SY 26- 27: Elementary School Lead Teacher

Global Citizens Public Charter School•Washington, DC

2d•$60,000 - $80,000•Onsite

About The Position

Global Citizens Public Charter School (Global Citizens PCS) is seeking elementary school lead teachers for the 2026–2027 school year. The role offers the opportunity to work in an entrepreneurial, collaborative school environment focused on equitable educational opportunities, dual-language immersion, social justice, and whole-child wellness. The school serves students in Washington, DC, and offers Mandarin Chinese and Spanish language pathways. The lead teacher fosters a student-centered classroom that respects each child’s culture and identity and supports academic, social, and emotional development. In elementary grades (Kindergarten through 5th grade), the school uses a 50/50 language model, with standards-based instruction in the target language for half of the day and in English for the other half. The lead English teacher teaches all content areas in English. Teachers collaborate with colleagues and school leaders to plan and deliver high-quality instruction, build relationships with students and families, analyze data, and contribute to the school community. The role is directly supervised by the Director of Teaching & Learning. The school’s mission is to inspire and prepare the next generation of global citizens by supporting children ages 3–11 to reach their academic and leadership potential in a nurturing environment. Its vision includes academic excellence, language acquisition, inclusion, belonging, empathy, emotional resilience, and students using language to advocate for themselves and marginalized communities. Its philosophy values all cultures and calls for teaching and curricula that incorporate diverse perspectives and life experiences.

Requirements

Bachelor’s or master’s degree in Education or Curriculum and Instruction.
At least two years of combined teaching experience is preferred.
Teaching license is preferred but not required.
Deep experience and knowledge of learning standards and student-centered curriculum.
Ability to develop strengths-based, student-centered support plans for students with varied abilities, including identified exceptionalities.
Ability to work effectively as part of multidisciplinary and instructional teams.
Ability to work in a multicultural, multilingual environment.
Strong oral and written communication skills.

Nice To Haves

At least two years of combined teaching experience.
Teaching license.
Knowledge of research-based, tiered instructional strategies.
Knowledge of elementary curriculum, instruction, and development.
Knowledge of data-analysis protocols.
Knowledge of Culturally Sustaining Pedagogy.
Anti-racist beliefs and practices.
Knowledge of Responsive Classroom, Restorative Justice, or Conscious Discipline.
Knowledge of Readers and Writers Workshop and Play-Based Centers.

Responsibilities

Implement the school’s shared mission and vision to promote students’ social, emotional, and academic development.
Participate in data-driven instruction and continuous improvement, reinforce the school mission with students and families, and reflect on and adjust instructional practices based on feedback and professional learning.
Collaborate with support teachers and staff to ensure consistent implementation of the instructional program.
Model ethical, equitable, professional, culturally competent, and empathetic behavior.
Contribute to a trusting professional culture and mentor support teachers.
Set personal and professional learning goals, attend the summer institute and weekly professional development, and participate in coaching cycles.
Build collaborative working relationships among administrators, teachers, and staff, and develop a positive classroom culture that uplifts student voice and uses data to support growth.
Develop lesson plans and teach English Language Arts, Social Studies, math, and science.
Use culturally sustaining and anti-bias/anti-racist practices and student data to guide instruction; incorporate students’ cultures, interests, and experiences into lessons.
Set measurable goals for each student, assess progress regularly, and provide differentiated, child-centered instruction.
Participate in data-analysis cycles to evaluate and improve the rigor, coherence, impact, and equity of curriculum, instruction, and assessment.
Plan weekly with teaching teams to develop holistic lessons that foster self-directed learning.
Ensure equitable access to classroom materials, texts, learning resources, opportunities, and academic and social-emotional supports.
Maintain an inclusive, equitable, caring, and culturally competent environment that meets students’ academic, social, emotional, and physical needs.
Maintain positive, fair, and unbiased behavior policies emphasizing relationship reconciliation and behavioral change.
Collaborate with the Special Education Teacher and English Learner Teacher to plan for and support learners’ needs.
Use student performance, placement, and school culture data to promote inclusion and equity and close opportunity gaps.
Serve on the Student Support Team and implement a Multi-Tiered System of Supports (MTSS), including for special populations.
Maintain welcoming, ongoing, two-way communication with families about student progress, school activities, culture, and initiatives.
Build productive relationships with families and engage them in reciprocal ways to promote student development and success.
Participate in parent conferences, school-wide events, and the broader school community.