January 19, 2026

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

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. The Dedicated Health Aide (DHA) provides direct health care and individualized support to students with special health needs, including those with chronic medical conditions. The DHA ensures that students can safely participate in the school curriculum and daily activities while maintaining their health and safety. This position requires close collaboration with school nurses, parents/guardians, teachers, and administrators to ensure compliance with the student's 504 Plan or Individualized Education Program (IEP). 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 Provides health care and support according to established guidelines; notifies parents/guardians and school staff as necessary. Administers first aid, according to established guidelines, to students who are either injured or sick, within a variety of locations within the school and school grounds. Documents health room visits daily ensuring documentation is clear and accurate. Compiles and submits health room statistics and reports using computer data entry and information systems. Responds to health emergencies by calling 911, as appropriate, and ensures care protocols are followed. Attends required trainings. Arranges and conducts health screening (insulin and calorie monitoring). Collaborates with certified health staff, including the school nurse and authorized medication providers, to ensure students receive required medical requirements. Maintains daily student health data (such as caloric intake) and enters data into school-based data systems. Supports teachers in ensuring safe environments and instructional opportunities that meet the needs of diverse learners. Under teacher direction, provide individualized behavioral and academic supports to improve a child's achievement of individual academic and behavioral goals in support of that child's 504/IEP goals. Support the implementation of behavioral and academic strategies outlined in a child's 504/IEP. Assist young children with personal hygiene, toileting, meals, and other daily activities when applicable. Support the classroom teacher in monitoring student progress. Maintain confidentiality and treat all information about children and their families in strict confidence. De-escalate student behaviors using a variety of strategies. Implement supports and consequences specified in the student's Behavior Intervention Plan. Establish positive relationships with colleagues, students, families, and the community which reflect recognition of and respect for every individual. Demonstrate flexibility at all times. Dedicated Student Health Technicians are attached to the student's 504/IEP, and it should be expected that responsibilities will change as students' needs change, including being reassigned to another child which may be at another campus. Participate in 504/IEP reviews. Attend SSST meetings with the student support team and teachers. Fulfill the standards of professionalism, including appropriate dress, attendance, and timeliness. Be able to document student health reports Qualifications Experience in the role preferred High school diploma or General Education Development Certificate (GED) (Required). Currently enrolled in a Nursing School, Medical Assistant program, or equivalent educational program (Required). Certified in CPR and First Aid AED Adult and Child (Required). Demonstrate knowledge of and the ability to assist reading, writing, and mathematics instruction. Must be energetic, reliable, flexible, and integrity-driven. Strong communication skills to ensure effective, positive interactions with the teaching team, staff, parents, and children. Light Walking and Bending (Required) Certificate and License Requirements (District of Columbia) Candidates must hold or be willing to obtain the following: CPR and First Aid (Adult/Child) and AED Certification Certification to Administer Medication (AOM) in DC Seizure Recognition and First Aid Certification (Epilepsy Foundation) Epinephrine Auto-Injector (EpiPen) Certification (OSSE) Naloxone Administration Certification (DC Department of Behavioral Health) DC Mandated Reporter Certification (DC CFSA) 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 note that the range is $17.50+ per hour Responsibilities Greets visitors, answer phones, sort mail, data entry and write reports; Works with internal and external customers and answers or refers questions to the appropriate program or individual; Prepares and sends correspondences to families, staff, and school administration; Writes and prepares reports and spreadsheet; Reviews and completes data entry of daily and weekly attendance; Completes office tasks with the utmost efficiency; Takes inventory of supplies for the campus. Maintains records/files to assure compliance with regulatory requirements; Qualifications Experience in the role preferred Highly motivated, confident, and able to work without direct supervision; Ability to work well in a team environment and to perform under pressure and meet deadlines; Mastery of Microsoft Office with experience and advanced skills; Strong verbal and written communication skills; Ability to draft clear and concise memoranda; Proficient in typing and English grammar (spelling, punctuation, and grammar); Highly organized and attentive to detail; Able to have telephone interaction - answer and direct calls as appropriate; and Ability to multitask and prioritize effectively. 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.

Speech Language Pathologist FSLA Status: Exempt Salary: $91,000-$98,000 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. THE OPPORTUNITY DC Prep is seeking an energetic, collaborative, and experienced speech-language pathologist (SLP) to join our growing special education team. Job responsibilities include but are not limited to providing therapy, conducting evaluations and screenings, IEP documentation, parent collaboration, Multi-disciplinary meetings and teacher consultation. This is a full-time position working with students in general education inclusion classrooms. THE DAY-TO-DAY Key responsibilities will vary based on DC Prep's needs, but may include: * Providing high-quality direct speech-language therapy services to students according to IEPs/504 plans * Servicing students with a variety of educational and communication needs such as, but not limited to speech sound disorders, fluency disorders, language disorders and vocal disorders * Working with students with a variety of disorders and eligibilities such as, but not limited to Autism, Intellectual Disabilities, Learning Disabilities, Deaf/Hard of Hearing, and Attention Deficit Disorders * Conducting assessments, analyzing results, and writing reports to determine strengths and concerns in areas of speech, voice, fluency, pragmatics, language, and oral motor skills * Developing treatment plans (IEPs/504 plans) that are strength-based as well as child and family-centered for overall educational improvement * Ensuring evaluations, treatment plans, and service delivery are aligned with school, state, and federal guidelines * Assisting and guiding teachers in observing, describing, and referring suspected and identified speech and language delays/disorders * Consulting with teaching teams to develop and implement curriculum modifications and appropriate classroom strategies * Ensuring students' skills are generalized across settings by collaborating with teaching teams and related service providers * Completing treatment notes and progress reports in a timely manner and according to school policy * Managing a detailed log of service provided and services missed due to student or therapist absences * Documenting all aspects of work with students in EasyIEP according to school and state guidelines * considering language and cultural differences of students for intervention; * Keeping abreast of best practices in speech-language therapy and language development * Contributing productively to the school as a whole WHO YOU ARE Few things in life give you more pleasure than helping a child realize his or her potential for growth and then actually making that growth a reality. You're passionate about the need for students from underserved communities to learn without limits, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, eager to grow, and bring your best to everything you do. You look for joy in your day-to-day and want to work with others who do, too! Additionally, you are a reflective, results-driven educator with: * 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 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 * Flexibility, optimism, and eagerness to grow and improve * High level of professional and ethical standards * Deep belief in DC Prep's mission, values and commitment to diversity QUALIFICATIONS * Knowledge of current best practices in the area of speech-language pathology * Two years of related experience, preferably with preschool/elementary school aged children with a range of communication disorders * Master's degree in Speech-Language Pathology from an accredited school of speech-language pathology (SLPA or SLP) * ASHA Certificate of Clinical Competence * Current DC DOH license or be qualified for DC licensure as a Speech-Language Pathologist 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. 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 Physical Demands The physical demands and environmental conditions described below are representative, but not exhaustive, of those that must be met by an employee to successfully perform the essential functions of the role. All of these physical requirements should be able to be performed with clarity, coherence and connectedness to DC Prep's vision. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. * Must be able to sit and work at a desk/computer for extended periods of time * Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations * Ability to concentrate in active and noisy environments such as cafeterias and playgrounds, to more moderate situations such as classrooms or large group professional settings * Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment * Ability to handle potential high stress conditions JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

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

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.

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

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

Are you passionate about helping students and getting them career-ready? Do you enjoy creating partnerships within the job industry? If so, then Carlos Rosario International Public Charter School (CRIPCS) has the perfect opportunity 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 Career Coach The Career Coach (Temporarily) works with the Nurse Aide Project Lead and students under the direct supervision of the Nurse Aide Project Lead. The Career Coach is responsible for advising during registration and coaching each student so they may gain employment or access further education to advance their career. In addition, the Career Coach is responsible for referring the student to the appropriate services within the Student Services Department or elsewhere in the School to eliminate any barrier to her/his taking advantage of the educational opportunities the School has to offer. Responsibilities: Provides individual advising during the recruitment and application process to assist students in their career and academic exploration. Support with the immunization collection process prior to clinicals. Deliver one-on-one coaching sessions to support students in developing effective job search strategies Facilitate workshops on job readiness, resume and cover letter writing, job interviewing, and other soft skills training, as needed. Prepares students for the interview and hiring process, including familiarizing students with industry-related requirements and conducting mock interviews. Conducts student intake and initial assessment to understand students' and alumni employment needs. Identify barriers to learning or achieving their career goals; coordinate with internal teams to ensure students can access the right support. Coach students through the job search process including helping them apply for jobs, complete job applications, collect background information, post-secondary collegeapplications, and other supports to ensure student success. Follow up with students based on their short and long-term employment goals. Collaborate with the Student Services Department to exchange relevant information on the students such as employment, post-secondary, or any other behavioral concerns. Coordinates the post-secondary education enrollment process with the Student Services Student Success Team. Ensures that the accurate documentation of advising forms, career plans, and notes from student interactions are recorded in the Student Information Systems Other duties as assigned. Required Education: ● BA degree in business, human resources, social work, or related field preferred; ● Bilingual (Spanish, French, Amharic/English) ● At least 5 years of experience as a coach, recruiter, or employment specialist ● High understanding of G-suite and program management databases Required Core Competencies: ● Well-versed in digital research tools and diverse position-related software (Zoom, Office 365) ● Outstanding interpersonal communication skills ● Strong research skills ● Ability to work independently and as a team member; ● Ability to work hybrid mode and be flexible with the work schedule (based on the needs of the career training programs) Physical Demands of the Position: These physical characteristics are representative of those that must be met by an employee to successfully perform the essential functions of this job safely. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. ● Mobility sufficient to move about, stand, and/or sit for extended periods, and access all locations in the work environment ● Manual skill to appropriately control and manipulate objects, tools, materials, and equipment used on the job, including a telephone and a computer ● Flexibility and strength to reach with hands and arms, bend and stoop ● Ability to occasionally lift and/or move up to 20 pounds ● Ability to hear and understand speech at normal room levels, and to hear and understand speech on the telephone ● Ability to speak clearly in audible tones so that others may understand ● Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus, and peripheral vision. 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. Must be able to provide proof of completed COVID-19 vaccination 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. Work Schedule Hybrid Tuesday-Friday 8:30-12:30pm. Salary $50.00 an hour Even if you don't feel that all of the requested qualifications are your current strengths, we still welcome you to apply. We invite all candidates of different backgrounds to apply. Apply directly at Carlos Rosario International Public Charter School's career page at ************************************************************************************************************************ Id=19000101_000001&job Id=514622&source=CC2&lang=en_US. This position will be posted until January 19, 2026

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. 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 Please note the hours for this role are 3pm - 6 pm Monday-Friday and this position pays $20.00 per hour. Additionally, you MUST have your HS Diploma/GED to be considered for an interview. Responsibilities Will work under the direct supervision of a Group Leader and assist the Group Leader in maintaining a positive classroom environment conducive for learning Helps facilitates the Friendship Cares academic and enrichment curricula, as prescribed Complete daily attendance accurately and on-time Helps with the general housekeeping tasks Maintains a professional attitude and loyalty to the school and program at all times Treats all children with dignity and respect Attends all staff meetings and recommended training programs and conferences Helps to maintain a neat and organized classroom Helps children establish good habits of personal hygiene Attends school functions Supervises all activities to ensure safety at all times Reports to the Extended Day Site Coordinator any problem which may occur with the children Completes Incident Reports promptly and accurately, as necessary Performs additional program duties as assigned by the Group Leader or Extended Day Site Coordinator according to the school's needs Participates in dismissal procedures at the end of after care, ensuring that each child leaves with the appropriate adult. Greets parents and children with salutations and smiles Maintains a professional attitude and loyalty to the school at all times Works with other staff members to form a positive, supportive team atmosphere Participates in Parent Open House, Back-to-School Night prior to school Participates in required and recommended training programs, conferences, courses, and other aspects of professional growth, maintaining current knowledge of early childhood practice Qualifications Experience in the role preferred Must be at least eighteen (18) years of age and meet the requirements of the licensing agency. Must have a warm and friendly personality, be sensitive to the feelings and needs of others, be able to relate well to children, and be willing to fulfill responsibilities in accordance with the School's program and philosophy Have earned a high school diploma or its equivalent. Have at least six (6) months of supervised occupational experience working with school age children under the age of fifteen (15) years at a duly authorized school or camp, a licensed Child Development Center, or the equivalent. Effective November 1, 2021, all adult employees, contractors, interns, and volunteers working in person in a public, public charter, independent, private, or parochial school in the District of Columbia, and all adult employees, contractors, interns, and volunteers working in person in a child care facility regulated by the Office of the State Superintendent of Education, shall have received a full course of a vaccination against COVID-19 unless they have been granted an exemption from such vaccination pursuant to, and are compliant with the requirements of, Section IV of this Order.” 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.

Middle School ELA Teacher (4th-8th Grade) 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. LEAD 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 students and 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 when an approach isn't working. This collaborative and flexible approach ensures that every day is purposeful and intentional. 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 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! QUALIFICATIONS Educational background and work experience 2+ years of lead teaching experience as a teacher in an urban public school with a record of high student achievement highly preferred Bachelor's degree from a competitive college or university required. Concentration or advanced degree in education 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 such as monitoring students during schoolwide transitions as assigned by their principal Additional responsibilities may arise during the school year. This could include: attending staff and student field trips, after school events, family-teacher conferences, home visits, and other events involving parents and students, as needed. This list is not exhaustive. DC Prep will communicate mandatory events outside of school hours with ample notice. PHYSICAL 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 must be able to be performed with clarity, coherence and connectedness to DC Prep's vision. A reasonable accommodation may be made to enable individuals who have an ADA qualifying disability to perform these essential functions which include: Must be able to sit and work at a desk/computer for extended periods of time Must be able to spend the majority of the day standing or mobile throughout the classroom, as well as talk, hear, grasp, reach and lift up to 30lbs with or without accommodations Ability to concentrate in active and noisy environments such as cafeterias, gymnasiums, stairs and playgrounds, classrooms and large group professional settings Must be able to walk, stand and monitor crowded hallways, gymnasiums, cafeterias, stairs and playgrounds. Must be able to climb stairs throughout the day and escort students to and from class Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to handle potential high stress conditions JOIN US Do you believe that Learning Has No Limits? Are you eager to join a supportive, innovative, and collaborative community of educators? Are you committed to growing your strengths as an educator through individualized professional development and coaching? Apply today! We're an equal opportunity employer and hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. We strongly encourage diverse candidates to apply.

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

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 schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter! Please see the available salary scales: FPCS Compensation Responsibilities Provide and supervise in a fair and consistent manner effective discipline system with high standards, consistent with the philosophy, values, and mission of the school and district, in accordance with due process and other laws and regulations. Support Academic Advisors in the implementation of the school wide plan for creating a positive culture of behavior in the school. Team with teachers, staff, social worker, parent coordinator and curriculum and professional development coordinator in the development and implementation of the school-wide plan for creating a positive culture. Notify appropriate personnel and agencies immediately, and follow established procedures when there is evidence of substance abuse, child abuse, child neglect, severe medical or social conditions, potential suicide or individuals appearing to be under the influence of alcohol, controlled substances, or anabolic steroids. Establish a professional rapport with students and with staff. Display the highest ethical and professional behavior and standards when working with students, parents, school personnel, and agencies associated with the school. Support the development of a safe, orderly environment that encourages students to take responsibility for behavior and creates high morale among staff and students. Maintain positive, cooperative, and mutually supportive relationships with the central administration, parents, and representatives of resource agencies within the community. Qualifications Experience in the role preferred Bachelor's Degree required, preferably in Education, Youth Development, Social Work or related discipline. (Dean 2) Master's Degree and Teaching experience required (Dean 1) Experience working with school-age children. Administrative and/or supervisory experience working in a school or educational setting. Demonstrated leadership and organizational skills and the ability to motivate people. Strong interpersonal skills, able to relate well with students, staff, administration, parents and the community. Experience with Student-based data tracking technologies. 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)

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 Model lessons Co-plan lessons and units with teachers Co-teach lessons Provide real-time coaching Analyze data and run data talks Provide professional development for teachers, departments, grade levels and school Support teachers in setting goals and developing action plans for success Participate on the school leadership team Develop teacher comprehension of curriculum materials Support teachers with tracking student learning and record keeping Provide lesson plan support with targeted and specific feedback Provide targeted and specific observation feedback Assist teachers in identifying and acquiring resources Assist teachers with assessment development Support administrators with diagnosing school-wide problems and develop action plans for success r Support content departments with diagnosing problems and develop action plans for success Coach teacher leaders, department chairs and curriculum coordinators Develop curriculum for school, departments and grade levels 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 Three years of teaching experience and results demonstrating high student achievement and significant growth At least one year of Academic Coaching in Math Preferred Qualifications: Master's degree in mathematics or math-related field 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: Math K-8 - ************************************** 9-12 - Pre-AP - ******************************** 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. #LI-FPCS

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

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 Drive Friendship Public Charter School's mission and guiding principles to ensure the highest levels of achievement and schools culture amongst teachers, staff and students Lead, manage, and develop a high-functioning team of educators who are focused on driving superior academic performance Evaluate school and grade level performance data to identify, develop and modify instruction to ensure effective instructional strategies Guide staff in achieving high performance through goal setting, providing meaningful feedback and constructive evaluations Engage parents and stakeholders in school and extracurricular activities to foster a community approach to learning and development Maintain compliance with state and federal regulations for academic and operational standards/requirements Qualifications Experience in the role preferred Commitment to providing a world-class education to students from historically underserved communities Master's Degree or Doctorate in Education Administration or related field 2 or more years of school leadership with demonstrated exemplary results in an urban setting Minimum 4- 5 years of successful classroom experience with demonstrated exemplary results, preferably within an urban setting Superior knowledge of and experience with implementing effective instructional and culture systems that lead to high levels of performance for all stakeholders Proven leadership capabilities Demonstrated success managing staff through planning, motivating, rewarding, and providing targeted feedback and professional development A passion for educational excellence, data-driven instruction, and a personal commitment to accountability for results Ability to thrive in a fast-paced and rapidly changing environment Strong oral and written communication skills Strong instructional leaders who do not meet all of the qualifications above but can demonstrate excellence in outcomes are encouraged to apply and may be considered for a leader residency program. 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.