DC - School Teacher - Middle

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    "description": "<h2>About Us</h2>\r\n\r\n<p>The Children&#39;s Guild DC (TCG DC) is a free public charter school serving students in Kindergarten through 8th grade in Ward 5, Washington, D.C. As part of TranZed Alliance, one of the most experienced child-serving nonprofit organizations in the Greater Baltimore/Washington region, TCG DC provides a personalized, trauma-informed educational experience for both general education and special needs students.</p>\r\n\r\n<p>Our on-site team of special educators, social workers, psychologists, occupational therapists, speech-language pathologists, and support staff work collaboratively to ensure every student thrives &mdash; academically, socially, emotionally, and developmentally. We invite you to be part of our innovative team!</p>\r\n\r\n<hr />\r\n<h2>Position Summary</h2>\r\n\r\n<p>The Middle School Teacher is responsible for delivering rigorous, standards-aligned instruction to students in grades 6&ndash;8 in a diverse, inclusive, and therapeutic school environment. The Middle School Teacher designs and implements engaging, differentiated, and culturally responsive lesson plans that address the academic, social-emotional, and developmental needs of all learners &mdash; including students with IEPs and 504 plans. As a collaborative member of the multidisciplinary team, the Middle School Teacher serves as a consistent, high-expectations presence who builds meaningful relationships with students during a critical stage of their development.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<h2>Essential Duties &amp; Responsibilities</h2>\r\n\r\n<h3>Instruction &amp; Curriculum</h3>\r\n\r\n<ul>\r\n\t<li>Design and deliver rigorous, standards-aligned instruction aligned with DC Common Core State Standards and TCG DC&#39;s curriculum frameworks.</li>\r\n\t<li>Develop and implement engaging, differentiated lesson plans that meet the diverse learning needs of all students, including general education students, students with IEPs, and English Language Learners.</li>\r\n\t<li>Utilize evidence-based, trauma-informed, and brain-based instructional strategies to promote academic achievement and student engagement.</li>\r\n\t<li>Integrate project-based learning, experiential activities, and technology into daily instruction to deepen student understanding and real-world application.</li>\r\n\t<li>Administer and analyze formative and summative assessments to monitor student progress and drive data-informed instructional decisions.</li>\r\n\t<li>Develop, implement, and revise classroom policies and procedures that support a structured, productive, and positive learning environment.</li>\r\n</ul>\r\n\r\n<h3>Special Education &amp; IEP Support</h3>\r\n\r\n<ul>\r\n\t<li>Implement IEP and 504 accommodations and modifications for eligible students in the general education setting.</li>\r\n\t<li>Collaborate with special education teachers, related service providers, and the IEP team to ensure integrated, student-centered support.</li>\r\n\t<li>Participate actively in IEP meetings, contributing classroom observations, academic data, and progress updates.</li>\r\n\t<li>Monitor and document student progress toward IEP academic goals on an ongoing basis.</li>\r\n</ul>\r\n\r\n<h3>Classroom Management &amp; Culture</h3>\r\n\r\n<ul>\r\n\t<li>Establish and maintain a safe, structured, and nurturing classroom environment grounded in PBIS principles and TCG DC&#39;s Transformation Education philosophy.</li>\r\n\t<li>Implement proactive, positive behavioral strategies and de-escalation techniques to support student regulation and engagement.</li>\r\n\t<li>Build strong, trust-based relationships with adolescent students that reflect a trauma-informed, culturally responsive, and high-expectations approach.</li>\r\n\t<li>Model and reinforce TCG DC&#39;s core values of respect, responsibility, and community throughout the school day.</li>\r\n\t<li>Support the Dean of Students in addressing student conduct and behavioral concerns as needed.</li>\r\n</ul>\r\n\r\n<h3>Documentation &amp; Compliance</h3>\r\n\r\n<ul>\r\n\t<li>Maintain accurate, timely records including lesson plans, grade books, attendance, progress reports, and report cards in compliance with DCPS, OSSE, and agency standards.</li>\r\n\t<li>Submit all required documentation accurately and on time in accordance with TCG DC&#39;s policies and procedures.</li>\r\n\t<li>Adhere to all applicable IDEA, DC special education regulations, and charter school compliance requirements.</li>\r\n\t<li>Develop and follow classroom and school-wide policies and procedures that promote a safe, compliant, and effective learning environment.</li>\r\n</ul>\r\n\r\n<h3>Family Engagement</h3>\r\n\r\n<ul>\r\n\t<li>Communicate regularly with families regarding student progress, academic goals, and classroom activities through conferences, progress reports, and ongoing updates.</li>\r\n\t<li>Build positive, trust-based relationships with families that reflect TCG DC&#39;s commitment to family-centered care.</li>\r\n\t<li>Participate in parent meetings, IEP conferences, school events, and community engagement activities.</li>\r\n</ul>\r\n\r\n<h3>Collaboration &amp; Professional Development</h3>\r\n\r\n<ul>\r\n\t<li>Collaborate effectively with co-teachers, teaching assistants, related service providers, social workers, and clinical staff as part of the multidisciplinary team.</li>\r\n\t<li>Participate in team meetings, professional development, instructional coaching, and school-wide initiatives.</li>\r\n\t<li>Engage in self-directed learning and reflective practice to continuously grow as an educator.</li>\r\n\t<li>Contribute to a positive, inclusive, and mission-driven school culture aligned with TCG DC&#39;s Transformation Education philosophy.</li>\r\n</ul>\r\n",
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IEP Support\\r\\n\\r\\n\\r\\n\\tImplement IEP and 504 accommodations and modifications for eligible students in the general education setting.\\r\\n\\tCollaborate with special education teachers, related service providers, and the IEP team to ensure integrated, student-centered support.\\r\\n\\tParticipate actively in IEP meetings, contributing classroom observations, academic data, and progress updates.\\r\\n\\tMonitor and document student progress toward IEP academic goals on an ongoing basis.\\r\\n\\r\\n\\r\\nClassroom Management &amp; Culture\\r\\n\\r\\n\\r\\n\\tEstablish and maintain a safe, structured, and nurturing classroom environment grounded in PBIS principles and TCG DC&#39;s Transformation Education philosophy.\\r\\n\\tImplement proactive, positive behavioral strategies and de-escalation techniques to support student regulation and engagement.\\r\\n\\tBuild strong, trust-based relationships with adolescent students that reflect a trauma-informed, culturally responsive, and high-expectations approach.\\r\\n\\tModel and reinforce TCG DC&#39;s core values of respect, responsibility, and community throughout the school day.\\r\\n\\tSupport the Dean of Students in addressing student conduct and behavioral concerns as needed.\\r\\n\\r\\n\\r\\nDocumentation &amp; 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Professional Development\\r\\n\\r\\n\\r\\n\\tCollaborate effectively with co-teachers, teaching assistants, related service providers, social workers, and clinical staff as part of the multidisciplinary team.\\r\\n\\tParticipate in team meetings, professional development, instructional coaching, and school-wide initiatives.\\r\\n\\tEngage in self-directed learning and reflective practice to continuously grow as an educator.\\r\\n\\tContribute to a positive, inclusive, and mission-driven school culture aligned with TCG DC&#39;s Transformation Education philosophy.\\r\\n\\r\\nQualificationsRequired\\r\\n\\r\\n\\r\\n\\tBachelor&#39;s degree or higher in Middle School Education, Secondary Education, or a content area (required).\\r\\n\\tValid DC teaching license in Middle School or Secondary Education (Grades 6&ndash;8 or 6&ndash;12) or eligibility to obtain.\\r\\n\\tMinimum of 2 years of teaching experience in an urban, inclusive, or diverse school setting.\\r\\n\\tKnowledge of DC Common Core State Standards and evidence-based instructional practices for adolescent learners.\\r\\n\\tFamiliarity with IEP implementation, 504 accommodations, and IDEA requirements.\\r\\n\\tStrong classroom management, differentiation, and adolescent engagement skills.\\r\\n\\tExcellent written and verbal communication skills.\\r\\n\\tCommitment to trauma-informed, culturally responsive, and high-expectations teaching.\\r\\n\\tAbility to develop, implement, and follow classroom and school-wide policies and procedures.\\r\\n\\r\\n\\r\\nPreferred\\r\\n\\r\\n\\r\\n\\tMaster&#39;s degree in Education, Special Education, or a related field.\\r\\n\\tDual certification in Middle School/Secondary Education and Special Education.\\r\\n\\tExperience teaching in a therapeutic, charter, or special education school setting.\\r\\n\\tTraining in PBIS, brain-based learning, restorative practices, or trauma-informed instruction.\\r\\n\\tBilingual proficiency (English/Spanish or other languages).\\r\\n\\tFamiliarity with electronic IEP management and student information systems.\\r\\n\\r\\n\\r\\n\\r\\nKey Result Areas (KRAs)\\r\\n\\r\\n\\r\\n\\t\\r\\n\\t\\t\\r\\n\\t\\t\\tKRA\\r\\n\\t\\t\\tFocus\\r\\n\\t\\t\\r\\n\\t\\r\\n\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t1\\r\\n\\t\\t\\tInstruction &amp; Curriculum &mdash; Rigorous, standards-aligned, differentiated daily instruction\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t2\\r\\n\\t\\t\\tSpecial Education Support &mdash; IEP/504 implementation and IEP team collaboration\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t3\\r\\n\\t\\t\\tClassroom Management &mdash; Safe, structured, PBIS-aligned classroom culture\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t4\\r\\n\\t\\t\\tDocumentation &amp; Compliance &mdash; Accurate, timely records in compliance with DCPS/OSSE standards\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t5\\r\\n\\t\\t\\tFamily Engagement &mdash; Regular, trust-based communication and partnership with families\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t6\\r\\n\\t\\t\\tProfessional Growth &mdash; Reflective practice, collaboration, and continuous learning\\r\\n\\t\\t\\r\\n\\t\\r\\n\\r\\n\\r\\n\\r\\nAccountability\\r\\n\\r\\nThe Middle School Teacher reports to the Principal and works in close collaboration with co-teachers, teaching assistants, special education staff, related service providers, the Dean of Students, and the clinical team.\\r\\n\\r\\n\\r\\nPhysical Demands\\r\\n\\r\\nThis role requires the ability to frequently stand, walk, sit, reach, and communicate verbally. Reasonable accommodations may be made for individuals with disabilities.\\r\\n\",\"responsibilities\":\"About Us\\r\\n\\r\\nThe Children&#39;s Guild DC (TCG DC) is a free public charter school serving students in Kindergarten through 8th grade in Ward 5, Washington, D.C. As part of TranZed Alliance, one of the most experienced child-serving nonprofit organizations in the Greater Baltimore/Washington region, TCG DC provides a personalized, trauma-informed educational experience for both general education and special needs students.\\r\\n\\r\\nOur on-site team of special educators, social workers, psychologists, occupational therapists, speech-language pathologists, and support staff work collaboratively to ensure every student thrives &mdash; academically, socially, emotionally, and developmentally. 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Professional Development\\r\\n\\r\\n\\r\\n\\tCollaborate effectively with co-teachers, teaching assistants, related service providers, social workers, and clinical staff as part of the multidisciplinary team.\\r\\n\\tParticipate in team meetings, professional development, instructional coaching, and school-wide initiatives.\\r\\n\\tEngage in self-directed learning and reflective practice to continuously grow as an educator.\\r\\n\\tContribute to a positive, inclusive, and mission-driven school culture aligned with TCG DC&#39;s Transformation Education philosophy.\\r\\n\\r\\n\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"CHILDRENS GUILD INC\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=54A1B5238E106133791F7F2A5C9D797F\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"2146 24th Place NE\",\"addressLocality\":\"Washington\",\"addressRegion\":\"DC\",\"postalCode\":20018,\"addressCountry\":\"USA\"}},\"qualifications\":\"Required\\r\\n\\r\\n\\r\\n\\tBachelor&#39;s degree or higher in Middle School Education, Secondary Education, or a content area (required).\\r\\n\\tValid DC teaching license in Middle School or Secondary Education (Grades 6&ndash;8 or 6&ndash;12) or eligibility to obtain.\\r\\n\\tMinimum of 2 years of teaching experience in an urban, inclusive, or diverse school setting.\\r\\n\\tKnowledge of DC Common Core State Standards and evidence-based instructional practices for adolescent learners.\\r\\n\\tFamiliarity with IEP implementation, 504 accommodations, and IDEA requirements.\\r\\n\\tStrong classroom management, differentiation, and adolescent engagement skills.\\r\\n\\tExcellent written and verbal communication skills.\\r\\n\\tCommitment to trauma-informed, culturally responsive, and high-expectations teaching.\\r\\n\\tAbility to develop, implement, and follow classroom and school-wide policies and procedures.\\r\\n\\r\\n\\r\\nPreferred\\r\\n\\r\\n\\r\\n\\tMaster&#39;s degree in Education, Special Education, or a related field.\\r\\n\\tDual certification in Middle School/Secondary Education and Special Education.\\r\\n\\tExperience teaching in a therapeutic, charter, or special education school setting.\\r\\n\\tTraining in PBIS, brain-based learning, restorative practices, or trauma-informed instruction.\\r\\n\\tBilingual proficiency (English/Spanish or other languages).\\r\\n\\tFamiliarity with electronic IEP management and student information systems.\\r\\n\\r\\n\\r\\n\\r\\nKey Result Areas (KRAs)\\r\\n\\r\\n\\r\\n\\t\\r\\n\\t\\t\\r\\n\\t\\t\\tKRA\\r\\n\\t\\t\\tFocus\\r\\n\\t\\t\\r\\n\\t\\r\\n\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t1\\r\\n\\t\\t\\tInstruction &amp; Curriculum &mdash; Rigorous, standards-aligned, differentiated daily instruction\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t2\\r\\n\\t\\t\\tSpecial Education Support &mdash; IEP/504 implementation and IEP team collaboration\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t3\\r\\n\\t\\t\\tClassroom Management &mdash; Safe, structured, PBIS-aligned classroom culture\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t4\\r\\n\\t\\t\\tDocumentation &amp; Compliance &mdash; Accurate, timely records in compliance with DCPS/OSSE standards\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t5\\r\\n\\t\\t\\tFamily Engagement &mdash; Regular, trust-based communication and partnership with families\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t6\\r\\n\\t\\t\\tProfessional Growth &mdash; Reflective practice, collaboration, and continuous learning\\r\\n\\t\\t\\r\\n\\t\\r\\n\\r\\n\\r\\n\\r\\nAccountability\\r\\n\\r\\nThe Middle School Teacher reports to the Principal and works in close collaboration with co-teachers, teaching assistants, special education staff, related service providers, the Dean of Students, and the clinical team.\\r\\n\\r\\n\\r\\nPhysical Demands\\r\\n\\r\\nThis role requires the ability to frequently stand, walk, sit, reach, and communicate verbally. Reasonable accommodations may be made for individuals with disabilities.\\r\\n\",\"experienceRequirements\":\"Required\\r\\n\\r\\n\\r\\n\\tBachelor&#39;s degree or higher in Middle School Education, Secondary Education, or a content area (required).\\r\\n\\tValid DC teaching license in Middle School or Secondary Education (Grades 6&ndash;8 or 6&ndash;12) or eligibility to obtain.\\r\\n\\tMinimum of 2 years of teaching experience in an urban, inclusive, or diverse school setting.\\r\\n\\tKnowledge of DC Common Core State Standards and evidence-based instructional practices for adolescent learners.\\r\\n\\tFamiliarity with IEP implementation, 504 accommodations, and IDEA requirements.\\r\\n\\tStrong classroom management, differentiation, and adolescent engagement skills.\\r\\n\\tExcellent written and verbal communication skills.\\r\\n\\tCommitment to trauma-informed, culturally responsive, and high-expectations teaching.\\r\\n\\tAbility to develop, implement, and follow classroom and school-wide policies and procedures.\\r\\n\\r\\n\\r\\nPreferred\\r\\n\\r\\n\\r\\n\\tMaster&#39;s degree in Education, Special Education, or a related field.\\r\\n\\tDual certification in Middle School/Secondary Education and Special Education.\\r\\n\\tExperience teaching in a therapeutic, charter, or special education school setting.\\r\\n\\tTraining in PBIS, brain-based learning, restorative practices, or trauma-informed instruction.\\r\\n\\tBilingual proficiency (English/Spanish or other languages).\\r\\n\\tFamiliarity with electronic IEP management and student information systems.\\r\\n\\r\\n\\r\\n\\r\\nKey Result Areas (KRAs)\\r\\n\\r\\n\\r\\n\\t\\r\\n\\t\\t\\r\\n\\t\\t\\tKRA\\r\\n\\t\\t\\tFocus\\r\\n\\t\\t\\r\\n\\t\\r\\n\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t1\\r\\n\\t\\t\\tInstruction &amp; Curriculum &mdash; Rigorous, standards-aligned, differentiated daily instruction\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t2\\r\\n\\t\\t\\tSpecial Education Support &mdash; IEP/504 implementation and IEP team collaboration\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t3\\r\\n\\t\\t\\tClassroom Management &mdash; Safe, structured, PBIS-aligned classroom culture\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t4\\r\\n\\t\\t\\tDocumentation &amp; Compliance &mdash; Accurate, timely records in compliance with DCPS/OSSE standards\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t5\\r\\n\\t\\t\\tFamily Engagement &mdash; Regular, trust-based communication and partnership with families\\r\\n\\t\\t\\r\\n\\t\\t\\r\\n\\t\\t\\t6\\r\\n\\t\\t\\tProfessional Growth &mdash; Reflective practice, collaboration, and continuous learning\\r\\n\\t\\t\\r\\n\\t\\r\\n\\r\\n\\r\\n\\r\\nAccountability\\r\\n\\r\\nThe Middle School Teacher reports to the Principal and works in close collaboration with co-teachers, teaching assistants, special education staff, related service providers, the Dean of Students, and the clinical team.\\r\\n\\r\\n\\r\\nPhysical Demands\\r\\n\\r\\nThis role requires the ability to frequently stand, walk, sit, reach, and communicate verbally. Reasonable accommodations may be made for individuals with disabilities.\\r\\n\",\"validThrough\":\"2026-06-04\",\"educationRequirements\":\"4 Year Degree\"}",
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    "educationLevel": "4 Year Degree",
    "qualifications": "<h3>Required</h3>\r\n\r\n<ul>\r\n\t<li>Bachelor&#39;s degree or higher in Middle School Education, Secondary Education, or a content area (required).</li>\r\n\t<li>Valid DC teaching license in Middle School or Secondary Education (Grades 6&ndash;8 or 6&ndash;12) or eligibility to obtain.</li>\r\n\t<li>Minimum of 2 years of teaching experience in an urban, inclusive, or diverse school setting.</li>\r\n\t<li>Knowledge of DC Common Core State Standards and evidence-based instructional practices for adolescent learners.</li>\r\n\t<li>Familiarity with IEP implementation, 504 accommodations, and IDEA requirements.</li>\r\n\t<li>Strong classroom management, differentiation, and adolescent engagement skills.</li>\r\n\t<li>Excellent written and verbal communication skills.</li>\r\n\t<li>Commitment to trauma-informed, culturally responsive, and high-expectations teaching.</li>\r\n\t<li>Ability to develop, implement, and follow classroom and school-wide policies and procedures.</li>\r\n</ul>\r\n\r\n<h3>Preferred</h3>\r\n\r\n<ul>\r\n\t<li>Master&#39;s degree in Education, Special Education, or a related field.</li>\r\n\t<li>Dual certification in Middle School/Secondary Education and Special Education.</li>\r\n\t<li>Experience teaching in a therapeutic, charter, or special education school setting.</li>\r\n\t<li>Training in PBIS, brain-based learning, restorative practices, or trauma-informed instruction.</li>\r\n\t<li>Bilingual proficiency (English/Spanish or other languages).</li>\r\n\t<li>Familiarity with electronic IEP management and student information systems.</li>\r\n</ul>\r\n\r\n<hr />\r\n<h2>Key Result Areas (KRAs)</h2>\r\n\r\n<table>\r\n\t<thead>\r\n\t\t<tr>\r\n\t\t\t<th scope=\"col\">KRA</th>\r\n\t\t\t<th scope=\"col\">Focus</th>\r\n\t\t</tr>\r\n\t</thead>\r\n\t<tbody>\r\n\t\t<tr>\r\n\t\t\t<td>1</td>\r\n\t\t\t<td>Instruction &amp; Curriculum &mdash; Rigorous, standards-aligned, differentiated daily instruction</td>\r\n\t\t</tr>\r\n\t\t<tr>\r\n\t\t\t<td>2</td>\r\n\t\t\t<td>Special Education Support &mdash; IEP/504 implementation and IEP team collaboration</td>\r\n\t\t</tr>\r\n\t\t<tr>\r\n\t\t\t<td>3</td>\r\n\t\t\t<td>Classroom Management &mdash; Safe, structured, PBIS-aligned classroom culture</td>\r\n\t\t</tr>\r\n\t\t<tr>\r\n\t\t\t<td>4</td>\r\n\t\t\t<td>Documentation &amp; Compliance &mdash; Accurate, timely records in compliance with DCPS/OSSE standards</td>\r\n\t\t</tr>\r\n\t\t<tr>\r\n\t\t\t<td>5</td>\r\n\t\t\t<td>Family Engagement &mdash; Regular, trust-based communication and partnership with families</td>\r\n\t\t</tr>\r\n\t\t<tr>\r\n\t\t\t<td>6</td>\r\n\t\t\t<td>Professional Growth &mdash; Reflective practice, collaboration, and continuous learning</td>\r\n\t\t</tr>\r\n\t</tbody>\r\n</table>\r\n\r\n<hr />\r\n<h2>Accountability</h2>\r\n\r\n<p>The Middle School Teacher reports to the <strong>Principal</strong> and works in close collaboration with co-teachers, teaching assistants, special education staff, related service providers, the Dean of Students, and the clinical team.</p>\r\n\r\n<hr />\r\n<h2>Physical Demands</h2>\r\n\r\n<p>This role requires the ability to frequently stand, walk, sit, reach, and communicate verbally. Reasonable accommodations may be made for individuals with disabilities.</p>\r\n",
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