Elementary Lead Teacher

Bridges Public Charter School•Washington, DC

About The Position

Bridges Public Charter School seeks an Elementary Teacher for grades 1–5 to help build an inclusive PK–5 school community. The school’s mission is to provide an exemplary educational program that includes all students through a developmentally appropriate, student- and family-centered approach. Instruction is grounded in the Universal Design for Learning (UDL) Framework and is intended to nurture student development and lifelong learning. The teacher is expected to provide high-quality, universally designed instruction and uphold a high standard of personal and professional conduct. The role reports to the Principal and Assistant Principal. The teacher designs and delivers engaging, standards-based instruction, assesses student learning, uses data to plan and improve instruction, and collaborates with colleagues and families. The position also includes participation in professional learning, school culture initiatives, and events outside regular school hours. The stated workday is 8:00 a.m. to 4:00 p.m. Employees are contracted yearly, with renewals based on evaluations and staff interest. Salary is based on educational level, certifications, and years of experience. A $3,000 award is available for leading a high-level special education classroom, and a $2,000 award is available for Spanish language proficiency. Staff undergo fingerprinting and background checks before employment.

Requirements

Bachelor’s or Master’s degree; Education is preferred.
Recognize the position as one of public trust and meet high standards of personal and professional conduct.
Adhere to the stated 8:00 a.m.–4:00 p.m. workday and school attendance and communication expectations.
Complete fingerprinting and background checks before service as an employee.

Nice To Haves

1–2 years of teaching experience in an urban school setting.
Knowledge of pedagogy and experience teaching in a constructivist way.
A track record of being a team player and community-minded.
Education degree.
Spanish language proficiency; a $2,000 award is offered for this qualification.

Responsibilities

Create challenging, engaging, universally designed lessons that support learner variability.
Use the UDL Framework to design and implement standards-based curriculum units with differentiated instruction.
Teach and assess students in English Language Arts, Math, Social Studies, and/or Science.
Assess student progress regularly and use data to plan instruction.
Collaborate and co-teach with inclusion teachers, ELL teachers, assistant teachers, related service providers, and other colleagues.
Work with instructional coaches to create inclusive and engaging lessons.
Create a classroom culture and environment that practices Responsive Classroom techniques.
Engage parents and families weekly in student learning and serve as an ambassador for the school in the community.
Display student work connected to current unit standards.
Attend and participate in school events outside regular work hours.
Conduct ongoing assessment using multiple tools, including anecdotal records, rubric-based performance assessments, exams, and individualized assessments as appropriate.
Use assessment data to plan instruction and set short- and long-range goals.
Maintain a weekly grade book according to school expectations.
Maintain data and use technology platforms to improve student achievement.
Analyze student data regularly to improve instruction, ensure equity, and make program recommendations and improvements.
Adhere to the 8:00 a.m.–4:00 p.m. workday and attendance policies; arrive 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 and contribute prepared data, ideas, student work, materials, feedback, facilitation, and/or discussions.
Participate in two weeks of Summer Professional Development in August before students return.
Seek additional professional development opportunities aligned with personal and school-wide goals.
Read school information and meet deadlines; respond to emails within 24 hours or the next business day.
Implement the Positive Behavior Intervention Support (PBIS) program and Second Step.
Create and sponsor an inclusive, age-appropriate club for the school year.
Create and maintain a physically and emotionally safe environment for students.
Communicate respectfully with students, staff, and families, and model, practice, and discuss respectful, unbiased, and effective communication with students.