Two Rivers Public Charter School jobs

Extended Day Team Members collaborate with other team members to create a seamless transition between the regular school day and the extended day, providing enriching activities that support language and literacy development for AELPCS students. Regular components of the job include recreation, performing and visual arts, interactive reading, math, and science activities. Extended Day Team Members use their knowledge of the development of young children and how young children learn to support their social, emotional, and cognitive development. The Extended Day Team Member is a part-time, non-supervisory position and reports to the Principal. Duties and Responsibilities Establishes rich and engaging physical extended-day learning environments ● Works with the principal and instructional staff to support extended day's alignment with the regular day curriculum ● Creates safe, clean, attractive, and engaging extended day spaces ● Ensures the extended day contains sufficient supplies and materials for all children ● Encourages children's ownership and contributions to the extended day program Creates environments and instructional opportunities that meet the needs of diverse learners ● Actively supports a diversity of learners in their classrooms ● Provides additional support for students in need of remediation and differentiation in the classroom with the assistance of the instructional team ● Fosters tolerance and a sense of community in the extended day program, modeling and explicitly teaching acceptance and appreciation of others Supports the development of young children's early literacy, language, math, science, and social studies skills using intentional, playful, and engaging instruction ● Plans and implements intentional, systematic, playful, and engaging activities that support the development of these skills ● Plans adequate time for student talk and encourages children's language use throughout the afternoon ● Plans and integrates instructional activities that promote children's understanding of the way things work and the world around them in alignment with AELPCS's instructional program ● Skillfully motivates students to participate in activities that support the development of their early literacy and language skills Contributes to a community of practice ● Plans collaboratively and shares ideas and resources with extended day team ● Actively participates in professional development opportunities provided and seeks out additional professional development ● Fulfills the standards of professionalism including appropriate dress, attendance, and timeliness ● Completes necessary paperwork (including, but not limited to lesson plans, accident and incident reports, and supply requests) ● Communicate regularly with parents and principals about student behavioral successes or concerns ● Assists with supervision of students during enrichment activities Hours and Salary: 20 hours per week, typically between 6:30 am - 10:30 am and 2:00 pm - 6:00 pm. Pay is $20.43 per hour. Requirements ● Must be energetic, reliable, and integrity-driven, and have strong communication skills to ensure effective, positive interactions with staff, parents, and children. ● Previous experience developing and leading activities for children aged 3-5 is preferred. ● Current college students or individuals with paraprofessional credentials are encouraged to app Working Environment ● School working environment Disclaimer ● The preceding description is not designed to be a complete list of all duties and responsibilities required of the Extended Day Team Member.

ECE Special Education Teacher Assistant (PreK-Kindergarten) Reports to: Principal and Assistant Principal $1000.00 dollar signing bonus for new hires!!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking individuals who are committed to providing high-quality, universally designed instruction, and who are committed to learning about and implementing Universal Design for Learning (UDL) strategies for our diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path. Self advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. Is prepared for next steps after leaving Bridges Public Charter School. As a Special Education Teacher Assistant you will be responsible for… Working with the Lead Teacher in planning and managing an early childhood non-categorical self-contained classroom with high level special needs students Supporting the development and implement of the classroom discrete trial instruction, social skills instruction, and behavior plan implementation in collaboration with the lead teacher under the supervision of the BCBA Supporting assessing student progress regularly using VBMAPP Milestones, Transitions, and Barriers assessments. Supporting collecting data to track students' progress in 3 program areas: curriculum, IEP, and ABA/VB. Supporting students during small group instruction Providing support to students during specials classes (Gardening, Music, PE, Art) Collaborating with the Lead Teacher, special education service providers (speech, PT,OT), ELL teacher and other Assistant Teacher(s) or Teaching Fellow(s). Maintaining the daily attendance records for the classroom. Facilitating Morning Meeting. Organizing student breakfast and lunch. Maintaining breakfast and lunch count. Providing support during recess to ensure students are safe. Assisting with maintaining current bulletin boards (in class and hallway). Creating a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students, implementing Responsive Classroom techniques. Participating in Parent Teacher Conferences, contacting parents as needed/requested and providing translation as necessary. Responding to students' behavior appropriately and successfully. Engaging parents and families in their student's learning and acting as an ambassador for the school in the community. Contributing productively to the school as a whole. Attending and participating in school events outside of regular school hours Other duties as assigned PROFESSIONAL RESPONSIBILITIES Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in monthly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students, staff and families at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Other school culture expectations as assigned. QUALIFICATIONS Have an AA, BA or MA or a high school diploma / GED and pass the Praxis ParaPro exam. Have taken course work in early childhood education, elementary education, or human development. Have prior work or volunteer experience with children or students with special needs. Demonstrate strong skills in partnering with families. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community minded. Be committed to their own learning. Have excellent time-management skills, attention to detail, and ability to work independently. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards. SALARY & BENEFITS Salary range: $32,000-$52,000/Per Year Staff can also add up to an additional $2000.00 dollars to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic. Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401-(k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

About AppleTree AppleTree's mission is to close the achievement gap before students get to kindergarten. To accomplish this mission, we focus exclusively on Preschool and Pre-K education. We provide free, full-day public charter school programming for three- and four-year olds in 12 locations across Washington, DC, employing our innovative and award winning instructional model, called Every Child Ready (ECR). This instructional model provides educators with tools and resources for "What to Teach", "How to Teach" and "How to Measure Success." Our instructional model is also used with partners across the nation. We continuously test and improve this model through feedback from AppleTree educators, partners and other stakeholders to ensure that children are learning and exploring through play and appropriate instruction. Position Summary The Speech-Language Pathologist supports teachers, administrators, and staff in ensuring that AppleTree Early Learning Public Charter School (AELPCS) provides optimal support to all children, especially those who need extra support in speech and language development. The School Speech-Language Pathologist brings to the educational process an in-depth knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates, in order to provide effective research-based interventions to children and to help regular education teachers and families integrate these strategies into their daily interactions with children. The Speech-Language Pathologist possesses knowledge of the principles and methods of prevention, assessment, and intervention for children with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Specific knowledge is evident in the areas of: articulation; fluency; voice and resonance, including respiration and phonation; receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics); hearing, including the impact on speech and language; swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction); cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning); social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities); communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies) What you'll do… Support Achievement for All Students * Maximize student achievement, especially those identified for special education and those at-risk of being identified for special education, by implementing a response to intervention instructional model. * Use information and data from a variety of sources to understand children's instructional needs and to improve teaching and learning for young children. * Develop an understanding of the school's mission, culture, response to intervention instructional model and behavior management plan. * Provide specialized consultation to instructional staff to support language instruction. * Participate in school processes designed to help children in need of extra support, including the Student Support Team and the Multidisciplinary Team. * Demonstrate the ability to integrate information pertaining to normal and abnormal development including basic communication processes and the impact of cultural and linguistic diversity on communication. * Identify and refer clients for services as appropriate. * Participate in all professional development for instructional staff. Acts as a Resource for Families and the AELPCS Community * Provide professional development on areas of expertise to school personnel. * Establish cooperative partnerships with parents. * Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the child, family, caregivers, and relevant others. * Collaborate with other professionals in case management, including the School Principal, the Special Education Manager and the Special Education coordinators.. * Demonstrate comprehension of the principles of basic and applied research and research design in order to access sources of research information and ensure the ongoing integration of research principles into evidence-based clinical practice. * Manage the Tier 2 screening process for articulation through professional development, data review, and consultation with Principals and teachers. Provides Direct Services to Children * Work with children on a one-to-one basis, in small groups and/or directly in a classroom, to overcome difficulties involved with specific disorders. * Write and implement IEP goals. * Complete all necessary areas of IEP as pertains to Speech. * Maintain accurate special education records and monitor the documentation of special education services provided as required by laws, AELPCS policies, and administrative regulations. * Demonstrate the ability to integrate information about prevention, assessment, and intervention over the range of differences and disorders. * Maintain awareness of campus special education services and IEP meetings, including adherence to required timelines. * Assist with the development of AELPCS special education program, as needed or required, for the purpose of ensuring program consistency and compliance with state and federal rules in all locations. * Collaborate to develop intervention plans with measurable and achievable goals including Individual Education Plan goals that meet child's needs and implements them accordingly. * Participate in MDT and IEP meetings. * Select or develop and use appropriate materials and instrumentation for prevention and intervention, including assisted technology programs. * Measure and evaluate child's performance and progress. * Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the changing needs of the child. Conducts Screening and Evaluations * Conducts screening and comprehensive speech and language evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures in a timely manner. * Collects case history information and integrates information from child's family, caregivers, teachers, relevant others, and other professionals. * Adapts evaluation procedures to meet child's needs when necessary. * Interprets, integrates, and synthesizes all information to develop diagnoses and make appropriate recommendations for intervention. Upholds professional responsibilities * Maintain strict confidentiality with regard to all aspects of student information. * Understand, and practice in accordance with, federal, state, and local laws, statutes, and/or policies that relate to students and families; such as, speech-language pathology, special education, education rights, ethical conduct and privacy. * Maintain necessary ongoing licensure/certification maintenance requirements within specified timelines. * Seek out professional development opportunities for oneself. * Demonstrate professionalism in all interactions and duties. * Maintain cooperative, respectful and supportive relationships with colleagues. * Allocate time and resources effectively. * Implement all established AELPCS policies and procedures. What we're looking for… * Master's degree in speech - language pathology * Minimum two year's experience serving children; Previous experience working with children with autistic spectrum disorders strongly preferred. * CCC-SLP required * Expected to meet state licensing requirements * Demonstrated competence in the areas of speech and language development, anatomy, linguistic and cultural issues affecting multicultural populations, speech and language disorders, clinical procedures in identifying, evaluating, and diagnosing speech language and hearing disorders, habilitation and rehabilitation of speech and language disorders, auditory pathology, and aural habilitation and rehabilitation * Strong ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence * Ability and willingness to travel to multiple sites * IMPORTANT: Per Mayor's Order 2021-109, on-site staff are required to be fully vaccinated against COVID-19. What's in it for you… * Competitive Salary * $2,500 Sign-on Bonus * Employee Health Benefits that are in the 95th percentile of other schools in the District * Fully covered Dental * Benefits for you and all eligible dependents * Fully covered Short Term Disability, Long Term Disability, Accidental Death and Dismemberment and Life insurance with buy-up options * Free Online Wellness Platform for you and up to 4 eligible dependents * Competitive Paid Time Off, including early close Mental Health Days * 5% Employer Contribution to your Retirement Account (whether you contribute or not) * AppleTree Scholarship to pay for continued education * Network Professional Development Opportunities

ESL/EL Teacher Reports to: Director of ESL Services $1000.00 dollar signing bonus for new hires!!! The English Language Learner Teacher at Bridges PCS provides instruction and support to Pre-Kindergarten - 5th grade students in the ELL Program. The goal of this position is to guide English Language Learners toward gaining proficiency in listening, speaking, reading, and writing. This position reports to the Assistant Director of ESL Services. Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive PK-5 school community. We are seeking individuals who are committed to providing high-quality, universally designed instruction and who are committed to learning about and implementing Universal Design for Learning (UDL) strategies for our diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path. Self-advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals. Is prepared for next steps after leaving Bridges Public Charter School. As an ESL/EL Teacher you will ... Provide EL push-in and/or pull-out instruction to students Assist in administering required language proficiency and academic achievement tests for determining placement, ongoing monitoring of student progress and determining when student is to be exited from program. Assist in developing language acquisition support plans (ELL plans) for all ELL students and work with classroom teachers to implement plans. Work with classroom teachers to support differentiated instruction. Work on establishing relationships with ELL parents, including those who don't speak English. Willingness to be flexible in terms of teaching assignments within the school setting. Employ a variety of instructional techniques and teaching strategies to meet the the different aptitudes and interests of students, including whole-group (co-teaching)/ small-group, or individual learning. Assist in compiling and maintaining a profile summary (record of achievement and progress) for each student. Assist in gathering and reporting data for reporting requirements and other required reports (to the State, Dept of Education, census, grant applications, annual report, etc.). Establish and maintain communication with parents of students in the program. Engage parents and families in their student's learning and act as an ambassador for the school in the community. Contribute productively to the school as a whole. Participate in in-service and staff development activities and staff meetings as required or assigned. Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law. Attend and participate in established traditional school-sponsored activities (i.e, back-to-school night, open house, and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours. Maintain an ongoing program of professional growth that satisfies personal expectations as a professional. Other duties as assigned. PROFESSIONAL RESPONSIBILITIES Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings, and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE Create and maintain a physically and emotionally safe environment for students. Communicate respectfully with students, staff, and families at all times. Model, practice, and discuss respectful, unbiased, and effective communication with students. Other school culture expectations as assigned. QUALIFICATIONS Education Bachelor's degree (required) Master's degree in TESOL (preferred) Passing score on the ESOL Praxis exam (preferred) D.C. Certification in ESOL K-12. (preferred) Fluency in spoken and written Spanish strongly preferred. Salary add-on of up to $2000.00 possible. Citizenship, residency, or a work visa in the United States is required. Be committed to meeting the needs of a diverse student population that includes students with special needs. 6 months /1 semester minimum experience working with special needs children in an early childhood or elementary school setting. Have a track record of being a team player and community-minded. SALARY & BENEFITS Salary range: $57,500-$88,500/Per Year View Teacher Pay Scale Here Staff can also add up to an additional $2000.00 to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic. Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401 (k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

Bridges is seeking an Early Childhood Lead Teacher for an early childhood classroom. $1000.00 dollar sign on bonus for new hires!!! Who We Are…. Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For? We are seeking passionate educators to build an inclusive PK-5 school community. We are seeking individuals who are committed to providing high-quality and innovative instruction to a diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile: A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path. Self advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals. Is prepared for the next steps after leaving Bridges Public Charter School. As an Early Childhood Lead Teacher, you will be responsible for: CURRICULUM/INSTRUCTION/ASSESSMENT: Plan and manage a general education inclusion classroom and an assistant teacher Plan and implement the Pre-Kindergarten curriculum for ELA, Social Studies, Science, and Math. Developing meaningful learning expeditions and projects. Assessing student progress regularly and using data to plan for instruction. Collaborating and co-teaching with an ELL Teacher, Assistant Teacher, Related Service Providers, and/or Teaching Fellow. Working collaboratively with an Instructional Coach to create inclusive and engaging lessons for all students. Creating a classroom culture and environment that practices Responsive Classroom techniques. Engaging parents and families weekly in their student's learning and acting as an ambassador for the school in the community. Displaying student work based on current unit standards. Attending and participating in school events outside of regular school hours. Other curriculum/instruction/assessment duties as assigned. ACCOUNTABILITY: Conduct ongoing assessment of student work using multiple assessment tools, including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate. Use assessment data to plan for instruction and to set short and long-range goals. Maintain a weekly grade book per school expectations. Maintain data on and utilize technology platforms to improve student achievement. Regularly analyze student data to improve instruction, ensure equity, and make program recommendations and improvements. Other accountability duties as assigned. PROFESSIONAL RESPONSIBILITIES: Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings, and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE: Implementation of our Positive Behavior Intervention Support (PBIS) program. Create and sponsor an inclusive and age-appropriate Club for the school year. Engage in Second Step implementation to assist in the social and emotional development of students. Create and maintain a physically and emotionally safe environment for students. Communicate respectfully with students, staff, and families at all times. Model, practice, and discuss respectful, unbiased, and effective communication with students. Other school culture expectations as assigned. Qualifications Candidate must hold a Bachelor's (required) or Master's Degree in Education (preferred). Passing score on Praxis Exams (preferred) 1-2 years of teaching experience in an urban school setting (preferred). Have knowledge of pedagogy and experience teaching in a constructivist way. COVID-19 vaccine preferred, not required. A track record of being a team player and community-minded. SALARY & BENEFITS Salary range: $57,500-$88,500/Per Year View Teacher Pay Scale Here Staff can also add up to an additional $2000.00 to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic. Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks, and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401(k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

Job Title: REEF Supplementary Education Lead Teacher (Before/After School) Department: REEF FLSA Status: Part-Time, Non-Exempt Reports to: REEF Operations Manager(s) Compensation: $22.00 - $25.50/hour Position Overview: Do you have a passion to work with children? Have you ever thought about leading your own class and teaching them about things you're excited about? If the answer is yes, REEF is the place for you! Washington Yu Ying's REEF program is seeking open minded, high energy, and fun individuals who desire to make a positive impact on the lives of children. Lead Teachers will work day-to-day with a maximum of 18 students, helping and educating them on various subjects that are pre-planned. They will write and implement their own lesson plans and collaborate with Team Leaders (Super-teachers) and others to identify, and implement the most effective methods of engaging students in fun and educational activities. Lead teachers will work under the direction of Director of REEF, REEF Operations Manager and/or REEF Team Lead. You will drive Yu Ying's mission, vision and team's success by: Monitoring and assisting in the coordination of before and aftercare (REEF) programs for assigned classrooms. Bringing positive energy, creativity, and imagination to work everyday! Creating fun and engaging activities or projects to engage students and keep them looking forward to what's next! Taking time to create intentional relationships with students to learn more about their personalities, becoming a role model, and influencing students for the good. Developing and maintaining a positive learning environment; working cooperatively with other teachers, encouraging students, reinforcing positive behaviors, implementing effective classroom management with high standards for support staff and students. Varying instructional techniques to address individual learning styles and stimulate student interest. Submitting weekly lesson plans for two periods M-Th and four periods on Fridays. All themes (Movement, Art, Literacy, STEM) are covered multiple times per week. Recording and distributing snacks while following any health regulations compliant with any federal, state, or local regulations. Maintaining a daily schedule, managing a classroom and the upkeep of equipment and supplies, record-keeping. Leading, coaching and mentoring less experienced teachers in your classroom; model behaviors for staff and students, provide feedback. Ensuring that areas used by the REEF program are clean and snacks are put away on a daily basis. Manage the day-to-day program administration of REEF activities. Collaborate with REEF Coordinator and appropriate staff to ensure aftercare classes, activities, field trips, etc. are age appropriate and corresponding with the school's mission and curriculum. Supervising and ensuring students' safety during aftercare activities on campus and on field trips if necessary. Ensure that students are fully engaged in the REEF classes each period. Supervising transition periods between classes and group play. Supervising students on monthly field trips. Ensure students safely to and from field trips. Managing student behavior issues at REEF programs. Promptly document and follow up with parents via email, telephone, and in person. Ensure that school-wide student discipline policy is used with all students. Serving student snacks; recording snack counts; collaborating with business staff to ensure student snack administration is compliant with any federal, state, and local regulations. Ensuring that all areas and materials used during REEF programs are clean, and put away program snacks on a daily basis. Contributing to the development of REEF programs and staff. Ensuring that you have proper materials for classes each day. Assisting REEF Coordinator in developing new and special classes and writing new class guidelines and descriptions. Working with school administration to develop and implement processes and procedures to maintain the quality, security, and safety of REEF programs. Assisting with other REEF operation efforts as needed.Assisting with other school operation efforts as requested. Contributing to a variety of projects and tasks associated with the general operation of a public charter school and its extracurricular programs, as may be requested from time to time by appropriate personnel. Qualifications: Bachelor's degree preferred, or a combination of college coursework and experience. Experience and knowledge with before-and-aftercare program administration is strongly preferred. Appreciation, experience, and understanding of Chinese culture. Fluency in Mandarin Chinese is strongly preferred. Must have basic technology skills, e.g. Microsoft Office. Experience with Mac preferred. Must be a self-starter with sound time management skills, ability to work with little supervision, problem-solving and crisis management skills. Excellent verbal and writing communication skills and strong motivational skills. Warm and friendly personality; ability to relate well to children and staff. Schedule: The REEF Supplementary Education Lead Teacher is expected to work a maximum of 20 hours per week. Daily schedules of work may vary, depending on school needs. Collaborates and Consults With: Director of REEF (Before and Aftercare) REEF Operations Manager REEF staff Terms of Employment: 10 month schedule Physical Demands The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all-inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities of the job. Unless reasonable accommodation can be made, while performing this job, the staff member shall: Use physical strength to lift, move, carry, pull, or push equipment and/or student(s). Sit, stand, walk, and run for required periods, according to the instruction schedule. Speak and hear. Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision. Communicate effectively in English, using proper grammar and vocabulary. Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls. Environmental Demands The environmental demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all-inclusive. Exposure to a variety of childhood and adult diseases and illnesses. Occasional exposure to a variety of weather conditions. Exposure to heated/air-conditioned and ventilated facilities. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment. Function in a workplace with a high level of noise at times. * Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this /agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement.

About AppleTree With the mission of closing the achievement gap before students get to kindergarten, AppleTree focuses exclusively on Preschool and Pre-K education. We provide free, full-day public charter school programming for three- and four-year olds in 13 locations across Washington, DC, employing our innovative and award-winning instructional model, called Every Child Ready (ECR). This instructional model provides educators with tools and resources for "What to Teach", "How to Teach" and "How to Measure Success." Our instructional model is also used with partners across the nation. We continuously test and improve this model through feedback from AppleTree educators, partners and other stakeholders to ensure that children are learning and exploring through play and appropriate instruction. Position Summary The Teaching Assistant serves as an integral part of the teaching team, either working with one -person instructional team consisting of a Lead Teacher and Teaching Fellow or with two 2-person instructional teams consisting of two Co-Lead teachers. The Teaching Assistant uses his/her knowledge of the development of young children, the ways in which young children learn and scientifically based practice to support the social, emotional and cognitive development of young children. Teaching Assistants plan for and provide instruction to students enrolled in Before Care and/or Extended Day programming. What you'll do… * Creates environments and instructional opportunities that meet the needs of diverse learners * Supports the establishment of rich and engaging physical learning environments and encourages children's ownership and contributions to the classroom. * Helps to create a safe, clean, attractive and engaging centers that encourage both exploration and complex play. * Plans and preps daily to ensure the classroom contains sufficient supplies with adequate materials for all children. * Establishes clear behavior expectations, rules and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior. * Actively supports diverse learners through the development of young children's early literacy, language, math, science, social studies and social emotional development using intentional, playful and engaging instruction. * Implements the Every Child Ready (ECR) instructional model with fidelity and collaborates with teaching teams' members to ensure fidelity. * Intentionally provides modeling and support for children's expressive and receptive language throughout the school day including Before Care and Extended Day. * Collects and uses data from a variety of sources to understand their children's instructional needs and to improve teaching and learning by the implementation of tiered supports. * Collaborates with families and communities to support children's overall social, emotional and cognitive development. This may include communicating the school's and individual children's educational goals to families. Contributes to a community of practice * Plans collaboratively and shares ideas and resources with instructional teams (including Before Care and Extended Day teams). * Communicates students' academic and social-emotional data and information from Before Care or Extended Day to all members of the instructional teams to ensure aligned support. * Actively participates on at least one site-wide committee. * Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching. * Actively participates in professional development opportunities provided and seeks out additional professional development, including monthly Professional Learning Community. * Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members. * Communicates professionally and constructively with colleagues. * Maintains a professional relationship with families and shares important family information with teaching teams. * Fulfills the standards of professionalism including appropriate dress, attendance and timeliness. What we're looking for… * Must have a Child Development Associate (CDA) credential or an associate's degree (or higher) in any subject * Demonstrate knowledge of and the ability to assist in instructing reading, writing, and mathematics. Proficient in the use of online technology such as (but not limited to): Google G Suite, Canvas, Zoom * Access to reliable internet service to support remote work expectations * Ability to work in a remote or campus-based environment * Working hours will vary as Teaching Assistants' duties may include leading Before Care (7:30 am -8:15 am) or Extended Day (3:15 - 6:00) What's in it for you… * Competitive Salary * Employee Health Benefits that are in the 95th percentile of other schools in the DC Metro Area * Fully covered Dental * Benefits for you and all eligible dependents * Fully covered Short Term Disability, Long Term Disability, Accidental Death and Dismemberment and Life insurance with buy-up options * Free Online Wellness Platform for you and up to 4 eligible dependents * Competitive Paid Time Off, including early close Mental Health Days * 5% Employer Contribution to your Retirement Account (whether you contribute or not) * AppleTree Scholarship to pay for continued education * Network Professional Development Opportunities

$1000.00 dollar sign on bonus for new hires!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. The Special Education Coordinator will be willing to learn about Universal Design for Learning (UDL) in order to provide classroom support, coaching, and in-service workshops that merge best practices in special education with UDL. The position supports programs within organization; reports major activities to senior level administrators through conferences and reports. This is a 12 month position. Our Graduate Profile A Bridges Graduate Is a unique and independent individual who is prepared to pave their own path. Self advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. Is prepared for next steps after leaving Bridges Public Charter School. SPECIAL EDUCATION COORDINATOR RESPONSIBILITIES INCLUDE: Managing a caseload of special education students and the implementation of their IEP/504 plans in: inclusive, self-contained and pull-out settings. Ensuring appropriate delivery of both special education instruction and related services as stipulated on IEPs/504 plans. Ensuring compliance by the school with all local and Federal laws and regulation relating to students with IEPs/504 plans and students referred to special education. Ensuring that services provided by contractual personnel are of high quality, provided in the LRE, and are aligned with students IEPs/504 plans. Effectively communicating to parents and guardians the special education process including process for referrals, evaluations, annual IEPs/504 plans, and re-evaluations as well as parental rights granted by IDEA. Facilitating IEP meetings using a strengths based and family centered approach Coordinating with students special education team to ensure all documents are completed in a timely manner (according to state, local, and school policies and procedures) prior to MDT meeting. Connect with special education team to ensure all team members (including parents) are prepared for the content of the meeting. Coordinating with special education team to complete quarterly IEP progress reports and provide quarterly IEP progress reports to parents/guardians. Maintaining student files (paper and electronic) according to school and OSSE standards. Providing training and technical assistance to case managers, teachers, related service providers and support service professionals on all aspects of cases management: use of computer systems for the special education process, writing of goal writing, progress reports, annual reviews and parent communication. Ensuring IEPs are developmentally appropriate, curriculum/standards -based, strength based, and relevant to individual students. Working to maintain school and LEA tracking and data system that includes: student information related to IEPs, services, service hours, evaluations, MDT referrals, time lines in which evaluations were competed and discipline incidents. Documented. Coaching special education classroom staff to strengthen classroom practices and support classroom teams. Identifying and develops appropriate curriculum and school based assessments to support the academic growth of students with IEPs/504 plans. Supporting the planning of special education initiative and the implementation of initiatives. Integrates new developments, research findings and best practices into ongoing programs and new initiatives. Representing Bridges as a subject matter expert in contact with OSSE, Federal Agencies and non-profits concerning students with special needs. Overseeing special education inventory of equipment / materials. Gathering and report data for all reporting requirements concerning students with IEPs/504 plans and other required reports (to the State, Department of Education, census, grant applications, annual report, etc.). Examples: Child Count and COSF Maintaining a high level of knowledge regarding developing special education issues such as changes in federal and local special education policy. Advocating for special education with school leadership. Establishing and maintaining communication with parents of students in the program. Facilitating workshops / meetings for parents, as well as identifies resources for parents of students with special needs. Engaging parents and families in their students learning and acting as an ambassador for the school in the community. As appropriate connecting with students outside providers, pediatricians, and therapists to support students needs in classroom. Co-Coordinating ESY program Maintaining confidentiality of student records and student information Attend and participate in school events outside of regular school hours. Other duties as assigned. PROFESSIONAL RESPONSIBILITIES Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students, staff and families at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Other school culture expectations as assigned. QUALIFICATIONS Have a dual Masters Degree in Elementary Education and Special Education; a Masters Degree and certification in Special Education; a Bachelors Degree and certification in Special Education; or a BA and passed the Praxis SPED exams. BA and experience in special education. Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred. Demonstrate an advanced understanding of instructional strategies for students with autism, developmental delay, specific learning disabilities, and behavior disorders. Be a strong classroom manager and team leader. Demonstrate strong skills in partnering with families. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community minded. Be committed to their own learning. Have excellent time-management skills, attention to detail, and ability to work independently. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards.

About AppleTree AppleTree's mission is to close the achievement gap before students get to kindergarten. To accomplish this mission, we focus exclusively on Preschool and Pre-K education. We provide free, full-day public charter school programming for three- and four-year olds in 12 locations across Washington, DC, employing our innovative and award winning instructional model, called Every Child Ready (ECR). This instructional model provides educators with tools and resources for “What to Teach”, “How to Teach” and “How to Measure Success.” Our instructional model is also used with partners across the nation. We continuously test and improve this model through feedback from AppleTree educators, partners and other stakeholders to ensure that children are learning and exploring through play and appropriate instruction. Position Summary The Speech-Language Pathologist supports teachers, administrators, and staff in ensuring that AppleTree Early Learning Public Charter School (AELPCS) provides optimal support to all children, especially those who need extra support in speech and language development. The School Speech-Language Pathologist brings to the educational process an in-depth knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates, in order to provide effective research-based interventions to children and to help regular education teachers and families integrate these strategies into their daily interactions with children. The Speech-Language Pathologist possesses knowledge of the principles and methods of prevention, assessment, and intervention for children with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Specific knowledge is evident in the areas of: articulation; fluency; voice and resonance, including respiration and phonation; receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics); hearing, including the impact on speech and language; swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction); cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning); social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities); communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies) What you'll do… Support Achievement for All Students Maximize student achievement, especially those identified for special education and those at-risk of being identified for special education, by implementing a response to intervention instructional model. Use information and data from a variety of sources to understand children's instructional needs and to improve teaching and learning for young children. Develop an understanding of the school's mission, culture, response to intervention instructional model and behavior management plan. Provide specialized consultation to instructional staff to support language instruction. Participate in school processes designed to help children in need of extra support, including the Student Support Team and the Multidisciplinary Team. Demonstrate the ability to integrate information pertaining to normal and abnormal development including basic communication processes and the impact of cultural and linguistic diversity on communication. Identify and refer clients for services as appropriate. Participate in all professional development for instructional staff. Acts as a Resource for Families and the AELPCS Community Provide professional development on areas of expertise to school personnel. Establish cooperative partnerships with parents. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the child, family, caregivers, and relevant others. Collaborate with other professionals in case management, including the School Principal, the Special Education Manager and the Special Education coordinators.. Demonstrate comprehension of the principles of basic and applied research and research design in order to access sources of research information and ensure the ongoing integration of research principles into evidence-based clinical practice. Manage the Tier 2 screening process for articulation through professional development, data review, and consultation with Principals and teachers. Provides Direct Services to Children Work with children on a one-to-one basis, in small groups and/or directly in a classroom, to overcome difficulties involved with specific disorders. Write and implement IEP goals. Complete all necessary areas of IEP as pertains to Speech. Maintain accurate special education records and monitor the documentation of special education services provided as required by laws, AELPCS policies, and administrative regulations. Demonstrate the ability to integrate information about prevention, assessment, and intervention over the range of differences and disorders. Maintain awareness of campus special education services and IEP meetings, including adherence to required timelines. Assist with the development of AELPCS special education program, as needed or required, for the purpose of ensuring program consistency and compliance with state and federal rules in all locations. Collaborate to develop intervention plans with measurable and achievable goals including Individual Education Plan goals that meet child's needs and implements them accordingly. Participate in MDT and IEP meetings. Select or develop and use appropriate materials and instrumentation for prevention and intervention, including assisted technology programs. Measure and evaluate child's performance and progress. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the changing needs of the child. Conducts Screening and Evaluations Conducts screening and comprehensive speech and language evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures in a timely manner. Collects case history information and integrates information from child's family, caregivers, teachers, relevant others, and other professionals. Adapts evaluation procedures to meet child's needs when necessary. Interprets, integrates, and synthesizes all information to develop diagnoses and make appropriate recommendations for intervention. Upholds professional responsibilities Maintain strict confidentiality with regard to all aspects of student information. Understand, and practice in accordance with, federal, state, and local laws, statutes, and/or policies that relate to students and families; such as, speech-language pathology, special education, education rights, ethical conduct and privacy. Maintain necessary ongoing licensure/certification maintenance requirements within specified timelines. Seek out professional development opportunities for oneself. Demonstrate professionalism in all interactions and duties. Maintain cooperative, respectful and supportive relationships with colleagues. Allocate time and resources effectively. Implement all established AELPCS policies and procedures. What we're looking for… Master's degree in speech - language pathology Minimum two year's experience serving children; Previous experience working with children with autistic spectrum disorders strongly preferred. CCC-SLP required Expected to meet state licensing requirements Demonstrated competence in the areas of speech and language development, anatomy, linguistic and cultural issues affecting multicultural populations, speech and language disorders, clinical procedures in identifying, evaluating, and diagnosing speech language and hearing disorders, habilitation and rehabilitation of speech and language disorders, auditory pathology, and aural habilitation and rehabilitation Strong ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence Ability and willingness to travel to multiple sites IMPORTANT: Per Mayor's Order 2021-109, on-site staff are required to be fully vaccinated against COVID-19. What's in it for you… Competitive Salary $2,500 Sign-on Bonus Employee Health Benefits that are in the 95th percentile of other schools in the District Fully covered Dental Benefits for you and all eligible dependents Fully covered Short Term Disability, Long Term Disability, Accidental Death and Dismemberment and Life insurance with buy-up options Free Online Wellness Platform for you and up to 4 eligible dependents Competitive Paid Time Off, including early close Mental Health Days 5% Employer Contribution to your Retirement Account (whether you contribute or not) AppleTree Scholarship to pay for continued education Network Professional Development Opportunities

Dedicated Aide (DA) REPORTS TO: Dean of Culture Bridges is seeking a passionate Dedicated Aide to support students with special needs in our inclusion and non-categorical self-contained classrooms. The Dedicated Aide will assist with specialized instruction and related services for students in grades Pre-K3 - 5th grade. The types of students with special needs who have Dedicated Aides assigned to them include: students with autism, pervasive developmental disorder (PDD), developmental delays in one or more areas, intense behavioral challenges, multiple learning problems, and other related disorders. Bridges classrooms are rooted in the principles of ABA/VB to guide instruction and classroom management. Supervision is provided to all teaching team members by a certified BCBA practitioner. ABA or VB experience is desired, but not necessary to apply for the position. Training in classroom-based ABA and VB will be provided. The position is a 10-month position. Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path. Self-advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals. Is prepared for the next steps after leaving Bridges Public Charter School. As a Dedicated Aide (DA), you will be responsible for… RESPONSIBILITIES INCLUDE Collaborate with the Lead Teacher in the management of a non-categorical self-contained/inclusion classroom for high-level special needs students. Implement prescribed care plan and assist with all Adaptive Daily Living Skills (ADLS) (toileting, cleaning, feeding, positioning) and assistive technology. Maintain the safety of students and act as a positive role model. Support assigned student(s) with physical and academic support during instruction. Regularly collect data to track students' progress in 4 program areas: curriculum, IEP, ADLS, and ABA/VB (if applicable). Follow Functional Communication Protocols and Behavior Protocols to respond to students' behavior appropriately and successfully. Collaborate with the Lead Teacher, special education service providers (speech, PT, OT), ELL teacher, School Nurse, and Assistant Teachers to address student needs in the classroom. Assist in incorporating student(s) into all aspects of the academic environment. Support the creation of a classroom culture and environment that develops and nurtures the emotional, cognitive, and social abilities of the students. Contribute productively to the school as a whole. Attend and participate in school events outside of regular school hours. Other duties as assigned. PROFESSIONAL RESPONSIBILITIES Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings, and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE Create and maintain a physically and emotionally safe environment for students. Communicate respectfully with students, staff, and families at all times. Model, practice, and discuss respectful, unbiased, and effective communication with students. Other school culture expectations as assigned. QUALIFICATIONS Have a High School Diploma or GED, High School Diploma & passed the ParaPro Exam, AA or 60 credit hours, BA or MA. Child Development Associates' credentials and/or coursework in early childhood education/human development are strongly preferred. Experience working in special education and/or with individuals with autism/severe behavioral and academic issues is strongly preferred. Have prior work or volunteer experience with children or students with special needs. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community-minded. Be committed to their learning, including training in ABA/VB. Demonstrate strong skills in partnering with families. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community-minded. Be committed to their own learning. Have excellent time-management skills, attention to detail, and the ability to work independently. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards. SALARY & BENEFITS $18.11 - 23.92 / Per Hour Hourly rate is based on educational level, certification(s), and years of experience. The successful candidate will be contracted on an hourly basis. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks, and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401 (k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

Upper Elementary Montessori Teacher (Guide) In anticipation of having open positions for the school year 2025-2026, we are accepting applications for Upper Elementary Montessori Teachers (Bilingual) who are passionate about supporting students and staff in a bilingual environment. Our staff exhibit enthusiasm, a caring attitude, and a love of learning. Come join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation's capital. Serving children in PK3 through 5th grade, LAMB is a community that is committed to children and promotes peace and equality for all. Job Overview LAMB is looking to hire enthusiastic Montessori teachers to support students in grades 4-5. Montessori certification in 9-12 is preferred, but if not currently certified, the applicant must be enrolled in or willing to enroll in a Montessori training program. If you have experience with elementary students, apply today! Primary Duties and Responsibilities * Collaborate with co-teacher to deliver the bilingual Montessori elementary curriculum, ensure that learning standards are met, and maintain and manage a positive learning environment * Develop reading and writing skills, and teach across content areas utilizing the Montessori Curriculum, materials, and other tools for the targeted language * Develop Montessori language materials and others materials for all areas of the classroom * Maintain records of children's progress utilizing a web-based program and other assessment tools to track mastery within the sequence of the Montessori curriculum * Participate in P.D. sessions, trainings, and coaching meeting sessions to ensure continued education and professional growth * Collaborate with co-teacher to plan instruction and special activities and arrange and supervise field trips * Collaborate with members of the student support team to draft and implement student specific intervention plans including Tier 2, Tier 3, 504, BIP, and IEP's * Attend and actively participate in student support team meetings for students in your community * Complete surveys and assessments assigned by the student support team, to inform students evaluations * Participate in parent-teacher conferences and meetings throughout the school year, communicate with parents in accordance with school policy, and promote the school's mission, objectives, and policies to parents * Welcome interns in your classroom (if applicable) in order to support their growth * Meet with Principal to develop solutions for any parent, staff, or school-related challenges, as needed * Assist with arrival/dismissal and lunch/recess coverage, as needed * Other duties as assigned Basic Qualifications * Possess Elementary Certification in Montessori education (MACTE accredited); If not currently certified the applicant must be enrolled in or willing to enroll in a Montessori training program * Meet state educational requirements, preferably a valid state-issued teaching license or Bachelor's degree in Education or equivalent from an accredited university * English and Spanish speaker, required * Have extensive experience working in elementary programs and/or experience in dual-language education * Ability to work with students of various abilities, including those with identified exceptionalities * Experience with Google Workspace (preferred) * Meet health requirements, including immunizations and TB screening Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. FLSA Classification: Exempt Reports to: Principal Schedule: 10-month full-time position, from 8:00 am to 4:15 pm one day per week until 4:45 pm. Compensation Salary is commensurate with experience. Generous benefits package includes medical insurance (health, dental, & vision), retirement plan, life insurance, short-term and long-term disability, flexible spending account (medical, dependent care, and transit), and vacation/sick leave. Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at ******************************* Only applicants meeting minimum qualifications for the position will be considered. Successful completion of a background investigation is required for employment in this position. LAMB welcomes resumes from all qualified applicants. No phone calls and no employment agencies, please. The Latin American Montessori Bilingual Public Charter School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities.

BASE After School Instructor (part-time) We are accepting applications for part-time BASE After School Instructors who are passionate about supporting students and staff in a bilingual environment. Our staff exhibit enthusiasm, a caring attitude, and a love of learning. Come join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation's capital. Serving children in PK3 through 5th grade, LAMB is a stable and consistent community that is committed to children and promotes peace and equality for all. Job Overview LAMB is looking to hire enthusiastic instructors to support students in our after school program. If you have experience with students in grades PK3 through 5th grade, apply today! This is a part-time position with work hours from 2:00 - 6:00 pm, Monday through Friday. Primary Duties and Responsibilities * Develop and lead engaging activities for PK3 - 5th grade students * Be an energetic, engaged, and positive role model at all times * Participate in staff meetings, professional development, special projects and events * Maintain a daily schedule, classroom rules, the upkeep of equipment and supplies, and record-keeping * Assist with arrival/dismissal and lunch/recess coverage, as needed * Other duties as assigned Basic Qualifications * Experience working with students PK3 - 5th grade * High School Diploma or GED * CDA or enrolled in CDA classes preferred * Fluency in English OR Spanish required; bilingual preferred * Ability to work with students of various abilities, including those with identified exceptionalities * Energetic, flexible, imaginative, and eager to work in a bilingual and multicultural public school * Meet TB screening requirements * Must be able to pass a criminal background check Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. FLSA Classification: Non-Exempt Reports to: BASE Director Schedule: 10-month part-time position Compensation Salary commensurate with experience, ranging from $16,074 to $26,568 (starting salary equivalent to $20+/hour). Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at ******************************* Only applicants meeting minimum qualifications for the position will be considered. LAMB welcomes resumes from all qualified applicants. The Latin American Montessori Bilingual Public Charter School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities.

Elementary Bilingual Montessori Substitute Teacher In anticipation of having open positions for the school year 2025-2026, we are accepting applications for an Elementary Bilingual Montessori Substitute Teacher who is passionate about supporting students and staff in a bilingual environment. Our staff exhibit enthusiasm, a caring attitude, and a love of learning. Come join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation's capital. Serving children in PK3 through 5th grade, LAMB is a community that is committed to children and promotes peace and equality for all. Job Overview LAMB is looking to hire enthusiastic Montessori teachers to support students in Lower Elementary (Grades 1-3) and Upper Elementary (Grades 4-5). A Montessori certification in both Lower and Upper Elementary is preferred, but if not currently certified, the applicant must be enrolled in or willing to enroll in a Montessori training program. If you have experience with elementary students, apply today! Primary Duties and Responsibilities - Regular Support and Coverage * Maintain fidelity to LAMB's Dual Language Allocation Plan. * Support with Elementary Morning Arrival/Drop off and Coverage duties specifically between 8:00 am - 8:30 am. * Support with Elementary Afternoon Dismissal support, Coverage duties, Traffic Support, specifically between 3:00 pm - 3:30 pm. * Make Montessori and other materials for all areas of the classroom (organizing, labeling, laminating, cutting, whole punching, stapling, etc). * Coverage and Academic Support (8:30 am - 3:30 pm) and from 3:30 pm - 4:15 pm * Cover for teachers in the Lower Elementary or Upper Elementary classroom, for special teachers, dedicated aides, and on occasion, for teachers in the Primary Classroom * Classroom Management Support (ie, circulate in the classroom, remind students of expectations, model walking and a calm body, assist with conflict resolution, implement limited choices, etc) * Collaborate with classroom teachers to support delivery of the bilingual Montessori Elementary curriculum and maintain and manage a positive learning environment. * Support a classroom culture that demonstrates the principles of biliteracy, Grace and Courtesy, and PAZ (Positive Words, Actions of Respect, Zone of Learning). * Help with coverage during dismissal, IEP Meetings * Actively and positively participate in LAMB's coaching culture and identify and work towards achieving personal and professional goals. * Attend and participate in regular meetings (BASE, coaching meetings, Instructional Assistant team meetings). * Participate in all scheduled Professional Development sessions and trainings to ensure continued education and professional growth. * Meet with the Principal and/or Supervisor to develop solutions for any parent, staff, or school-related challenges, as needed. * Support school safety and assist with arrival and dismissal procedures, lunch and recess coverage, as assigned and necessary. * Attend two school events that occur outside of the instructional day, such as Back to School Night, Graduation/Moving Up Celebration, family workshops, family engagement events, and celebrations of student learning. * Management of professional development around the use of technology and educational platforms (Google Suite, Paycom, etc). * Embody the Montessori philosophy of Grace and Courtesy and LAMB's ideals of PAZ in all relationships - with students, colleagues, families, and other community members. * Embrace and foster student belonging and inclusion in the classroom by modeling and upholding high expectations for all students and practicing Grace and Courtesy plus our PAZ values. * Arrive and begin work on time, and be punctual for arrival, meetings, transitions, and dismissal. * Other duties as assigned. Primary Duties and Responsibilities - In the case of a Long Term Substitute Situation * Develop grade-level skills and teach across content areas utilizing the Montessori Curriculum, materials, and other tools for the targeted language. * Maintain fidelity to LAMB's Dual Language Allocation Plan. * Develop Montessori and other materials for all areas of the classroom. * Collaborate with the co-teacher to deliver the bilingual Montessori Lower / Upper Elementary curriculum (depending on substitute situation), ensure that learning standards are met, and maintain and manage a positive learning environment. * Co-plan/co-teach, and collaborate with co-teacher to plan instruction, recordkeeping, analyze data, plan special activities, and arrange and supervise field trips. * Share planning documents with the Lower / Upper Elementary Coach and Coordinator (depending on substitute situation) at least once a month - either through Transparent Classroom or another planning form. * Build a classroom culture that demonstrates the principles of biliteracy, Grace and Courtesy, and PAZ (Positive Words, Actions of Respect, Zone of Learning). * Actively and positively participate in LAMB's coaching culture and identify and work towards achieving personal and professional goals. * Attend and participate in regular meetings (grade level team, language cohort, co-teaching, coaching meetings, data meetings, IEP, AED, 504, BIP). * Plan for and draft intervention plans to support individual student needs and ensure progress toward social, emotional, and academic outcomes, in collaboration with the Student Support Team and service providers, including attending Multi-Tier System of Support (MTSS) / Student Services Team (SST) / Individual Education Plan (IEP) meetings. * Execute intervention plans (including Tier 2, Tier 3, 504, BIP, IEP) designed in collaboration with the Student Support Team for students based on teacher observations and recordkeeping, normed progress monitoring and benchmarking results, and school-wide assessments. * Complete surveys and assessments assigned by the Student Support Team to inform student evaluations. * Participate in all scheduled Professional Development sessions and trainings to ensure continued education and professional growth. * Maintain accurate, up-to-date, and confidential records of children's progress utilizing a web-based program and other assessment tools to track mastery within the sequence of the Montessori curriculum. * Cultivate strong partnerships with families through updates, monthly newsletters, and other community-wide communications, in addition to regular communication with families regarding academic progress, classroom work, positive contributions, behavior, and incidents. * Participate in parent-teacher conferences and meetings throughout the school year, communicate with parents in accordance with school policy, and promote the school's mission, objectives, and policies to parents. * Read and respond to emails from supervisors, colleagues, and families within 48 hours. * Welcome interns or assigned Montessori trainees into your classroom and provide regular feedback to support his/her professional development (for grades PreK-5) if applicable. * Meet with the Principal and/or Coach to develop solutions for any parent, staff, or school-related challenges, as needed. * Support school safety and assist with arrival and dismissal procedures, and lunch and recess coverage, as assigned and necessary. * Attend and participate in Back to School Night, Graduation/Moving Up Celebration, and one family workshop. * Management of professional development around the use of technology and educational platforms (Google Suite, Clever, ParentSquare, Transparent Classroom, PowerSchool, etc). * Embody the Montessori philosophy of Grace and Courtesy and LAMB's ideals of PAZ in all relationships - with students, colleagues, families, and other community members. * Embrace and foster student belonging and inclusion in the classroom by modeling and upholding high expectations for all students and practicing Grace and Courtesy plus our PAZ values. * Arrive and begin work on time, and be punctual for arrival, meetings, transitions, and dismissal. * Punch In and Punch Out on time and maintain your Paycom information up to date. * Other duties as assigned. Basic Qualifications * Possess Elementary Certification in Montessori education (MACTE accredited); If not currently certified, the applicant must be enrolled in or willing to enroll in a Montessori training program * Meet state educational requirements, preferably a valid state-issued teaching license or a Bachelor's degree in Education or equivalent from an accredited university * Must be completely bilingual in both English and Spanish * Have extensive experience working in elementary programs and/or experience in dual-language education * Ability to work with students of various abilities, including those with identified exceptionalities * Experience with Google Workspace (preferred) * Meet health requirements, including immunizations and TB screening Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice. FLSA Classification: Exempt Reports to: Academic Team Schedule: 10-month full-time position Compensation Salary is commensurate with experience. Generous benefits package includes medical insurance (health, dental, & vision), retirement plan, life insurance, short-term and long-term disability, flexible spending account (medical, dependent care, and transit), and vacation/sick leave. Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at ******************************* Only applicants meeting the minimum qualifications for the position will be considered. Successful completion of a background investigation is required for employment in this position. LAMB welcomes resumes from all qualified applicants. No phone calls and no employment agencies, please. The Latin American Montessori Bilingual Public Charter School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities.

ECE Bilingual Teacher Assistant (Kindergarten) Reports to: Principal and Assistant Principal $1000.00 dollar signing bonus for new hires!!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. Our Graduate Profile A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path. Self advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. Is prepared for next steps after leaving Bridges Public Charter School. As an ECE Teacher Assistant you will be responsible for: Work with the Lead Teacher in the planning and management of a classroom. Support the planning and teaching of students for the core pre-academic subjects of reading, math, science, social studies. As well as exploration and play. Support the development of meaningful learning expeditions and projects. Assess student progress regularly and using data to plan for instruction. Work with the Lead Teacher, special education service providers (speech, PT,OT), ELL teacher and other Assistant Teacher(s) or Teaching Fellow(s). Create a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students, implementing Responsive Classroom techniques. Respond to students' behavior appropriately and successfully. Engage parents and families in their student's learning and acting as an ambassador for the school in the community. Contribute productively to the school as a whole. Attend and participate in school events outside of regular school hours Other duties as assigned PROFESSIONAL RESPONSIBILITIES Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE Implementation of our Positive Behavior Intervention Support (PBIS) program. Create and sponsor an inclusive and age appropriate Club for the school year. Engage in Second Step implementation to assist in the social and emotional development of students. Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students, staff and families at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Other school culture expectations as assigned. Qualifications Bilingual in Spanish and English Have an AA, BA or MA. Or a high school diploma / GED and passes the Praxis ParaPro exam. Have taken course work in early childhood education, elementary education, or human development. Have prior work or volunteer experience with children or student with special needs. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community minded. Be committed to their own learning. Passion for public schools. Adherence to a high level of professional and ethical standards. SALARY & BENEFITS Salary range: $32,000-$52,000/Per Year Staff can also add up to an additional $2000.00 dollars to their salary by successfully passing the language proficiency assessment. $1000.00 for spoken language proficiency and $1000.00 for written language proficiency in Spanish or Amharic. Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401-(k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

About AppleTree AppleTree's mission is to close the achievement gap before students get to kindergarten. To accomplish this mission, we focus exclusively on Preschool and Pre-K education. We provide free, full-day public charter school programming for three- and four-year olds in 12 locations across Washington, DC, employing our innovative and award winning instructional model, called Every Child Ready (ECR). This instructional model provides educators with tools and resources for "What to Teach", "How to Teach" and "How to Measure Success." Our instructional model is also used with partners across the nation. We continuously test and improve this model through feedback from AppleTree educators, partners and other stakeholders to ensure that children are learning and exploring through play and appropriate instruction. Position Summary The Lead Teacher, with the support of a teaching team, is responsible for the growth and development of a classroom of students. The Lead Teacher uses his/her knowledge of the development of young children, the ways in which young children learn and scientifically based practice to provide instruction and support the social, emotional and cognitive development of young children. Lead Teacher is a non-supervisory position, and reports to the Principal. This is an on-site position based in Washington, DC. What you'll do… Establish rich and engaging physical learning environments: * Create a safe, clean, thematically based, attractive and engaging centers-based classrooms that encourage both exploration and complex play * Ensure the classroom contains sufficient supplies and materials for the weekly plans and for all components of the day, and that unit materials are inventoried before and after each unit * Encourage children's ownership and contributions to the classroom environment Create environments and instructional opportunities that meet the needs of diverse learners: * Implement the Every Child Ready (ECR) instructional model with fidelity and collaborates with the coach and principal to ensure fidelity * Demonstrate an understanding of the problem-solving Response to Intervention (RTI) Instructional model * Actively seek out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom * Use a variety of observational and direct assessment tools in collaboration with ECR standards to determine children's varying needs and opportunities * Use information and data from a variety of sources in order to differentiate instruction for all children * Establish clear behavior expectations, rules and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior * Actively support the diversity of learners in their classrooms (e.g. cultural, linguistic and academic diversity) * Foster tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others * Collaborate and cooperate with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed Support the development of young children: * Plan adequate time for student talk and encourages children's language use throughout the day * Plan and integrates instructional activities that promote children's understanding of the way things work and the world around them into the thematic curriculum * Skillfully and systematically motivate students to participate in activities that support the development of their early literacy skills * Implement instructional activities that encourage children's abilities to analyze, conceptualize, synthesize and evaluate * Intentionally provide modeling and support for children's expressive and receptive language throughout the school day * Intentionally and systematically implement direct instructional opportunities and provides modeling and practice opportunities for activities that promote children's social and emotional development throughout the school day * Plan and implement intentional, systematic, playful and engaging activities that support the development of the above skills Collaborate with families and communities to support children's social, emotional and cognitive development: * Actively seek to make connections with their children's family members and other important people in their children's lives * Solicit parents and community members to share their skills, experiences and cultures in the classroom * Regularly communicate the school's and individual children's educational goals and progress to families * Support school-wide family engagement activities (i.e. planning, communicating, and/or leading) and participates in at least one family event each month Contribute to a community of practice: * Plan collaboratively and shares ideas and resources with instructional team * Share best practices with others throughout the network and with AppleTree leadership * Actively participate on at least one site-wide committee * Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching * Guide professional development and growth of teaching assistant and helps team members meet professional goals * Actively participate in school and network based professional development opportunities provided and seeks out additional professional development * Incorporate coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members * Communicate professionally and constructively with colleagues * Fulfill the standards of professionalism including appropriate dress, attendance and timeliness * Participate and collaborate with families in Kindergarten Transition process and is informed of local DCPS and Public Charter Schools and private schools within the District (Pre-K teachers only) Note The preceding description is not designed to be an exhaustive list of all duties and responsibilities required of the Lead Teacher. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed. What we're looking for… * Bachelor's degree in elementary education, reading, psychology, human development, early childhood education or a closely related field * Two or more years of successful professional teaching experience * Demonstrated leadership experience, organizational skills and communication abilities to lead or co-lead the instructional team * Must receive a passing score on the *Praxis II: Early Childhood Education (test code 5025) by the start of the school year or within 60 days of hire date, whichever comes first. *Previous Praxis Early Childhood or Elementary Content Knowledge accepted) (10014) * Demonstrated sensitivity to linguistic, cultural, social, economic, individual and role differences among persons and families served * IMPORTANT: Per Mayor's Order 2021-109, on-site staff are required to be fully vaccinated against COVID-19. What's in it for you . . . * Competitive salary * Employee Health Benefits in the 95th percentile of other schools in the DC Metro Area * Fully covered Dental * Benefits for you and all eligible dependents * Fully covered Short-Term Disability, Long-Term Disability, Accidental Death and Dismemberment, and Life Insurance with buy-up options * Free Online Wellness Platform for you and up to four eligible dependents * Competitive Paid Time Off, including early-close Mental Health Days * 5% Employer Contribution to your Retirement Account (whether you contribute or not) * AppleTree Scholarship to pay for continued education * Network Professional Development Opportunities To Apply Please visit our website: ************************************************ or email ***************************** with your resume and cover letter.

About AppleTree AppleTree's mission is to close the achievement gap before students get to kindergarten. To accomplish this mission, we focus exclusively on preschool and pre-K education. We provide free, full-day public charter school programming for three- and four-year-olds in 12 locations across Washington, DC, employing our innovative and award winning instructional model, Every Child Ready (ECR). This instructional model provides educators with tools and resources for “What to Teach,” “How to Teach,” and “How to Measure Success.” Our instructional model is also used by partners across the nation. We continuously test and improve this model through feedback from AppleTree educators, partners, and other stakeholders to ensure that children are learning and exploring through play and appropriate instruction. Position Summary The Self-Contained Special Education Teacher ensures that all children and families with special needs receive optimal, developmentally-appropriate educational experiences. Under the primary direction of the Special Education Manager and secondary direction of the Principal, the Special Education Teacher will implement Individual Education Plans (IEPs) in inclusion, push-in and/or pull-out settings. The Special Education Teacher will work with general education teachers in a consultative manner to integrate research-based interventions into their practice applying the Response to Intervention model. This position will support the Self-Contained Special Education Manager with administrative tasks including IDEA compliance activities and comprehensive case management of students participating in the special education program. The Self-Contained Special Education Teacher reports to the Special Education Manager, with input from the school Principal. This is an on-site position based in Washington, DC. What you'll do… Support the development and achievement of young and diverse learners Implement developmentally-appropriate instructional activities that encourage the child with special needs abilities to analyze, conceptualize, synthesize and evaluate Demonstrate competency and expertise with the implementation of AppleTree's instructional program Implement the Response to Intervention (RTI) instructional model to maximize student achievement, especially for those students identified for special education and students in need of intervention Plan and provide differentiated and individualized instruction that supports students' social, emotional, physical and cognitive development in alignment with AELPCS' standards and/or the IEP Consult with general education teachers to support the implementation of the RTI model Support assessment activities related to the special education program including identification and eligibility in accordance with IDEA, and aligned with RTI and AELPCS standards Provide specialized instruction during Extended School Year (ESY) to eligible students. Provide case management for special education and related services Develop annual IEPs in collaboration with the instructional team and the Special Education Coordinator that include developmentally-appropriate student goals Document student data and progress through the Special Education Data System (SEDS) Adhere to all aspects of the IDEA compliance process Collaborate with general education teachers and related service providers, such as therapists and social workers, to assess and ensure: 1) students' progress toward IEP goals, 2) successful access to the general curriculum through Specialized Support Plans (SSP) Establish and maintain cooperative partnerships with parents Collaborate with families and other school personnel to develop effective and viable transition plans to a Kindergarten Program for students with IEPs Regularly communicate the school's and individual students; educational goals and progress to families Ensure compliance with federal and local regulations. Support the full continuum of services for children transitioning from Tier 2 to Tier 3 of the RTI process Utilize the OSSE approved special education data system (SEDS) including SEDS, Easy IEP, and other mandated systems to track and document student progress Assist with the development of the AELPCS Special Education Program for the purposes of ensuring program quality and continued compliance with all state and federal laws Maintain accurate special education records, to include documentation of service delivery and monitors the documentation of special education services provided as required by IDEA, state regulations, and AELPCS policies Uphold professional responsibilities Maintain strict confidentiality of student information Maintain necessary ongoing licensure/certification requirements within specified timelines Demonstrate professionalism in all interactions with staff, students, and families Allocate time and resources effectively Actively participate in professional development opportunities provided and seeks out additional professional development opportunities Fulfill the standards of professionalism in dress, attendance and timeliness Plan collaboratively and share ideas and resources with the AppleTree school community Note The preceding description is not designed to be an exhaustive list of all duties and responsibilities required of the Self-Contained Special Education Teacher. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed. What we're looking for… Candidates must have, at minimum, a bachelor's degree in elementary or early childhood special education and a passing score on the Praxis 5025 exam A master's degree in early childhood special education or a certified speech language pathologist are preferred Two or more years of professional teaching of young children with special needs Ability to deliver virtual instruction using modern technology and video conferencing softwares Ability to travel to multiple AppleTree locations if needed Demonstrated teacher leadership experience is preferred Strong organizational skills and communication abilities Ability to work collaboratively and well within a team Candidates must also receive a passing score on the Special Education and Elementary Education Content Knowledge (PK-3) Praxis within 60 days of hire What's in it for you . . . Competitive salary Employee Health Benefits in the 95th percentile of other schools in the DC Metro Area Fully covered Dental Benefits for you and all eligible dependents Fully covered Short-Term Disability, Long-Term Disability, Accidental Death and Dismemberment, and Life Insurance with buy-up options Free Online Wellness Platform for you and up to four eligible dependents Competitive Paid Time Off, including early-close Mental Health Days 5% Employer Contribution to your Retirement Account (whether you contribute or not) AppleTree Scholarship to pay for continued education Network Professional Development Opportunities To Apply Please visit our website: ************************************************ with your resume and cover letter.

Job Title: REEF Supplementary Education Support Teacher (Before/After School) Department: REEF FLSA Status: Part-Time, Non-Exempt Reports to: REEF Operations Manager(s) Compensation: $18.50 - $21.75/hour Position Overview: Have you ever thought about working with children? Ever thought about gaining experience in the education community? If so, REEF is looking for you! Washington Yu Ying's aftercare program, REEF, is looking for enthusiastic and innovative support staff to join our team! This amazing opportunity will include facilitating and fostering the intellectual development of the children in the REEF program, interacting with children on a daily basis, allowing the ability to cultivate trusting, caring relationships with children, families, and teachers. This is the perfect entry level position into childhood development! You will drive Yu Ying's mission, vision and team's success by: Monitor and assist in the coordination of before and aftercare (REEF) programs for assigned grade levels. Monitoring student behavior for growth, progress, and opportunities to reward. Consult with parents and share the good news! Helping students get the most out of each planned activity through positivity and encouragement! Making education fun! Coming up with different ways to teach and challenging yourself to lead your own activities! Collaborating with colleagues to implement various techniques and strategies to help engage and educate students. Facilitating and leading activities created by super/lead teachers in presence of an absence and consulting with REEF Director and/or appropriate personnel to resolve questions and/or concerns. Overseeing the clean-up and organization of supplies and program spaces. Anticipating the needs of teachers and students so that activities run as smoothly as possible. Working cooperatively with staff to meet goals and objectives. Following the absent teacher's written lesson plans. Consult with the REEF Director and/or appropriate personnel to resolve questions and/or concerns. Supervise and ensure students' safety during aftercare activities on campus and on field trips if necessary. Ensure that students are fully engaged in REEF classes each period. Help supervise transition periods between classes and group play. Help supervise students on monthly field trips. Ensure students safely to and from field trips. Ensure that REEF staff clean up all areas used during REEF programs and put away program snacks on a daily basis. Ensure that Lead Teachers have proper materials for their classes each day. Assist with other REEF operation efforts as needed. Assist with other school operation efforts as requested. Contribute to a variety of projects and tasks associated with the general operation of a public charter school and its extracurricular programs, as may be requested from time to time by appropriate personnel. Qualifications: Experience and knowledge with before-and-aftercare program administration is strongly preferred. Appreciation, experience, and understanding of Chinese culture. Fluency in Mandarin Chinese is strongly preferred. Must have basic technology skills, e.g. Microsoft Office. Experience with Mac preferred. Must be a self-starter with sound time management skills, ability to work with little supervision, problem-solving and crisis management skills. Excellent verbal and writing communication skills and strong motivational skills. Warm and friendly personality; ability to relate well to children and staff. Schedule: The REEF Supplementary Support Teacher is expected to work a maximum of 20 hours per week. Daily schedules of work may vary, depending on school needs. Collaborates and Consults With: Director of REEF (Before and Aftercare) REEF Operations Managers REEF Lead Teachers and Team Leads Terms of Employment: 10 month schedule Physical Demands The physical demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all-inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities of the job. Unless reasonable accommodation can be made, while performing this job, the staff member shall: Use physical strength to lift, move, carry, pull, or push equipment and/or student(s). Sit, stand, walk, and run for required periods, according to the instruction schedule. Speak and hear. Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision. Communicate effectively in English, using proper grammar and vocabulary. Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls. Environmental Demands The environmental demands described below are representative of those that must be met by an employee to successfully perform the essential responsibilities of the job and are not meant to be all-inclusive. Exposure to a variety of childhood and adult diseases and illnesses. Occasional exposure to a variety of weather conditions. Exposure to heated/air-conditioned and ventilated facilities. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment. Function in a workplace with a high level of noise at times. * Washington Yu Ying PCS reserves the right to change and update policies, procedures, protocols and this /agreement and any addenda as needed. Employees will be notified in a timely manner of such changes by email or in staff meetings and provided an updated copy of this job description/agreement.

$1000.00 dollar sign on bonus for new hires!! Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty Who Are We Looking For We are seeking passionate educators to build an inclusive Pk-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. The Special Education Coordinator will be willing to learn about Universal Design for Learning (UDL) in order to provide classroom support, coaching, and in-service workshops that merge best practices in special education with UDL. The position supports programs within organization; reports major activities to senior level administrators through conferences and reports. This is a 12 month position. Our Graduate Profile A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path. Self advocates through their preferred communication modalities. Welcomes diversity with inclusion, openness, acceptance, and respect for others. Demonstrates empathy and a desire to help and support others in need. Perseveres in the face of challenges to meet their individual academic, social and extra curricular goals. Is prepared for next steps after leaving Bridges Public Charter School. SPECIAL EDUCATION COORDINATOR RESPONSIBILITIES INCLUDE: Managing a caseload of special education students and the implementation of their IEP/504 plans in: inclusive, self-contained and pull-out settings. Ensuring appropriate delivery of both special education instruction and related services as stipulated on IEPs/504 plans. Ensuring compliance by the school with all local and Federal laws and regulation relating to students with IEPs/504 plans and students referred to special education. Ensuring that services provided by contractual personnel are of high quality, provided in the LRE, and are aligned with students' IEPs/504 plans. Effectively communicating to parents and guardians the special education process including process for referrals, evaluations, annual IEPs/504 plans, and re-evaluations as well as parental rights granted by IDEA. Facilitating IEP meetings using a strengths based and family centered approach Coordinating with student's special education team to ensure all documents are completed in a timely manner (according to state, local, and school policies and procedures) prior to MDT meeting. Connect with special education team to ensure all team members (including parents) are prepared for the content of the meeting. Coordinating with special education team to complete quarterly IEP progress reports and provide quarterly IEP progress reports to parents/guardians. Maintaining student files (paper and electronic) according to school and OSSE standards. Providing training and technical assistance to case managers, teachers, related service providers and support service professionals on all aspects of cases management: use of computer systems for the special education process, writing of goal writing, progress reports, annual reviews and parent communication. Ensuring IEPs are developmentally appropriate, curriculum/standards -based, strength based, and relevant to individual students. Working to maintain school and LEA tracking and data system that includes: student information related to IEPs, services, service hours, evaluations, MDT referrals, time lines in which evaluations were competed and discipline incidents. Documented. Coaching special education classroom staff to strengthen classroom practices and support classroom teams. Identifying and develops appropriate curriculum and school based assessments to support the academic growth of students with IEPs/504 plans. Supporting the planning of special education initiative and the implementation of initiatives. Integrates new developments, research findings and best practices into ongoing programs and new initiatives. Representing Bridges as a subject matter expert in contact with OSSE, Federal Agencies and non-profits concerning students with special needs. Overseeing special education inventory of equipment / materials. Gathering and report data for all reporting requirements concerning students with IEPs/504 plans and other required reports (to the State, Department of Education, census, grant applications, annual report, etc.). Examples: Child Count and COSF Maintaining a high level of knowledge regarding developing special education issues such as changes in federal and local special education policy. Advocating for special education with school leadership. Establishing and maintaining communication with parents of students in the program. Facilitating workshops / meetings for parents, as well as identifies resources for parents of students with special needs. Engaging parents and families in their student's learning and acting as an ambassador for the school in the community. As appropriate connecting with student's outside providers, pediatricians, and therapists to support student's needs in classroom. Co-Coordinating ESY program Maintaining confidentiality of student records and student information Attend and participate in school events outside of regular school hours. Other duties as assigned. PROFESSIONAL RESPONSIBILITIES Adhering to the 8:00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in weekly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SCHOOL CULTURE Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students, staff and families at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Other school culture expectations as assigned. QUALIFICATIONS Have a dual Masters Degree in Elementary Education and Special Education; a Masters Degree and certification in Special Education; a Bachelors Degree and certification in Special Education; or a BA and passed the Praxis SPED exams. BA and experience in special education. Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred. Demonstrate an advanced understanding of instructional strategies for students with autism, developmental delay, specific learning disabilities, and behavior disorders. Be a strong classroom manager and team leader. Demonstrate strong skills in partnering with families. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community minded. Be committed to their own learning. Have excellent time-management skills, attention to detail, and ability to work independently. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards.

BASE After School Instructor (part-time) We are accepting applications for part-time BASE After School Instructors who are passionate about supporting students and staff in a bilingual environment. Our staff exhibit enthusiasm, a caring attitude, and a love of learning. Come join us! LAMB offers a unique model that provides bilingual Montessori public education to diverse, urban families in the nation's capital. Serving children in PK3 through 5th grade, LAMB is a stable and consistent community that is committed to children and promotes peace and equality for all. Job Overview LAMB is looking to hire enthusiastic instructors to support students in our after school program. If you have experience with students in grades PK3 through 5th grade, apply today! This is a part-time position with work hours from 2:00 - 6:00 pm, Monday through Friday. Primary Duties and Responsibilities Develop and lead engaging activities for PK3 - 5th grade students Be an energetic, engaged, and positive role model at all times Participate in staff meetings, professional development, special projects and events Maintain a daily schedule, classroom rules, the upkeep of equipment and supplies, and record-keeping Assist with arrival/dismissal and lunch/recess coverage, as needed Other duties as assigned Basic Qualifications Experience working with students PK3 - 5th grade High School Diploma or GED CDA or enrolled in CDA classes preferred Fluency in English OR Spanish required; bilingual preferred Ability to work with students of various abilities, including those with identified exceptionalities Energetic, flexible, imaginative, and eager to work in a bilingual and multicultural public school Meet TB screening requirements Must be able to pass a criminal background check Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. FLSA Classification: Non-Exempt Reports to: BASE Director Schedule: 10-month part-time position Compensation Salary commensurate with experience, ranging from $16,074 to $26,568 (starting salary equivalent to $20+/hour). Apply Today! For more information about LAMB and to apply for this position, please visit the careers page of our website at ******************************* Only applicants meeting minimum qualifications for the position will be considered. LAMB welcomes resumes from all qualified applicants. The Latin American Montessori Bilingual Public Charter School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities. Powered by JazzHR m0xcFuPLst