Friendship Public Charter School

Special Education Elementary Inclusion Teacher

Vacancy for School Year
2021-22
Class
Full-Time
Location
US-DC-Washington
Campus
Friendship Woodridge Campus

Company : Campus Specifics

Why Woodridge International?

 

College success begins with a great foundation. That’s why Woodridge International Elementary and Middle develops inquisitive, knowledgeable, and caring students who are motivated to discover more about their community and world.

Woodridge Elementary pre-K3-4th grade students follow an International Baccalaureate program that uses observation, questioning, and creative scenarios to build the skills and character traits necessary for lifelong learning. With an emphasis on Spanish language study, students explore core subject areas such as reading and mathematics with an emphasis on expression and relating to others.

Woodridge Middle students in grades 6-8 develop a deeper understanding of core content with a focus on critical analysis and college exposure. All students follow a rigorous and culturally diverse curriculum in eight areas: English and language arts, foreign language (Spanish), mathematics, science, social studies, humanities, art, and technology. Advanced Placement skills are embedded in prerequisite courses to ensure readiness for Friendship’s college-preparatory high schools.

One of the few D.C. campuses with an in-house library, Woodridge incorporates classic and contemporary books, art, and music as part of the daily school experience. A Blue Ribbon Schools nominee, Woodridge’s exceptional student outcomes have earned special visits from 43rd U.S. President George W. Bush, First Lady Laura Bush, and former U.S. Secretary of Education Margaret Spellings.

Overview

As the nation's first multi-campus charter school, Friendship Public Charter School has been producing college-ready students for over 15 years. From Preschool through 12th grade, Friendship invests in providing a rigorous academic curriculum that enables our children to excel as ethical, literate, and well-rounded leaders in a 21st century economy. We surpass our peers across the District in public education with a 91% graduation and college entrance rate. To this end, we also hold the quality, success, and development of our teachers with paramount importance. We provide a number of professional growth and development opportunities which have yielded both the 2010 and 2011 DC Teachers of the Year, and three outstanding school principals who launched their careers in our classrooms.

Responsibilities

Excellent Instructional Practices & Behavioral Support

  • Exhibit an in-depth knowledge of students with emotional and behavioral challenges
  • Demonstrate continued mastery of content area and skills to tailor the content for students with disabilities (i.e., learning, attention, social functioning, and self-regulation)
  • Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction
  • Track the individual progress of students with disabilities (i.e., academic and social-emotional)
  • Design and deliver engaging instruction addressing a full range of student needs and learning styles
  • Collect Functional Behavioral Assessment data and develop Behavior Intervention Plans (BIPs) according to the data
  • Utilize research-based literacy strategies across all content areas
  • De-escalate students exhibiting verbal or physical aggression
  • Develop formal and informal assessments to measure student mastery
  • Use data driven Instruction by analyzing student data collected from assessments and continually adjusting teaching practices to ensure student understanding
  • Provide strategic instruction for struggling students through co-teaching models, 1 to 1, and/or small groups within the classroom
  • Demonstrate creativity, flexibility, and perseverance in dealing with learning, behavioral, family, and classroom situations that are not easily untangled

Comply with Special Education Law and Procedures

  • Maintain productive communication about the Special Education Program (i.e., student progress) with the principal, teachers, parents, students and other school staff
  • Be knowledgeable of and comply with, relevant federal and state district regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards
  • Provide ongoing support for parents of students with disabilities, informing them of special education rights and procedures as well as exchanging insights about the needs and progress of their child

Environment Conducive to Learning

  • Hold students accountable to high academic and behavioral expectations
  • Align practices and routines to an achievement-oriented classroom culture
  • Foster a safe environment that encourages curiosity, academic risk-taking, accountability, and collaboration

Outstanding Leadership

  • Reflect on classroom success and areas of improvement to continuously develop practice
  • Contribute to the campus and Friendship-wide community by collaborating, seeking professional development
  • Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials

Organizational Strength & Viability

  • Promote parent involvement through meaningful and consistent communication
  • Maintain high professional standards in communication with students, teachers, parents, and school administrators
  • Comply with federal and state district regulations governing special education
  • Provide ongoing support for parents of students with disabilities, informing them of special education rights and procedures as well as exchanging insights about the needs and progress of their children

Qualifications

  • Commitment to providing a world-class education to students from historically underserved communities
  • 2+ years relevant urban teaching experience in a self-contained classroom with significant academic gains strongly preferred
  • Undergraduate GPA of 3.0 and above required
  • Bachelor’s degree from an accredited university required. Master’s degree in Special Education or Reading Intervention preferred
  • Successful completion of the content area ETS PRAXIS II Exam: Education of Exceptional Students  (20353 or  20353), valid Special Education License,  OR degree in content area required area 
  • Ability to thrive in a fast-paced and rapidly changing environment
  • Strong oral and written communication skills 

Preferred Qualifications

  • Crisis Prevention Intervention Training (CPI)

  • Therapeutic Aggression Control Training (Tact2) Certification

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