SY 2026-2027: Elementary Special Education/English Learner Support Teacher

Global Citizens Public Charter School•Washington, DC

9d•Onsite

About The Position

Global Citizens Public Charter School (Global Citizens PCS) is seeking a Student Support (Special Education/English Learner) Teacher with experience in early childhood education to provide specialized instruction and support for students. Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, offering language immersion in both Mandarin Chinese and Spanish pathways. The school focuses on social justice and whole child wellness, aiming to equip children to become empathetic, globally competent, and socially-minded leaders. This position offers an opportunity to work with a founding team in an entrepreneurial and collaborative environment focused on improving educational opportunities for marginalized students. The mission is to inspire and prepare the next generation of global citizens by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. The vision includes academic excellence, language acquisition, and authentic inclusion of a diverse student population, building a community of learners confident in communicating in Chinese, Spanish, and English. The philosophy emphasizes the value and respect for all cultures, incorporating multiple perspectives into teaching and curricula. The Student Support (Special Education/English Learner) Teacher will work with general education teachers to foster a student-centered learning environment that respects the culture and identity of each child, supporting their academic, social, and emotional growth. The school utilizes a dual language immersion model, with a 50/50 split for English and partner language instruction in elementary grades. The teacher will serve as an instructional lead for the partner language and collaborate with colleagues to create a positive learning environment, build relationships, design lessons, analyze data, and participate in the school community.

Requirements

At least three years of experience as a Special Education Teacher preferred.
Meet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special Education.
A Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II.
Deep experience and knowledge of learning standards and student-centered curriculum.
An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities.
Ability to excel as a member of a multidisciplinary team and an instructional team.
Ability to work in a multicultural, multilingual environment.
Strong communication skills (both oral and written).

Nice To Haves

Experience in early childhood education.
Experience as a Special Education Teacher.

Responsibilities

Implement a shared school mission and vision to promote each student’s social, emotional, and academic development.
Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student.
Reinforce the mission with students and families, inspiring them to act on the mission every single day.
Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning.
Collaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program.
Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues.
Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serves as a mentor teacher for support teachers.
Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions.
Participate in professional development and coaching cycles led by Principal and other instructional leaders.
Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement.
Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement.
Implement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure compliance.
Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law.
Analyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school year.
Administer the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments.
Serve as case manager for students with a 504 accommodation plan.
Update IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarter.
Inform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshots.
Issue quarterly progress reports on IEP, 504s, and BIPs goals for students & families.
Provide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandates.
Monitor and support implementation of goals and objectives in content.
Case manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventions.
Design and implement engaging instruction based on IEP goals and objectives for each student.
Address IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groups.
Collaborate with general education teachers and the Special Education Coordinator to assess every student’s mastery of the content and diagnose areas of student misunderstanding.
Serve as “owner” of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students’ IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review process.
Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities.
Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis.
Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment.
Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning.
Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language.
Oversee the delivery of both instruction and related services as stipulated on IEPs.
Provide and/or support modifications and accommodations as needed in classrooms.
Co-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each student.
Maintain a portfolio of student work samples, anecdotal data, and classroom observations.
Serve as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC).
Be accountable for students’ mastery of academic standards.
Co-facilitate professional learning and training to teachers, staff, and families.
Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student).
Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change.
Work with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students’ needs.
Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps.
Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations.
Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law.
Build rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about them.
Ensure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetings.
Promotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusiveness.
Implement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school mission.
Engage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each student’s social, emotional, and academic development.
Provides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students’ progress towards their IEP goals), and school challenges and accomplishments.
Plan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goal.
Evaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications plan.
Creates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families).