Facilities Planning and Design Intern (Summer 2025)
Kipp Dc Job In Washington, DC Or Remote
Facilities Planning and Design Intern
The Facilities Planning and Design Intern role is an integral part of the Facilities team, ensuring work order data is analyzed, small projects have oversight, design is institutionalized, and taxes on utilities are waived and/or refunded. This is an internship, occasional flexibility role based at KIPP DC HDQ with an anticipated start date of June 2, 2025.
About KIPP DC
By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.
Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We believe students and teachers best succeed when surrounded by an ecosystem of supports, including our central headquarters team that supports KIPP DC's 20 schools and two programs, 7,500 students, and 1,300 teachers, leaders, and staff members dedicated to this mission.
About the team
The Facilities Team is responsible for a combination of real estate, capital planning, construction management, building maintenance, sustainability, and custodial services. Its work ensures that students have a safe, clean, and nurturing environment to learn. The facilities team works very closely with school the school operations team so that the faculty and academic support staff can focus more on student learning.
About the Role
This role will have the opportunity to support active construction projects and leverage knowledge of the work order trends that affect all eight campuses. Additionally, they will add direct value by ensuring that KIPP DC, a tax-exempt organization, is not paying more than its fair share in taxes on utilities. This is a non-exempt position and will report to the Director of Facilities Planning & Design.
Location and Type of Work
As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support, and this position will regularly provide on-site support to school teams, frequently partner with other headquarters teams, or regularly work in multiple locations. Because of the nature of the work, this role allows for occasional flexibility. This role will have approximately 20% flexibility to work remotely.
Responsibilities
Work Order Analysis 35%
Attend OAC meetings for select facilities projects to report back progress and decision points to regional facilities leadership
Provide school leaders with weekly project progress updates
Document design decisions into a living design standards guide to discuss with the facilities team
Facilities Project and Design Support 25%
Brainstorm and report methods to improve work order intake to optimize data analysis
Conduct a Failure Analysis: Identifying recurring patterns in equipment failures by analyzing the types of work orders generated for specific components or systems.
Conduct Cost Optimization: Assessing the cost of repairs by analyzing labor hours, parts used, and overall cost associated with different types of work orders in o
Conduct a Root Cause Analysis: Investigating the underlying reasons for frequent work orders by analyzing data on environmental factors, usage patterns, and equipment design flaws.
Develop Predictive Maintenance Insights:Utilizing data to identify potential equipment failures before they occur, enabling preventative maintenance strategies.
Utility Tax Audit (20%)
Survey all of the utility bills to ensure that KIPP DC was not taxed
In the cases that KIPP DC was charged tax, provide the total to the utility provider to process refunds or credits
Report on total utilities refunds/credits
Day-to-Day Facilities Maintenance & Project Management 20%
Coordinate and prioritize work orders, ensuring timely completion and addressing urgent issues promptly
Conduct occasional inspections of facilities to identify maintenance needs, safety hazards, and code violations, and take appropriate corrective actions
Conduct occasional inspections of facilities to identify maintenance needs, safety hazards, and code violations, and take appropriate corrective actions
Conduct occasional inspections of facilities to identify and record ADA needs
Requirements & Preferences
Required Qualifications:
Bachelor's Degree
High School Teacher (25-26 SY)
Kipp Dc Job In Washington, DC
25-26 High School Teacher (9-12)
When it comes to compensation, at KIPP DC we strive for clarity, equity, and to be highly competitive. We look at compensation benchmarks in schools across DC. Teacher salaries are exempt and start at $65,500 and increase with years of experience. Please see the salary scale here.
By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.
Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We seek out teachers who are passionate about educational equity, driven by student and family relationships, and constantly seeking to grow.
Why teach High School at KIPP DC:
Impact: As one of the highest performing school school systems in the District of Columbia, educators at KIPP DC work in schools that put students at the center of decision making. Culturally responsive learning environments cultivate a sense of belonging for staff and students alike. As a teacher, you will have this foundation to make an impact with your students.
Support: We seek to deliver unparalleled coaching and development to maximize educators' impact. Teachers receive year-round professional development rooted in antiracist practices and aligned to curriculum or role competencies. Frequent feedback and support from school leaders, network content coaches, grade-level chairs, and other teammates improve teachers' craft.
Growth: We believe that all educators should have pathways for growth and development. This means teachers have ample planning time, grade-level and content meetings, and development and wellness days. In our schools, teachers work collaboratively with peers and are able to grow their leadership through opportunities like grade-level chair, fellowships, or school leadership development cohorts.
Highly Competitive Compensation & Benefits: Our instructional salary scales are at the top of the DC market and affirm KIPP DC's belief that teachers are the cornerstone of schools. Our benefits program supports staff wellness and the school calendar is designed to foster sustainability with ample breaks to recharge from the demands of teaching.
What positions are available?
We have two high schools in DC looking for excellent teachers to join their team.
Teachers: Teachers aim to teach the whole child. It is our goal to uplift and support our student academic and social-emotional needs. We look for English, math, science, social studies, and homeroom teachers.
Special Education Teachers: Our special education teachers work closely with general education teachers and service providers to fully support our students through interventions that meet their Individual Education Plan goals in inclusion, resource, and pull-out settings.
Specials: Our specials teachers are an important part of our school community. They affirm our students' identities and build students' talents outside of the core academic spaces. Current specials offerings in our high schools include sports, dance, art, and music electives, NAF academies, African American studies, and much more!
Key Requirements & Responsibilities:
Mission Alignment
Commitment to KIPP DC's mission and to advancing its antiracist ambitions
Subscribe to our Vision for Teaching Excellence and commit to professional growth and development
Build trusting relationships with staff, students, and families
Instructional Responsiveness & Content Knowledge
Internalize and teach challenging and engaging lessons informed by instructional data
Review student data individually and with department or grade-level teams to plan for re-teaching and follow-up lessons
Attend staff meetings, professional development sessions, and team meetings
When applicable, mentor a Capital Teaching Resident, if assigned to your classroom, by modeling excellent teaching, gradually releasing classroom teaching responsibilities, and implementing weekly coaching and feedback conversations
Care of Students & Classroom Culture
Build a classroom culture that empowers students, affirms their identities, and creates a sense of belonging for all students
Data Coordinator at YALC SY 24 - 25
Washington, DC Job
Full-time Description
The Organization
Maya empowers opportunity and justice-involved youth to transform the trajectory of their lives. We do this by engaging each of our scholars in a restorative, relevant school experience that prioritizes personalized academic support, well-being, and preparation for the post-Maya pathway of their choice. With an education in our network of schools, our scholars will do more than succeed - they will thrive!
If you are interested in learning more about See Forever, please visit our website at *******************
The Touchstone
At the Maya Angelou Schools, the key to our success is rooted in building trusting, respectful and nurturing relationships with each other. We strive to create safe spaces for all to be able to reach their limitless potential. We are at our best when we work together to ensure the unique needs of our community are met. We empower each other to grow successfully so we can see forever! This is how we live the Maya Way, even when no one is watching.
Site Overview
The YALC provides academic and workforce development to young adults between the ages of 17 and 24 who do not have a high school credential; there is a focus on those transitioning from incarceration.
Position Overview
The Data Coordinator will lead the collection, analysis, and dissemination of school, student, and instructional data. This position reports to the Director of the Young Adult Learning Center and works closely with the network's Performance Management and Accountability Team
Requirements
Responsibilities
Specific responsibilities will include but not be limited to:
Registering all students for classes in the student information systems
Maintaining accurate and updated class rosters and schedules in the student information system
Ensuring that all staff properly uses the student information system to collect all student data in a timely fashion
Producing a monthly attendance report in a timely and accurate manner
Producing a monthly student progress report for each student enrolled in the school
Working closely with the administrative team to ensure the alignment of scheduling, progress reporting, and student recordkeeping with the school-wide instructional program and with the students' individual academic needs
Maintaining student transcripts, cumulative student records, and the names of students promoted and graduated or eligible for graduation.
Manage data entry and data reporting in all data systems
Oversee student enrollment and withdrawal process by creating and maintaining student records in data systems, while adhering to OSSE's guidelines
Ensure dissemination of records to families, schools, oversight bodies or government agencies are accurate and compliant with deadlines
Enhance knowledge sharing around data management and provide training to school leaders, staff, students, and community
Attend key meetings at OSSE and other organizations as necessary and related to data sharing/reporting and school accountability
Participate in training to remain current on data sources, data analysis techniques, and strategies for developing and making data-based presentations
Assist school staff with navigating data systems and troubleshooting technical errors
Perform other duties as assigned
Qualifications
A bachelor's degree in a related field required and/or MA in a related field preferred
2+ years experience in quantitative data collection, analysis, interpretation, and reporting
Knowledge of student information systems or other enterprise data systems
Demonstrated ability to effectively present information and respond to questions from administrators, staff, students, families, and other stakeholders
Experience working with incarcerated or opportunity youth (preferred)
Excellent written, verbal communication, and presentation skills with keen attention to detail
Candidates must be legally authorized to work in the United States
This position requires the ability to communicate effectively, and the ability to use computers, telephones, and other office equipment. Periodic out-of-town travel is also required. To be qualified, you must have the requisite skills, experience, and education for the job and must also be able to perform the essential functions of the job, with or without reasonable accommodation. See Forever Foundation/ Maya Angelou Schools provides reasonable accommodations to applicants upon request.
Salary and Benefits
Our salaries are comparable to those of other public schools in the District of Columbia area. In addition, See Forever offers a robust benefits plan, including health care coverage, HSA/FSA and dependent care accounts, voluntary dental, vision, short-term and long-term disability options, commuter benefits, a 401k retirement savings plan, student loan refinancing options, and the opportunity to positively impact students with a broad range of experiences and backgrounds.
See Forever is an equal-opportunity employer. We believe a diverse staff is a better, more effective staff.
Resident Principal
Washington, DC Job
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 dynamic network of college-preparatory charter schools headquartered in Washington, DC. We proudly serve more than 4,800 preschool through 12th-grade students and support a growing network of alumni as they complete college. Our mission is to provide students with a world-class education that fosters ethical, literate, well-rounded, and self-sufficient individuals. We aim to inspire students to reach high academic standards, enjoy the learning process, succeed in their endeavors, and contribute actively to their communities. For 25 years, thanks to the dedication and expertise of our outstanding faculty, our students have excelled-achieving high graduation rates, college acceptance, and success both academically and socially.
We are seeking professionals who are responsible, confident, respectful, caring, committed, persistent, and patient to join our community for the 2025-2026 school year, starting in August 2025. At Friendship, we believe that every child has the potential to reach and succeed in college-and we invite those who share this belief 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
1. Drive Toward and Deliver on Results
Analyze school and grade-level performance data to identify strengths and areas for improvement.
Contribute to the development and implementation of targeted instructional strategies to improve academic outcomes.
Ensure compliance with state and federal regulations related to academic and operational standards.
2. Create a Culture of Learning and Growing
Develop relationships with parents and stakeholders to promote engagement in school activities and initiatives.
Foster a positive, achievement-oriented school culture that aligns with the school's mission and guiding principles.
Collaborate with staff to create an inclusive, supportive, and inspiring learning environment for students and families.
3. Build a Thriving Team and Community
Develop relationships with parents and stakeholders to promote engagement in school activities and initiatives.
Foster a positive, achievement-oriented school culture that aligns with the school's mission and guiding principles.
Collaborate with staff to create an inclusive, supportive, and inspiring learning environment for students and families.
4. Skillfully Approach Decisions
Partner with school leadership to make data-informed decisions that address instructional and operational challenges.
Demonstrate sound judgment and adaptability in managing priorities and resolving conflicts.
Work collaboratively with the leadership team to evaluate and adjust school-wide strategies as needed.
Qualifications
Experience in the role preferred
Does not have any leadership experience, or
Has external leadership experience, but no leadership experience at Friendship PCS
Commitment to providing a world-class education to students from historically underserved communities, ensuring equal opportunities for all
Minimum 4-5 years of teaching experience with a proven track record of significant academic gains (urban school setting strongly preferred)
Proven leadership in supporting instructional excellence of other educators through mentorship, professional development, coaching or instructional planning
Bachelor's degree in Education from an accredited university. Master's degree preferred
Undergraduate GPA of 3.0 and above required
Ability to thrive in a fast-paced and rapidly changing environment
Solid experience in analyzing student data
A passion for educational excellence, data-driven instruction, and a personal commitment to accountability for results
Strong oral and written communication skills
Strong classroom educators and teacher leaders who do not meet all of the qualifications above but can demonstrate excellence in student 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.
SY 25/26 Early Childhood Assistant Principal (prek3/prek4)
Washington, DC Job
Early Childhood Assistant Principal
Role Type: Full-Time, 12 month
FLSA Status: Exempt
WHO WE ARE
DC Prep is a high-performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as:
How can we facilitate our students' academic, social, and emotional development?
How can we support our team members' professional growth and personal ability to do this work long-term?
How can we engage our students' families as our own?
While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust!
Here's how we drive results:
Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments.
Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection.
Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better.
Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it.
The Early Childhood Assistant Principal works as a key member of the campus leadership team in partnership with other leadership team members and teachers to ensure that all students are making academic and social progress at DC Prep. Assistant Principals share general administration responsibilities and may also have an instructional coaching portfolio. Campus leadership team roles are twelve-month positions and lead development, refinement, and implementation of all aspects of the school's academic and culture programs in accordance with the DC Prep Way.
OVERVIEW
The Early Childhood Assistant Principal will manage all Early Childhood programming and intervention. Responsibilities for this role fall into some or all of the following categories:
Instructional Leadership
Coordinate with Principal and content specialists to support teachers' competence in the curricula through modeling, observing, providing feedback and supporting teacher reflection
Provide hands-on coaching to all lead and assistant early childhood teachers
Coach teachers through observation, modeling, lesson prep and more with the frequency needed to make steady progress for students and teachers in pursuit of goals
Track and monitor teacher responsiveness to feedback as evidenced by implementation of strategies
Ensure that the core curricula are implemented with fidelity
Work with teachers and instructional staff in establishing positive classroom climates
Support teachers in establishing effective classroom management systems and developing students' positive social behaviors
Review teacher lesson plans for quality ensuring rigor, differentiation, etc.
Social Emotional Learning & School Culture
Provide leadership to all staff and students in establishing a positive, structured, and achievement-oriented school culture
Ensure that teachers set extremely high expectations and manage their classes in accordance with the DC Prep commitment to excellence
Coach teachers to continually improve their instructional practice especially as it relates to issues of discipline and school culture
Be highly present and visible during school hours relentlessly ensuring a positive school environment
Model the school's core values and set the standard for professional behavior
Create and sustain programs for students that teach DC Prep's vision, mission, culture, and school expectations
Manage, monitor, and sustain an effective behavior management program
Collaborate with other members of the school's leadership team to create and sustain programs for students and families that recognize and celebrate achievement and continuous progress
Wrap-Around Services
Identify, plan, and implement strategies to address barriers to learning including, attendance concerns, behavior issues and social adjustment
Participate in coordination of annual summer program for all DC Prep students to include remediation and student learning extension
Assist in coordination of extended student support services, including tutoring
School Community
Fully embrace DC Prep's mission, vision, and values and promote them to students, staff, other faculty, parents, and members of the outside community
Communicate regularly with families to develop a supportive home-school relationship and to reinforce school expectations and student discipline. Address parent concerns in a professional and timely manner
Encourage, support, and maintain parent buy-in for school-wide behavior and character systems
Actively encourage parents to participate in school activities such as parent meetings, field trips, policy council and as classroom helpers
Model and support the DC Prep Way of purposeful and rigorous academic instruction combined with instilling and reinforcing behaviors that lead to academic and life success
Maintain positive, constructive and professional relationships with students, their families, and colleagues
Attendance
Plan, design, and conduct follow-through strategies to implement the school attendance program
Coordinate school attendance learning support and interventions which assist students' daily attendance in order to improve their academic achievement
Targeted Intervention Design and Implementation
Support teachers in the implementation of ongoing assessment, data collection and data analysis to support mastery of standards across the content areas
Support teachers in developing and implementing targeted interventions
Use coaching tools effectively (classroom observation tools, data sheets, student action plans, etc.)
Support the Student Support Team (SST) process with the principal, intervention specialist and other members of the instructional staff
Support teachers to develop competence in differentiating instruction through modeling, observing, providing feedback and supporting teacher reflection
Help teachers develop and implement classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills
Member of the Campus Leadership Team
Plan and deliver professional development sessions to teachers at Friday PD, during Data Days, during teacher orientation, etc.
Participate in grade level meetings and ensure fidelity to grade level lead protocols
Meet weekly with leadership team members and share in the duties of running the campus effectively
Be willing to take on additional responsibilities as necessary to fulfill DC Prep's mission for our students
Administrative Duties
Support the professional development plans of colleagues, including sharing expertise
Participate in working groups of staff and teachers to plan, problem solve, and support one another on an ongoing basis
Participate in and deliver professional development and training on issues related to student support services
Attend and participate in staff and other school activities and meetings as appropriate
Liaise with Home Office staff in carrying out organizational goals as necessary
Other appropriate tasks as needed
QUALIFICATIONS
Educational background and work experience
Minimum of 3-5 years teaching and leadership experience in an urban school community
Familiarity with urban primary school students, ideally having worked directly with students in preschool-8th grade
Bachelor's degree from an accredited institution
Skills and characteristics
Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities
Passion for connecting with students and families in support of student success
Extraordinary oral skills to effectively communicate with varied audiences
Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical
Superior analytical skills and sound judgment to make critical decisions autonomously
Capable of thriving in circumstances involving ambiguity and nuance
Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines
Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships
Positive attitude, maturity, and personal stability sufficient for a demanding position
Deep belief in DC Prep's mission, values and commitment to diversity
WORKING AT DC PREP
DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students.
CAMPUS LEADERSHIP TEAM
DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work.
COMPENSATION AND BENEFITS
Highly competitive salary
Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan
ADDITIONAL REQUIREMENTS
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.
Part Time Elementary & Middle School Math Tutor
Washington, DC Job
Company : Campus Specifics
Why Friendship Online?
Friendship Public Charter School Online (Friendship PCS Online) is a unique partnership between the Friendship Public Charter School and Stride K12. Our students are proud members of the Friendship family who engage with their education in a virtual environment. Friendship PCS Online offers the engaging and rigorous Stride K12 curriculum in an effort to provide our students with current, meaningful, and interactive lessons in reading, language arts, mathematics, history, science, music, and art. Friendship PCS Online even offers world language courses in five languages, including Spanish, German, French, Latin, and Chinese.
Our students range from kindergarten to grade 8 and are assisted by highly motivated, passionate teachers both virtually and in person. Our academic leaders and teachers also support parents or other adults in the home as they take on an important role as a student's Learning Coach. Although many of the lessons and learning activities occur online and in the home, Friendship Public Charter School Online students are often brought together through face-to-face learning sessions at the Nicholson Street Campus. Our students and families are also invited and encouraged to attend a wide variety of fun and educational family outings and field trips each month.
Overview
The application for this position must be completed through Stride K12, on the following website -
*********************************************************************************************************************************************************************************
. This position is with Stride K12 supporting Friendship Public Charter School Online.
Required Certificates and Licenses: VA, MD, and Washington, DC ELA Teaching Certification
Residency Requirements: Must reside in VA, MD, or Washington, DC. Must be able to report in person Monday - Thursday for in-person tutoring.
The Tutor is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Tutors provide instruction, support, and guidance, manage the learning process, and focus on students' individual needs. Tutors monitor student progress through Stride K12's learning management system. They actively work closely with students and parents/learning coaches to advance each student's learning toward established goals.
K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. In support of this, we are committed to creating and maintaining a culture of inclusion and diversity where our employees are passionate about serving students and families, treat one another and customers with respect, challenge each other to innovate and always strive to do better.
Passionate educators are needed to support blended learning at the Stride K12 partner school, Friendship Public Charter School Online. We want you to be a part of our talented team!
The mission of Friendship Public Charter School Online is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!
A part-time English Tutor focuses on promoting student success by responding to identified needs through implementation of a comprehensive programs and services that help guide all learners in their academic success, personal and social development, and career and college planning and readiness. Bachelor's degree, 0-1 year of related professional experience.
Qualifications
Experience in the role preferred
Bachelor's degree AND
Active teaching certification AND
Ability to clear required background check(s)
DESIRED QUALIFICATIONS:
Pedagogical knowledge of content being taught and ability to apply critical thinking
Knowledge of state content standards and ability to align those with the K12 curriculum
Ability to embrace change and adapt to ensure excellent student outcomes
Ability to problem solve independently and have a high level of organization
Proficient in Microsoft Excel, Outlook, Word; PowerPoint;
Ability to rapidly learn and adapt to new technologies and teaching platforms
Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum
Experience working with proposed age group
Experience supporting adults and children in the use of technology
Experience in an online (virtual) and/or in a brick-and-mortar environment
Experience with Blackboard Collaborative, Newrow, Edgelink, or other online platforms
Immediate Speech Language Pathologist
Washington, DC Job
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.
SY 25/26 Managing Director of Elementary Schools
Washington, DC Job
Managing Director of Elementary Schools
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 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.
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. Finally, the person in the role 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.
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 development 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.
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 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.
SY 25/26 Behavior Specialist [BCBA or ABA Certification]
Washington, DC Job
Behavior Specialist
Role Type: Full-Time, 12 month
FLSA Status: Exempt
WHO WE ARE
DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as:
How can we facilitate our students' academic, social, and emotional development?
How can we support our team members' professional growth and personal ability to do this work long-term?
How can we engage our students' families as our own?
While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust!
Here's how we drive results:
Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments.
Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection.
Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better.
Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it.
OVERVIEW
Students need much more than high quality instruction to be successful, which is why DC Prep offers a range of in-house student support services that support our Preppies' behavioral, social, and emotional growth. As the campus Behavior Specialist, you will work alongside our special education and student services teams to support students by:
Identifying students in need of behavioral and or social-emotional support and providing substantive service in-house (or make referrals to effective community agencies)
Providing individual and group counseling services to Special Education students
Conducting psycho-educational evaluations, Functional Behavioral Assessments, and Social History reports, as requested by the multidisciplinary team
Developing, monitoring, reviewing, and modifying behavior intervention plans
Developing and monitoring behavioral and social-emotional goals for students receiving counseling
Conducting classroom observations of students
Provide ABA Therapy to students with IEPs
Supporting students in crisis
WHO YOU ARE
You are a fierce advocate for ALL students, particularly those who need targeted behavior interventions and accommodations to be successful in the classroom. You are unwavering in your belief that if a child is not seeing academic success in the classroom, it's because you and your team-in partnership with the child's family-are still in the process of finding out what will work to ensure that child is meeting rigorous academic and social emotional goals. You are solutions oriented, data driven, collaborative and above all, you're passionate about the need for students from underserved communities to have access to behavioral and social-emotional support services, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, love working with a team, and bring your best to everything you do. You look for joy in your day-to-day and want to work with others who do, too!
Additionally, you are a reflective, results-driven professional with:
Outstanding interpersonal skills and emotional constancy to build and maintain strong relationships with students, families and colleagues
Superior analytical skills to support ongoing curriculum planning, development, and refinement
Effective written communication skills
Meticulous organizational abilities (enabling you to set priorities, then organize what needs to happen when to meet deadlines)
Optimism, maturity, and personal resiliency
A demonstrated belief in DC Prep's vision, mission, and values, including our commitment to diversity and inclusion
A desire to work as a team player with families, teachers, and school staff
QUALIFICATIONS
Educational background and work experience
Master's Degree in Behavior Analysis, Applied Behavior Analysis, Education/Special Education, Psychology or a related field
or Licensed Professional Counselor (LPC) or Licensed Graduate Professional Counselor (LGPC)
or Licensed Independent Clinical Social Worker (LICSW) or Licensed Graduate Social Worker (LGSW)
or BCBA certification
Previous experience in schools and with school aged students
Skills and characteristics
Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities
Passion for connecting with students and families in support of student success
Extraordinary oral skills to effectively communicate with varied audiences
Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical
Superior analytical skills and sound judgment to make critical decisions autonomously
Capable of thriving in circumstances involving ambiguity and nuance
Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines
Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships
Positive attitude, maturity, and personal stability sufficient for a demanding position
Deep belief in DC Prep's mission, values and commitment to diversity
WORKING AT DC PREP
DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students.
CAMPUS LEADERSHIP TEAM
DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work.
COMPENSATION AND BENEFITS
Highly competitive salary
Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan
ADDITIONAL REQUIREMENTS
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.
SY 25/26 Special Education Coordinator
Washington, DC Job
Special Education Coordinator Role Type: Full-Time, 12 month FLSA Status: Exempt WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as:
* How can we facilitate our students' academic, social, and emotional development?
* How can we support our team members' professional growth and personal ability to do this work long-term?
* How can we engage our students' families as our own?
While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust!
Here's how we drive results:
* Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments.
* Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection.
* Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better.
Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it.
OVERVIEW
Program Implementation and Evaluation
* Manage the Special Populations caseload for a campus (IEP, 504, ELL)
* Collaborate with others to design high-quality IEPs and 504 plans with appropriate accommodations aligned to student data
* Design and implement testing accommodations schedules for school-wide assessments (e.g. ANET, NWEA, PARCC, ACCESS) as well as classroom-based and individual assessments
* Consistently monitor and evaluate progress toward individual and school-wide goals for students on caseload, in collaboration with SPED teachers, general education teachers and external related service providers
* Participate in SST to support development of high-quality interventions and fidelity to child find process, manage crisis response for students on caseload including postventions and implications for supports
People Development
* Coach and supervise an Academic Specialist, Behavior Specialist, Licensed Clinician, and Academic Intervention Fellows, as well as manage external related service providers
* Collaborate with other campus leaders to lead weekly professional development sessions, provide input to department meetings and coach teachers
* Manage the Language Access Coordinator
* Manage Special Education Staff to write high-quality Present Levels of Performance, annual IEP goals, and quarterly progress report comments for students on caseload
Wrap-Around Services
* Identify, plan, and implement strategies to address barriers to learning including, attendance concerns, behavior issues, and social adjustment
* Participate in coordination of annual summer program for all DC Prep students to include remediation and student learning extension
* Assist in coordination of extended student support services, including tutoring
Stewardship
* Understand IDEA and Section 504 law and implications in DC Prep's LEA
* Articulate child find procedures and process at DC Prep and speak knowledgeably about intersections with SST process
* Complete all necessary documentation within appropriate timelines required to maintain compliance for students on caseload, specifically for initial eligibility determination timelines and child find timelines
* Prep for and facilitate effective MDT/ 504 meetings
* Manage evaluation completion for students in initial and triennial eligibility process in conjunction with Director of Special Populations and external contractors
* Learn and effectively use Special Programs to document IEP, Eligibility and Referral paperwork (OSSE-mandated system for IDEA compliance)
* Write high-quality annual 504 plan goals
School Community
* Fully embrace DC Prep's mission, vision, and values and promote them to students, staff, other faculty, parents, and members of the outside community
* Communicate regularly with families to develop a supportive home-school relationship and to reinforce school expectations and student discipline. Address parent concerns in a professional and timely manner
* Encourage, support, and maintain parent buy-in for school-wide behavior and social emotional programming
* Actively encourage parents to participate in school activities such as parent meetings, field trips, policy council and as classroom helpers
* Model and support the DC Prep Way of purposeful and rigorous academic instruction combined with instilling and reinforcing behaviors that lead to academic and life success
* Maintain positive, constructive and professional relationships with students, their families, and colleagues
* Communicate regularly with families of students on Special Populations caseload to update them on progress toward IEP goals and grade-level standards
General Leadership Team Responsibilities
* Build strong relationships with families and support and leads family programming
* Engage in SST when relevant to discuss student need and student support; support teachers on assigned grade level with developing and implementing student support plans
* Lead grade level team meetings when necessary to align on student expectations, routines and events
Administrative Duties
* Participate in working groups of staff and teachers to plan, problem solve, and support one another on an ongoing basis
* Attend and participate in staff and other school activities and meetings as appropriate
* Liaise with Home Office staff in carrying out organizational goals as necessary
* Other appropriate tasks as needed
QUALIFICATIONS
Educational background and work experience
* Minimum of 3-5 years special education teaching and leadership experience in an urban school community
* Familiarity with urban primary school students, ideally having worked directly with students in preschool-8th grade
* Prior experience as a Special Education Coordinator preferred
* Prior experience teaching or leading in a fully inclusive Special Education setting
* Bachelor's degree from an accredited institution
Skills and characteristics
* Desire and willingness to do "whatever it takes" to support student achievement in traditionally under-served communities
* Passion for connecting with students and families in support of student success
* Extraordinary oral skills to effectively communicate with varied audiences
* Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical
* Superior analytical skills and sound judgment to make critical decisions autonomously
* Capable of thriving in circumstances involving ambiguity and nuance
* Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines
* Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships
* Positive attitude, maturity, and personal stability sufficient for a demanding position
* Deep belief in DC Prep's mission, values and commitment to diversity
WORKING AT DC PREP
DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students.
CAMPUS LEADERSHIP TEAM
DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work.
COMPENSATION AND BENEFITS
* Highly competitive salary
* Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan
ADDITIONAL REQUIREMENTS
* 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.
School Psychologist
Kipp Dc Job In Washington, DC
The school psychologist role is an integral part of the Student Support team and plays a key role in evaluating students' cognitive, emotional, and behavioral functioning to support their academic success and well-being. School psychologists assess students using a variety of tools, including standardized tests, observations, and interviews, to understand their strengths and challenges in areas such as learning, behavior, and mental health.
After conducting assessments, the school psychologist makes recommendations for the school team to best support their learning profile, tailored to each student's needs. Additionally, they support the school team in determining if students meet DC eligibility criteria for special education under the designated disability classifications.
Related service provider salaries are exempt and start at $82,620 and increase with years of experience. Please see the salary scale here. Related service providers can earn up to $4,000 in renewal add-ons to their base salary each year they return to KIPP DC. This is a full-time, fully on-site role that will support multiple campuses with an immediate start date.
About KIPP DC
By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.
Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We believe students and teachers best succeed when surrounded by an ecosystem of supports, including our central headquarters team that supports KIPP DC's 20 schools and two programs, 7,500 students, and 1,300 teachers, leaders, and staff members dedicated to this mission.
Location and Type of Work
This is an exempt position and will report to the Director of Student Support.
As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support which requires this position to be fully on-site. This role is currently required to be on-site or in schools during regular work hours.
Responsibilities
Evaluation Delivery: 40%
Provides core services including: prevention, consultation, intervention, and assessment.
Services include, but are not limited to, conducting observations, collecting data, reviewing student records, conferring with teachers and parents, interviewing students, planning behavior interventions, and conducting in-services and professional development. These core services are adapted to the particular needs of each student, situation, and setting.
Routinely gathers evidence of positive outcomes resulting from psychological services delivered to students, school personnel, and parents.
Fulfills mandates of federal and state law and the expectations of the DCPS Board of Education and school system leadership.
Receives and reviews available developmental information from school and outside resources about student behavior(s) and selects evidence-supported or evidence-based psychological interventions.
Accurately administers, scores, and interprets psychological measures of intelligence, personality, behavior, achievement, adaptive functioning, and developmental maturity.
Delivers crisis response and intervention services to students, families and staff, when needed.
Stakeholder Management: 30%
Demonstrates positive, collaborative problem-solving orientation with students, parents and guardians, educators, administrators, community members, and colleagues.
Helps all stakeholders understand child development and how it affects student performance academically and social/emotionally.
Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students' learning and behavioral problems.
Provides oversight to social workers and supports them in writing functional behavior assessments, developing behavior intervention plans, and tracking student responses to the behavior interventions.
Assists in identifying needed community resources for students and makes appropriate referrals to resources to facilitate educational and behavioral interventions recommended for student success.
Participates in hearings and due process proceedings, as needed.
Participates in disciplinary proceedings: expulsions, manifestations, and causation meetings.
Participates in IEP meetings to communicate the results of psychological assessments to members of the team in parent friendly language.
School and Community Support: 30%
Demonstrates strong pedagogical content knowledge
Implements the school-wide student management policies within classrooms and everywhere on campus
Exhibits positive rapport with students
Creates and fosters a positive learning environment
Establishes and maintains strong communication lines with all parents
Available for Open Houses, Parent-Teacher Conferences and other events involving parents outside of normal operating hours
Requirements &a
Director of Marketing & Communications at See Forever Foundation
Washington, DC Job
Full-time Description
The Organization
Maya empowers opportunity and justice-involved youth to transform the trajectory of their lives.
We do this by engaging each of our scholars in a restorative, relevant school experience that
prioritizes personalized academic support, well-being, and preparation for the post-Maya pathway of their choice. With an education in our network of schools, our scholars will do more than succeed - they will thrive!
The Touchstone
At the Maya Angelou Schools, the key to our success is rooted in building trusting, respectful, and nurturing relationships with each other. We strive to create safe spaces for all to be able to reach their limitless potential. We are at our best when we work together to ensure the unique needs of our community are met. We empower each other to grow successfully so we can see forever! This is how we live the Maya Way, even when no one is watching.
Position Overview
The Director of Marketing & Communications plays a pivotal role in the Development and Communications Department at Maya Angelou Schools (MAS) and the See Forever Foundation (SFF). Reporting to the Chief of Institutional Advancement (COIA), this position is responsible for developing, executing, and overseeing the organization's marketing and communications strategy.
In this role, you will collaborate with senior leadership, school staff, and the Board of Directors to manage all media relations, both proactive and reactive, with a primary focus on cultivating local and regional print, broadcast, and digital media campaigns, event coordination and crisis communications.
A key aspect of this position is overseeing the content development and production of various communications materials, including social media, print and digital publications. This includes writing and editing copy materials, managing vendor relationships, and producing resources like fact sheets, speeches, annual reports, newsletters, and website content.
The Director of Marketing & Communications will also work to ensure consistency in messaging and marketing materials used across the organization, contributing to a unified voice and brand.
Requirements
Responsibilities
Specific responsibilities will include but not be limited to:
Collaborate with staff across the organization to support the communication and development needs of various programs and departments.
Provide communication and development support to the Chief Executive Officer's (CEO) office, assisting with both internal and external messaging strategies.
Implement media relations and marketing plans, ensuring all initiatives align with the organization's goals and are completed on time.
Cultivate and maintain relationships with local and regional media contacts.
Write and pitch proactive media placements and respond to media inquiries as needed.
Create content for the organization's website, newsletters, and other communications channels.
Manage and expand media partnerships, ensuring all agreements and program needs are met.
Ensure that the organization's website is regularly maintained and updated, including program, event, and crisis communications information.
Maintain a historical record of organizational press clippings, news releases, and media materials.
Share media updates with staff and the community to keep everyone informed of key developments.
Identify potential public relations and media issues that may require attention from the CEO or COIA.
Work with the COIA to create effective communication plans and responses related to crises.
Manage the Volunteers in Service to America (VISTA) AmeriCorps program and other volunteer initiatives.
Perform other duties as assigned.
Qualifications
Bachelor's degree in public relations, journalism, or a related field (required).
A minimum of 5 years of experience in media relations, public relations strategy, media analytics, or a related field (required).
Prior experience in graphic design, editing, or journalism is a plus.
Strong written and verbal communication skills.
Extensive experience in writing and editing for both print and digital platforms.
Proven ability to maintain professional and industry relationships and secure media placements.
Comfortable working in a fast-paced, non-profit environment.
Salary and Benefits
Our salaries are comparable to those of other public schools in the District of Columbia area. In addition, See Forever offers a robust benefits plan, including health care coverage, HSA/FSA and dependent care accounts, voluntary dental, vision, short-term and long-term disability options, commuter benefits, a 401k retirement savings plan, student loan refinancing options, and the opportunity to positively impact students with a broad range of experiences and backgrounds.
See Forever is an equal opportunity employer. We believe a diverse staff is a better, more effective staff.
SY 25/26 Licensed Clinician
Washington, DC Job
Licensed Clinician (Social Worker or School Counselor)
FLSA Status: Exempt
Salary range: $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.
OVERVIEW
Students need much more than high-quality instruction to be successful, which is why DC Prep offers a range of in-house student support services that support our Preppies' behavioral, social, and emotional growth. As Licensed Social Worker you will work alongside our special education and student services teams to support students by:
Providing individual and group counseling services to Special Education students
Conducting psycho-educational evaluations, Functional Behavioral Assessments, and Social History reports, as requested by the multidisciplinary team
Developing, monitoring, reviewing, and modifying behavior intervention plans
Developing and monitoring behavioral and social-emotional goals for students receiving counseling
Coordinating with the Special Education Coordinator for comprehensive service delivery
Conducting classroom observations of students
Providing crisis support for students as a member of the Support Team
Coordinating on-site child psychiatric services and training through partnership with Children's National Medical Center
WHO YOU ARE
You have an unwavering belief that ALL students can meet rigorous academic and social emotional goals provided they have access to the services they require and you recognize the power of being able to offer these essential services within a school setting. Furthermore, you love being part of the communities the children on your caseload belong to; getting to know their families, siblings, cousins, teachers and friends over time is fundamental to the work you do. You recognize that clinical services are essential to excellent outcomes for students and want to share your expertise with the people who the kids on your caseload spend the majority of their time with: their teachers. Above all, you're passionate about the need for students from underserved communities to have access to behavioral and social-emotional support services, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, love working with a team, and bring your best to everything you do. You look for joy in your day-to-day and want to work with others who do, too!
Additionally, you are a reflective, results-driven professional with:
Outstanding interpersonal skills and emotional constancy to build and maintain strong relationships with students, families and colleagues
Ability to communicate and coordinate with a variety of adults responsible for student support
Superior analytical skills to support ongoing curriculum planning, development, and refinement
Effective written communication skills
Meticulous organizational abilities (enabling you to set priorities, then organize what needs to happen when to meet deadlines)
Optimism, maturity, and personal resiliency
A demonstrated belief in DC Prep's vision, mission, and values, including our commitment to diversity and inclusion
A desire to work as a team player with families, teachers, and school staff
QUALIFICATIONS
Educational background and work experience
Master's or Doctoral degree
Licensed Professional Counselor (LPC), LGPC, Licensed Independent Social Work (LISW) or Licensed Independent Clinical Social Work (LICSW)
Strong desire to work in a school setting as an integral part of a school leadership team
Skills and characteristics
Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities
Passion for connecting with students and families in support of student success
Extraordinary oral skills to effectively communicate with varied audiences
Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical
Superior analytical skills and sound judgment to make critical decisions autonomously
Capable of thriving in circumstances involving ambiguity and nuance
Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines
Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships
Positive attitude, maturity, and personal stability sufficient for a demanding position
Deep belief in DC Prep's mission, values and commitment to diversity
WORKING AT DC PREP
DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students.
CAMPUS LEADERSHIP TEAM
DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work.
COMPENSATION AND BENEFITS
Highly competitive salary
Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan
ADDITIONAL REQUIREMENTS
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.
Director of Development
Remote or Washington, DC Job
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.
Responsibilities
Reporting to the Chief of External Affairs, the Director of Development is a member of the executive team who leads fundraising strategy that supports Friendship's mission to provide a world-class education to scholars. This role is based at the Friendship Community Office in Northwest DC and follows a flexible hybrid schedule through which remote work is permitted one to two days per week depending on workload.
This newly created position offers an experienced development professional a unique opportunity to play a strategic role in Friendship's Journey to 30 Years at the first and largest black-led charter school network in the country. With 15 campuses across Washington D.C. and over 25 years of academic excellence, this is an exciting time to become a part of Friendship history and support Friendship's leadership in academic growth.
The Director of Development will bolster Friendship's position as a referent in PK3-12 education by inclusively engaging community members, individual donors, corporate sponsors, and foundations in our development efforts. In order to best serve the needs and academic growth of Friendship scholars, Friendship seeks to increase its fundraising per student by 60% over the next three years. This role will lead the development and execution of Friendship's strategic fundraising plan with emphasis on increasing the annual raise from private grants and individual and corporate donors with an individual raise goal of $1M annually. The Director of Development is an exceptional implementer and executor with strong project management skills to break Friendship's strategic fundraising plan into actionable workstreams and tasks with accountable owners.
The Director of Development leads all facets of development including pipeline planning and analysis, major donor identification and cultivation, and fundraising events and activities. This includes partnering with the Chief Executive Officer, Board of Trustees, and non-governing fundraising committees to cultivate and steward major gift donors and corporate sponsors and deepen funder relationships through site visits, events, and volunteer and engagement opportunities.
The Director of Development will manage fundraising consultants to include grant writers and other contracted support, and recommend fundraising infrastructure to support Friendship's goals to include staffing and software such as Constituent Relationship Management (CRM), prospect research and data, and donation software. The Director of Development drives a fundraising culture that inclusively encourages the pursuit of funds to support opportunities for Friendship scholars.
Qualifications
Experience in the role preferred
Education and Experience
Alignment with and passion for Friendship's mission and core values
Bachelor's degree and 7+ years of relevant experience in nonprofit fundraising and/or business development
Demonstrated success at securing funding through individual gifts, grants, sponsorships, events, campaigns, and/or sales
Demonstrated success building relationships with funders and colleagues
Demonstrated ability to lead teams and projects
Experience with fundraising software, CRMs preferred
Experience with grant writing and grant management preferred
Experience in PK12 education sector preferred
Knowledge and Skills
Strong research skills to conduct landscape analyses, identify and prioritize fundraising targets and strategies
Self-starter with strong project management skills
Persuasive oral and written communications and excellent interpersonal skills
Strong knowledge of development best practices and how to operationalize processes and systems to build fundraising capacity
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.
Dedicated Aide- Early Childhood Education
Kipp Dc Job In Washington, DC
24-25 Dedicated Aide Early Childhood Education
By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.
Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We seek out teachers who are passionate about educational equity, driven by student and family relationships, and constantly seeking to grow.
About this position:
The Dedicated Aide supports a student with special needs throughout the school day by making the curriculum and daily activities accessible for the student. The Dedicated Aide will be trained in Safety-Care to best support students throughout the day and will report directly to the school leader.
Key Requirements & Responsibilities:
Support teachers in ensuring safe environments and instructional opportunities that meet the needs of diverse learners.
Under teacher direction, provide individualized behavior and academic supports to improve a child's achievement of individual academic and behavioral goals in support of that child's IEP goals.
Support the implementation of behavioral and academic strategies outlined in a child's 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.
Deescalate student behaviors using a variety of strategies.
Regularly observe students and take anecdotal notes or ABC data to inform the planning of small groups, classroom set-up, integration of students' interests in learning activities, and subsequent assessments.
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 aides are attached to the student's 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 45-60 day IEP reviews in order to determine the student's LRE.
Attend MDT meetings with the student support team and teachers.
Fulfill the standards of professionalism, including appropriate dress, attendance and timeliness.
Qualifications:
High school diploma or General Education Development Certificate (GED) (Required), Bachelor's degree. (Preferred)
Demonstrate knowledge of and the ability to assist reading, writing, and mathematics instruction. Must be energetic, reliable, flexible and integrity-driven.
Strong communication skills in order to ensure effective, positive interactions with their teaching team, staff, parents and children.
Commitment to working with limited access to quality educational opportunities. (Required)
Experience teaching in an urban school. (Preferred)
Compensation & Benefits:
When it comes to compensation, at KIPP DC we strive for clarity, equity, and to be highly competitive. We look at compensation benchmarks in schools across DC. Dedicated Aide salaries range from $33,488 to $47,971. Please see the salary scale here. IAs can earn up to $2,000 in renewal add-ons to their base salary each year they return to KIPP DC.
KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical.
KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years.
Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter.
All employees who use public transit through WMATA are eligible for pre-tax deductions for transportation costs.
Equal Opportunity Employer:
KIPP DC Public Schools does not discriminate ag
SY 25/26 Student Support Coach
Washington, DC Job
Student Support Coach
Role Type: Full-Time, 12 month
FLSA Status: Exempt
WHO WE ARE
DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as:
How can we facilitate our students' academic, social, and emotional development?
How can we support our team members' professional growth and personal ability to do this work long-term?
How can we engage our students' families as our own?
While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust!
Here's how we drive results:
Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments.
Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection.
Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better.
Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it.
OVERVIEW
Students need much more than high quality instruction to be successful, which is why DC Prep offers a range of in-house student support services that support our Preppies' behavioral and social emotional growth.
The Student Support Coach is charged with modeling and building a positive, productive and joyful school environment to ensure a high-quality learning experience for all children. The Student Support Coach works in partnership with other members of the leadership team to ensure the proactive and reactive programming connected to school culture and student wellness is strong. This creates the platform from which students can learn and involves leading in a way that models restorative practices with all members of the community, as well as the use of consistent routines, systems and structures to offer students the safety of knowing what to expect each day at school. The Student Support Coach, as a member of the Student Support Team, works to identify students who would benefit from social emotional interventions and plans for and executes those interventions. An effective Student Support Coach is highly data-driven and experienced in delivering quality social-emotional interventions for all students in collaboration with other members of the Student Support Team. They believe in routines and consistency across a school culture to foster safety and connection and they see their role as supporting that culture through effective communication with students, staff and families. Their work with students and families is effective largely because of their strong relationships and commitment to consistent communication across all stakeholders. As a key member of the school leadership team, the Student Support Coach functions on a 12 month schedule and reports to the campus Community Assistant Principal.
WHO YOU ARE AND WHAT YOU'LL DO
Few things in life give you more pleasure than helping a child realize their potential for growth and then actually making that growth a reality. You're passionate about the need for students from underserved communities to have access to behavioral and social-emotional support services, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, love working with a team, and bring your best to everything you do. You understand that schools are always changing and you embrace flexibility as it serves students in getting the support they need right when they need them. You look for joy in your day-to-day and want to work with others who do, too!
Does this sound like you? If so, you'll bring these characteristics to the Student Support Coach role and be responsible for:
Executing on the implementation of student support structures and policies
Use data to design and execute social emotional learning interventions
Plan and lead behavioral supports and restorative programming, including individual student processing as a result of office referrals which may involve teachers and families
Plan and lead individual and group reflection and goal setting meetings with students based on behavioral needs (e.g. facilitate one on one check-ins during detention or community restoration time)
Conduct student-facing investigations
Support development of contracts (behavior, attendance, uniform)
Provide supports for individuals and small groups as needed (mid-year enrollees, retained students, etc.)
Provide input and consult as a member of the Student Support Team
Assist with students in acute crisis as needed
QUALIFICATIONS
Educational background and work experience
Bachelor's degree from a competitive college or university required. Concentration or advanced degree in special education or literacy/ math intervention preferred
3+ years of lead teaching experience in an urban public school with a record of high student achievement
OR
Master's Degree in Behavior Analysis, Applied Behavior Analysis, Education/ Special Education, Psychology or a related field
or Licensed Professional Counselor (LPC) or Licensed Graduate Professional Counselor (LGPC)
or Licensed Independent Clinical Social Worker (LICSW) or Licensed Graduate Social Worker (LGSW)
or BCBA certification
Skills and characteristics
Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities
Passion for connecting with students and families in support of student success
Extraordinary oral skills to effectively communicate with varied audiences
Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical
Superior analytical skills and sound judgment to make critical decisions autonomously
Capable of thriving in circumstances involving ambiguity and nuance
Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines
Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships
Positive attitude, maturity, and personal stability sufficient for a demanding position
Deep belief in DC Prep's mission, values and commitment to diversity
WORKING AT DC PREP
DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students.
CAMPUS LEADERSHIP TEAM
DC Prep's organizational structure provides support and expertise that enables the best possible teaching and learning at each DC Prep campus. A central Home Office oversees all non-instructional aspects of education, freeing up school leaders to focus on instruction and culture. With supervision from the Senior Directors, Chief Academic Officer and other members of the Home Office Academic Team, Principals and their leadership teams build unique and close-knit communities at each school site focused on the twin elements of rigorous academics and character education. Members of this team typically include a Principal, Assistant Principals, Student Support Coach and a Special Education Coordinator. Leadership Team members are on duty during regular school hours and on call nights and weekends to handle parent communication, staff after school activities, and/or to complete administrative work.
COMPENSATION AND BENEFITS
Highly competitive salary
Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan
ADDITIONAL REQUIREMENTS
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.
Clinical Psychologist
Kipp Dc Job In Washington, DC
The Clinical Psychologist role is an integral part of the Student Support/Mental Health team, ensuring trauma-informed, expert support for school teams and students with developmental and mental health needs. This is a full time, on-site role based at multiple schools with an immediate anticipated start date.
About KIPP DC
By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.
Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We believe students and teachers best succeed when surrounded by an ecosystem of supports, including our central headquarters team that supports KIPP DC's 20 schools and two programs, 7,500 students, and 1,300 teachers, leaders, and staff members dedicated to this mission.
About the team
The KIPP DC Mental Health Team drives the social, emotional, and behavioral well-being of students and families through a responsive continuum of services to ensure access to academic instruction and growth.
About the Role
The Clinical Psychologist is an important member of the Clinical Psychology and Mental Health teams, providing expertise and support to elementary and middle schools via consultation, training, assessment, and intervention. The Clinical Psychologist brings a clinical, trauma-informed perspective to multidisciplinary collaboration and helps ensure student and family wellbeing.
Location and Type of Work
As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support which requires this position to be fully on-site. This role is currently required to be on-site or in schools during regular work hours.
Responsibilities
School and Community Support- 35%
Consult with school teams on an ongoing basis to offer prevention and intervention strategies related to learning, mental health, and behavioral needs of students
Provide training for families and school staff on mental health, trauma-informed practices, and responding to student behaviors to help all stakeholders understand child development and how it impacts student performance academically, socially, and emotionally
Review developmental information from multiple sources to develop evidence-supported or evidence-based psychological interventions for students
Participate in mediations, administrative reviews, hearings and due process proceedings as needed
Assist in the proper referral of students to agencies and specialists in the community as appropriate
Assist in the development of parent engagement events such as parent open houses and parent teacher conferences
Psychological Testing & Safety Assessments - 35%
Conduct clinical evaluations to assess and diagnose emotional, and behavioral disorders for students in grades 1 through 8 (ages 6 - 14), to include diagnostic assessments for Autism Spectrum Disorder (ASD). Experience with the ADOS-II and neuropsychological measures is a plus.
Conduct psychoeducational testing only as needed on a case-by-case basis.
Conduct safety assessments for students presenting with suicidal ideation and non-suicidal self-injury and risk assessments in the event of school threats
Therapeutic Services - 20%
Provide parent coaching and family therapy to a small caseload of high-need clients
Deliver crisis prevention, response, and intervention services to students, families and staff, including delivery of suicide prevention interventions for students in 3rd-8th grades
Documentation & Data Collection- 10%
Track and document student progress and effectiveness of clinical interventions and services
Assist in data collection and analysis of school- and network-wide mental health metrics.
Requirements & Preferences
Ph.D. or Psy.D. in Clinical Psychology or Counseling Psychology from an APA-accredited university Applicants with a School Psychology doctorate will also be considered if licensed as a Clinical Psychologist
Licensed as a Clinical Psychologist by the District of Columbia. Applicants currently awaiting licensure may be considered on a case by case basis.
At least four years of experience working with children and adolescents in a clinical setting
Preferred Qualifications:
Experience conducting autism evaluations, including administration of the ADOS-2
Experience with neuropsychological assessment
Physical Requirements:
SY 25/26 Full-Time Substitute Teacher
Washington, DC Job
Full-Time Substitute Teacher Role Type: Full-Time, 10 Month FLSA Status: Exempt Salary: $46,000 - $63,000 WHO WE ARE DC Prep is a high performing network of public charter schools serving over 2,100 preschool through 8th-grade students across six campuses in Wards 5, 7, and 8. We're proud of the high bar we set for ourselves to achieve results-our students deserve our best! We recognize that how we support our students to be successful is just as important as the results we achieve, which pushes us to reflect on questions such as:
* How can we facilitate our students' academic, social, and emotional development?
* How can we support our team members' professional growth and personal ability to do this work long-term?
* How can we engage our students' families as our own?
While this work is hard, it's worth it - we believe in the transformative power of education, the can-do-itness of our students and staff, and the joy that comes from engaging in meaningful work with people we care about and trust!
Here's how we drive results:
* Rigorous academic focus. Our Preppies receive the highest level of academic preparation through standards-based instruction, daily targeted interventions, and meaningful assessments.
* Social-emotional learning. We have always had a dual mission of academic and social-emotional skill development. Our research-based SEL curriculum is integrated into daily instruction, helping students leverage their personal values to strengthen their self-awareness, social awareness, and responsible decision-making skills and create a school-wide culture of empathy and reflection.
* Commitment to reflection and refinement. Our results tell us that we are moving in the right direction, but there's further to go to ensure that every student receives a transformative education. As a team, we regularly reflect on our programmatic model to see what's working and where we can get better.
Are you interested in learning more about the DC Prep Way? If so, check out our website to find out more about what we're working towards and how we're doing it.
WORKING AT DC PREP
DC Prep's faculty and staff are passionate, talented, and uncompromising with a mission to make sure all students succeed at a high level. Every aspect of our organization and program is designed - and continually refined - to ensure that goal. DC Prep students spend approximately 25% more time in school than other DC public school students. DC Prep's supportive, stimulating, and professionally rewarding learning environment continuously develops and motivates high-performing educators. DC Prep's staff and school leadership promote meaningful relationships between faculty and students, enable excellent teaching, and foster professional collaboration. The end result: great outcomes for students.
FULL TIME SUBSTITUTE TEACHERS AT DC PREP
As a full time substitute teacher, you will deliver classroom instruction at one of our six campus locations. You will report to the campus leadership team and will provide substitute coverage for classrooms based on daily/weekly coverage needs. Additionally, you will contribute positively to the classroom community by supporting the delivery of instruction, communicating with families and reinforcing classroom expectations and vision as outlined in your partnership with the leadership team and lead teachers. Additionally, you will seek growth opportunities by working to maximize your impact in the classroom through regular collaboration with lead teachers, seeking new opportunities for classroom ownership and responsibility and being an active and eager participant in all professional development opportunities at DC Prep.
Additionally, you'll be responsible for:
* Supporting instructional planning and delivery by:
* Leading and co-leading productive, purposeful, inclusive, safe and equitable routines, structures and transitions during various components of the school day
* Reviewing lesson plans and materials ahead of time in order to be prepared to effectively support and implement the lessons designed by the Lead Teacher
* Implementing assigned small groups in literacy and math
* Collaborating with the lead teacher to teach with intentional structures that maximize student learning
* Supporting delivery of assessments
* Assisting in collection and grading of classwork and homework
* Supporting a strong classroom community by:
* Meeting regularly with lead teachers to ensure that the vision for classroom community and strong Tier I supports are in place in the classroom
* Leading various components of the school day while carrying out all aspects of the vision for classroom community
* Following student academic and behavior plans with fidelity
* Supporting strong communication by:
* Meeting regularly with lead teachers to agree upon and establish classroom norms and expectations
* Engaging in ongoing professional development and coaching by:
* Participating in weekly individual or group professional development and coaching sessions
WHO YOU ARE
As you reflect on your most meaningful career or volunteer experiences, you realize that one commonality is having the opportunity to work with students in a school setting. You are eager to participate in DC Prep's professional development program to develop the skills you need to successfully lead a classroom in a teacher's absence. Above all, you're passionate about the need for students from underserved communities to learn without limits, the importance of addressing the intersection of race and public education in the U.S., and the transformational power of talented, mission-aligned people working together to advance a goal. You're open to feedback, eager to grow, and bring your best to everything you do. You look for joy in your day-to-day and want to work with others who do, too!
Additionally, you are the type of educator who:
* Seeks to understand. You'll be working among many classrooms and many grade levels and will need to carry out plans and schedules with fidelity. When something doesn't make sense to you, you ask questions to build clarity.
* Embraces flexibility. Your teaching assignment may change from day to day basis and so you will need to learn DC Prep's school wide routines and procedures so that you can execute them from classroom to classroom.
* Exemplifies professionalism and integrity. Your teammates can rely on you to meet deadlines and follow through on plans.
QUALIFICATIONS
Educational background and work experience
* Experience working with students in an urban public school with a record of high student achievement highly preferred
* Bachelor's degree from a competitive college or university preferred
Skills and characteristics
* Desire and willingness to do "whatever it takes" to support student achievement in traditionally under-served communities
* Passion for connecting with students and families in support of student success
* Extraordinary oral skills to effectively communicate with varied audiences
* Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical
* Superior analytical skills and sound judgment to make critical decisions autonomously
* Capable of thriving in circumstances involving ambiguity and nuance
* Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines
* Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships
* Positive attitude, maturity, and personal stability sufficient for a demanding position
* Deep belief in DC Prep's mission, values and commitment to diversity
COMPENSATION AND BENEFITS
* Highly competitive salary
* Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan
ADDITIONAL REQUIREMENTS
* 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.
Elementary/Middle School Guidance Counselor
Washington, DC Job
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 dynamic network of college-preparatory charter schools headquartered in Washington, DC. We proudly serve more than 4,800 preschool through 12th-grade students and support a growing network of alumni as they complete college. Our mission is to provide students with a world-class education that fosters ethical, literate, well-rounded, and self-sufficient individuals. We aim to inspire students to reach high academic standards, enjoy the learning process, succeed in their endeavors, and contribute actively to their communities. For 25 years, thanks to the dedication and expertise of our outstanding faculty, our students have excelled-achieving high graduation rates, college acceptance, and success both academically and socially.
We are seeking professionals who are responsible, confident, respectful, caring, committed, persistent, and patient to join our community for the 2025-2026 school year, starting in August 2025. At Friendship, we believe that every child has the potential to reach and succeed in college-and we invite those who share this belief to apply.
For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter!
Please also see the available salary scales: FPCS Compensation
Responsibilities
Academic Counseling:
Provide individualized academic counseling to students, helping them set realistic goals and develop plans for high school graduation, post-secondary education, and career readiness.
Monitor students' academic performance and collaborate with teachers and parents to address any academic challenges.
Assist students with course selection, scheduling, and understanding graduation requirements.
College and Career Planning:
Guide students through the college application process, including exploring colleges, completing applications, and accessing financial aid resources.
Facilitate workshops and individual counseling sessions focused on career exploration, vocational training opportunities, and job readiness.
Develop partnerships with local businesses and organizations to provide internship and job-shadowing opportunities for students.
Social and Emotional Support:
Provide individual and group counseling services to support students' emotional well-being, addressing issues such as anxiety, depression, peer relationships, and family challenges.
Implement programs that promote positive behavior, conflict resolution, and stress management skills.
Respond to crises and connect students with external resources such as mental health services, social services, and community-based organizations.
Equity and Inclusion:
Advocate for all students, ensuring equitable access to academic and extracurricular opportunities, especially for historically underserved populations.
Collaborate with administrators and staff to create a school environment that is inclusive and culturally responsive.
Facilitate discussions and initiatives that address issues of diversity, equity, and inclusion within the school community.
Collaboration and Community Engagement:
Work closely with teachers, administrators, and support staff to identify and address students' academic, social, and emotional needs.
Engage with parents and guardians to keep them informed about their child's progress and provide resources to support their involvement in the education process.
Partner with local organizations, community leaders, and other external resources to enhance the services available to students and families.
Qualifications
Experience in the role preferred
Bachelor's Degree in School Counseling or related field required
Master's degree in School Counseling or related field preferred
Experience working in an urban school setting preferred.
Strong understanding of the challenges faced by urban students and a commitment to helping them overcome barriers to success.
Excellent communication, interpersonal, and organizational skills.
Ability to work effectively with a diverse population of students, parents, and staff.
Knowledge of academic and career counseling techniques and best practices.
Ability to handle confidential and sensitive issues with compassion and discretion.
Strong problem-solving skills and the ability to respond to crises with calm and clarity.
Proficiency in using counseling and academic management software is a plus.
FPCS's policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual's capabilities, qualifications, training, experience and suitability.
Chief External Affairs Officer
Kipp Dc Job In Washington, DC Or Remote
The Chief External Affairs Officer (CXO) is a vital member of the senior leadership team, serving as the primary strategist and leader for all external-facing activities of KIPP DC. This role is responsible for leading and developing the 14 member team responsible for building and maintaining positive relationships with key stakeholders, including donors, government officials, community members, businesses, and media outlets. The CXO provides strategic direction and oversight for communications, marketing, development, fundraising, government relations, and community outreach efforts. This role reports to the President and supervises the Director of Communications and Media Relations, the Director of Development, and the Director of Marketing.
The starting salary range for this role is $201,674-$222,902.This role has occasional flexibility (up to 20% remote) with an anticipated start date of February 2025 or ASAP.
About KIPP DC
By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.
Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We believe students and teachers best succeed when surrounded by an ecosystem of supports, including our central headquarters team that supports KIPP DC's 20 schools and two programs, 7,500 students, and 1,300 teachers, leaders, and staff members dedicated to this mission.
About the team
The Chief External Affairs Officer is a crucial member of KIPP DC's executive team and leads KIPP DC's Advancement team. The executive team is comprised of experienced and talented leaders who lead KIPP DC 's functional areas and set the vision and priorities for the organization. The Advancement team is the team responsible for pushing KIPP DC forward by fundraising, partnerships, marketing, communications and more - all through building strong relationships and unleashing joy. It is the spark that keeps KIPP DC's engine running!
Location and Type of Work
As a headquarters team that is focused on being responsive to our schools and meeting the needs of our students and families, we approach our work in a way that reflects these priorities. Schools operate in person and our students and families rely on us for in-person support, and this position will regularly provide on-site support to school teams, frequently partner with other headquarters teams, regularly work in multiple locations, or meet with other key stakeholders, potential funders, and partners. Because of the nature of the work, this role allows for occasional flexibility. This role will have approximately 20% flexibility to work remotely from home.
Responsibilities
Organizational Leadership and Strategy (40%)
Develop vision, strategy and goals to cultivate a culture of collaboration, innovation, and high performance within the Advancement team.
Mentor and develop staff, providing opportunities for professional growth and advancement.
Champion a data-driven approach to decision-making, utilizing metrics to track progress and measure impact.
Lead as a strategic member of the executive leadership team, contributing to the overall strategic direction of KIPP DC.
Communications, Marketing, and Branding (20%)
Support team members to develop and spearhead comprehensive strategies for communications, media relations, marketing, and branding that advance KIPP DC's mission, vision, and values.
Provide strategic guidance and empower the Directors of Communications and Marketing in the execution of these strategies.
Ensure consistent messaging and branding across all channels.
Forge strategic alliances with key media outlets, journalists, and community stakeholders.
Lead market research and analysis to inform strategies.
Manage crisis communications and reputation management.
Development and Fundraising (20%)
Support team members to develop and spearhead a comprehensive development and fundraising strategy to secure resources to support KIPP DC's priorities.
Provide strategic guidance and empower the Director of Development in the execution of fundraising campaigns, grant writing, alumni relations, and donor cultivation.
Identify and pursue new funding opportunities from individuals, corporations, foundations, and government agencies.
Cultivate relationships with major donors and philanthropic organizations.
Ensure compliance with all applicable fundraising regulations.
Government and Community Relations (10%)
Develop and implement strategies for government relations, advocacy, and community engagement to advance KIPP DC's mission and policy priorities.
Build and maintain relationships with elected officials, government agencies, community groups, and other key stakeholders.
Monitor legislative and regulatory developments.
Represent KIPP DC at public hearings and meetings.
Oversee community engagement initiatives and partnerships.
Serve as a liaison between KIPP DC and community organizations.
Manage and respond to community concerns and feedback.
Requirements & Preferences
Required Qualifications:
At least 8 years of experience in development, communications, government relations, or community engagement
At least 5 years of management or leadership experience
Bachelor's degree