SY 26- 27: Elementary School Lead Teacher

Global Citizens Public Charter School•Washington, DC

16h•Onsite

About The Position

Global Citizens Public Charter School (Global Citizens PCS) is seeking Elementary School Lead Teachers to provide instruction for the 2026–2027 school year. The school is a dual-language immersion elementary school in Washington, DC, with Mandarin Chinese and Spanish pathways and a focus on social justice and whole-child wellness. Its mission is to inspire and prepare the next generation of global citizens by supporting students ages 3–11 in reaching their academic and leadership potential in a nurturing learning environment. The Lead Teacher fosters a student-centered classroom that respects each child’s culture and identity and supports academic, social, and emotional growth. In kindergarten through fifth grade, the school follows a 50/50 language model: standards-based instruction in reading, writing, math, and science is delivered in the target language for half of each 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 design and deliver high-quality instruction, build relationships with students and families, analyze student data, and contribute to the wider school community. Lead Teachers work under the direct supervision of the Director of Teaching & Learning and collaborate with leadership team members to respond to student and family needs and implement the school’s mission, vision, and pillars.

Requirements

Bachelor’s degree or master’s degree in Education or Curriculum and Instruction.
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 a member 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 experience as a teacher is preferred.
Teaching license is preferred, but not required.
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.
Energetic, flexible, creative, and innovative approach.

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 mission with students and families, and reflect on and adjust instructional practices.
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 professional culture built on relational trust and shared learning.
Mentor support teachers and develop a strong classroom culture.
Set professional learning goals, attend the summer institute and weekly professional development, and participate in coaching cycles.
Create a supportive learning environment that uplifts student voice and uses student data to guide development, growth, and achievement.
Develop lesson plans and teach English Language Arts, Social Studies, math, and science.
Use culturally sustaining and anti-bias/anti-racist practices, student data, and students’ cultures, interests, and experiences to guide instruction.
Set measurable goals for each student, regularly assess progress, 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 lesson plans that foster self-directed learning.
Ensure students have equitable access to classroom materials, texts, learning resources, opportunities, and academic and social-emotional supports.
Maintain an inclusive, equitable, caring, and culturally competent school environment that meets students’ academic, social, emotional, and physical needs.
Maintain positive, fair, and unbiased behavior policies emphasizing relationship reconciliation and behavioral change.
Work 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 address opportunity gaps.
Serve on the Student Support Team and implement a Multi-Tiered System of Supports (MTSS), including for students in special populations.
Maintain open, welcoming, ongoing, and two-way communication with families about student progress, school activities, culture, and initiatives.
Build collaborative relationships with families and engage them in meaningful, reciprocal ways to support student development.
Participate in parent conferences, school-wide events, and the broader school community.