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

Global Citizens Public Charter School•Washington, DC

About The Position

Global Citizens Public Charter School (Global Citizens PCS) seeks a Special Education/English Learner Teacher with early childhood education experience to provide specialized instruction and support to students. The teacher works with general education teachers to create a student-centered learning environment that respects each child’s culture and identity and supports academic, social, and emotional development. The role serves as an instructional and people leader, teaches content in the partner language, and models instruction in that language. The teacher collaborates with colleagues and families, designs and delivers effective lessons, analyzes student data, and participates in the broader school community. Global Citizens PCS offers Mandarin Chinese and Spanish language immersion. In early childhood, students receive approximately 90% of instruction in the partner language and 10% in English for early literacy and math. In Kindergarten through fifth grade, instruction follows a 50/50 model, with standards-based reading, writing, math, and science taught in the target language and English. The school emphasizes social justice, whole-child wellness, authentic inclusion, cultural respect, and equitable educational opportunities. The teacher works under the direct supervision of the Special Education Coordinator and collaborates with instructional leaders, teachers, staff, families, and service providers. Responsibilities include special education and English Learner services, case management, compliance, assessment, differentiated instruction, family engagement, and contributing to continuous improvement and an inclusive school culture. The position is scheduled to start in August 2026.

Requirements

Meet state educational requirements; preferably hold a valid state-issued Special Education license for elementary education or meet eligibility requirements, including undergraduate studies in Special Education.
Hold a Bachelor’s or Master’s degree in Education and have passing scores on Praxis I and II.
Have deep experience and knowledge of learning standards and student-centered curriculum.
Be able to develop strengths-based, student-centered support plans for students with varying abilities and identified exceptionalities.
Be able to work effectively as a member of multidisciplinary and instructional teams.
Be able to work in a multicultural, multilingual environment.
Have strong oral and written communication skills.

Nice To Haves

At least three years of experience as a Special Education Teacher is preferred.
Experience in early childhood education.
Knowledge of effective language acquisition strategies and research-based, tiered instructional strategies.
Knowledge of early childhood curriculum, instruction, and development.
Knowledge of data analysis protocols and culturally sustaining pedagogy.
Anti-racist beliefs and practices.
Knowledge of Responsive Classroom, Restorative Justice, Conscious Discipline, Readers and Writers Workshop, and play-based centers.
Energetic, flexible, creative, and innovative approach to the work.

Responsibilities

Implement the school’s mission and vision to promote students’ social, emotional, and academic development.
Participate in data-driven instruction, continuous improvement, professional learning, and coaching.
Collaborate with support teachers, lead teachers, general education teachers, instructional leaders, and other staff to implement the instructional program.
Model ethical, equitable, culturally competent, and professional behavior, and contribute to a trusting and inclusive school culture.
Set professional learning goals, attend the summer institute and weekly professional development sessions, and participate in coaching cycles.
Implement and monitor intensive interventions, specialized instruction, and related services to ensure they are delivered in compliance with applicable requirements.
Attend IEP, Section 504, and other meetings required for student assessment or legal compliance.
Review Home Language Survey results to identify students for WIDA assessment, provide support to English Learners, monitor their progress, and administer BOY and EOY WIDA assessments.
Manage cases for students with 504 accommodation plans and update IEP, 504, and BIP goals and objectives quarterly.
Inform general education teachers of relevant IEP, 504, and BIP goals; create IEP snapshots; and issue quarterly progress reports to students and families.
Provide interventions and English Learner services, write and implement standards-driven goals, manage legal records, liaise with external service providers, and ensure services comply with mandates.
Case manage approximately 5–10 students with disabilities, including writing IEPs, consulting with general education teachers, and providing inclusion services and interventions.
Design and deliver engaging instruction based on student IEP goals and objectives, including in-class support, small-group instruction, and pull-out groups.
Collaborate with general education teachers and the Special Education Coordinator to assess content mastery and identify misunderstandings.
Manage special education services, IEP and 504 records, external service-provider coordination, compliance, and annual IEP reviews.
Use culturally sustaining and anti-bias/anti-racist practices and student data to guide instruction and incorporate students’ cultures, interests, and experiences into lessons.
Set measurable goals, regularly assess student 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 create holistic lessons that foster self-directed learning.
Ensure equitable access to classroom materials, texts, learning resources, opportunities, academic and social-emotional supports, and resources in the target language.
Oversee instruction and related services specified in IEPs, and provide or support classroom modifications and accommodations.
Co-facilitate Student Support Team meetings when needed and regularly participate in multidisciplinary team meetings.
Maintain portfolios of student work samples, anecdotal data, and classroom observations.
Serve as Disability Test Co-Coordinator for standardized assessments, including PARCC, and be accountable for students’ mastery of academic standards.
Co-facilitate professional learning and training for teachers, staff, and families.
Promote an inclusive, equitable, caring, and culturally competent school environment that addresses students’ academic, social, emotional, and physical needs.
Maintain positive, fair, and unbiased student behavior policies focused on relationship reconciliation and behavioral change.
Use student performance, placement, and school culture data to promote inclusion, equity, and closure of opportunity gaps.
Serve on the Student Support Team and implement a Multi-Tiered System of Supports (MTSS) for all students, including special populations.
Build rapport with students outside the classroom and ensure families receive notifications and evaluation reports before MDT and SST meetings.
Maintain routine, two-way communication with families and community members about school activities, culture, student performance and development, IEP goal progress, and school challenges and accomplishments.
Engage parents, families, and the community, especially people who are marginalized or traditionally unable to participate, in meaningful and reciprocal ways.
Plan, implement, and lead student recruitment initiatives, particularly during the planning year, and evaluate and improve recruitment, family engagement, community outreach, and communications plans.
Build and sustain positive, collaborative relationships with families and community members for students’ benefit.