Elementary Lead Teacher

Bridges Public Charter School•Washington, DC

10d•$60,000 - $92,000

About The Position

Bridges Public Charter School is seeking an elementary teacher for grades 1–5 to help build an inclusive PK–5 school community. The role involves providing high-quality, universally designed instruction for a diverse student community, using the Universal Design for Learning (UDL) Framework to support learner variability and student agency. The school’s educational approach is developmentally appropriate and student- and family-centered, and its core values are Responsibility, Engagement, Acceptance, Creativity, and Honesty. The teacher plans and delivers standards-based instruction in English Language Arts, Math, Social Studies, and/or Science; assesses student learning and uses data to guide instruction; and collaborates with inclusion and ELL teachers, assistant teachers, related service providers, and instructional coaches. The position also includes regular family engagement, maintaining student data and grade books, contributing to professional learning, supporting school culture programs, and creating a safe and inclusive classroom environment. The workday is 8:00 a.m.–4:00 p.m. The position includes weekly Professional Learning Community meetings, two weeks of summer professional development in August before students return, and participation in school events outside regular school hours. Employees are contracted yearly, with renewals based on evaluations and staff interest. All staff undergo background checks, and fingerprinting is required or may be required as described in the posting.

Requirements

Bachelor’s or Master’s degree; a degree in Education is preferred.
Knowledge of pedagogy and experience teaching in a constructivist way.
A track record of being a team player and community-minded.
Commitment to high-quality, universally designed instruction and to learning about and implementing UDL strategies.
Commitment to inclusive education and respectful professional conduct.

Nice To Haves

1–2 years of teaching experience in an urban school setting.
Education degree.
Spanish language proficiency.
Experience or qualifications that support leading a high-level special education classroom.

Responsibilities

Create challenging, engaging, universally designed lessons that support learner variability.
Use the UDL Framework to design and implement standards-based curriculum units that include differentiated instruction.
Instruct and assess students in English Language Arts, Math, Social Studies, and/or Science.
Assess student progress regularly and use data to plan instruction and set short- and long-range goals.
Collaborate and co-teach with inclusion teachers, ELL teachers, assistant teachers, related service providers, and others.
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 their students’ learning and act as an ambassador for the school in the community.
Display student work based on current unit standards.
Attend and participate in school events outside regular school hours.
Conduct ongoing assessments using multiple tools, including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate.
Maintain a weekly grade book according to school expectations.
Maintain student data and use technology platforms to improve student achievement.
Regularly analyze student data 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; be punctual for classes, duties, team meetings, and professional development.
Communicate about and plan for absences in advance with teaching teams and the Principal.
Participate in weekly PLC meetings and contribute prepared data, ideas, student work, materials, feedback, facilitation, and/or discussion.
Participate in two weeks of summer professional development in August before students return, and seek further professional development opportunities aligned with personal and school-wide goals.
Read provided school information, meet deadlines, and respond to emails within 24 hours or the next business day.
Implement the school’s PBIS program and Second Step to support students’ social and emotional development.
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, effective communication with students.