Special Education Coordinator

Friendship Public Charter School•Washington, DC

About The Position

Thank you for your interest in joining Friendship Public Charter School! We are excited to review applications for anticipated vacancies for the 2026–2027 school year . Our formal interview process will begin in January 2026 for all confirmed openings. Please note that some roles may be posted in advance of confirmation, and internal applicants will be considered first for any potential vacancies. Friendship Public Charter School operates a network of high-performing, college-preparatory public charter schools serving students from pre-K3 through 12th grade . Our mission is to provide a world-class education that equips students with the knowledge, skills, and character necessary for success in college, career, and life. We are seeking dedicated, mission-aligned professionals to join our team for the 2026–2027 school year. If you are committed to accelerating student achievement, fostering joyful and rigorous learning, and preparing students for bright postsecondary futures, we encourage you to apply. We look forward to learning more about you and your passion for serving students in Washington, DC. For more information about our schools please visit the following Social Media pages: YouTube , Linkedin , Facebook , Instagram & Twitter ! Please see the available salary scales: FPCS Compensation Responsibilities The Special Education Coordinator (SEC) is responsible for organizing, facilitating, and supporting the Special Education Team's sharing of special education requirements both administrative and instructional. The SEC, like all Special Education teachers, is expected to exhibit the same skills, knowledge, and qualities required of the general classroom teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities and relationships, family involvement, and school community. Consistently seek and share best practices as an active and effective participant that contributes to a Professional Learning Community. Communicate regularly with the Director of Special Education about the student population, the evolution of the Special Education program, and professional development needs. Provide to the Director of Special Education regular updates on student and staff demographics, program development, and any concerns regarding compliance with special education law and regulations. Maintain current demographics and documents regarding all students on IEPs, as well as those in the referral process (development, updating, annual reviews, and triennials). Manage special education staff and related service providers within the school. Manage parent communications and support sessions regarding their child with special needs. Adhere to school management and discipline policies within the classroom and throughout school campus. Provide the principal and other decision makers in the school with information regarding relevant federal, state and local regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards. Refining curriculum approaches and materials to increase students' involvement and progress. Establish working relations with colleagues, developing effective systems for reciprocal communication about students with special needs. This includes meeting regularly with house teams and focusing them on instructional solutions, as well as collaborating with teachers individually. Provide ongoing support for classroom teachers, including taking over classroom instruction, so they can provide intensive pull-asides for students with difficulties. Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials

Requirements

Bachelor's degree in Special Education required
Five years of relevant Special Education classroom teaching experience required.
Undergraduate GPA of 3.0 and above, or Successful completion of the ETS PRAXIS II: Education of Exceptional Students (20353) (maybe substituted for a degree in Special Education content).

Nice To Haves

Experience in the role preferred
Master's degree in Special Education is preferred.
Five years of urban teaching experience preferred.

Responsibilities

Organizing, facilitating, and supporting the Special Education Team's sharing of special education requirements both administrative and instructional.
Exhibiting the same skills, knowledge, and qualities required of the general classroom teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities and relationships, family involvement, and school community.
Consistently seek and share best practices as an active and effective participant that contributes to a Professional Learning Community.
Communicate regularly with the Director of Special Education about the student population, the evolution of the Special Education program, and professional development needs.
Provide to the Director of Special Education regular updates on student and staff demographics, program development, and any concerns regarding compliance with special education law and regulations.
Maintain current demographics and documents regarding all students on IEPs, as well as those in the referral process (development, updating, annual reviews, and triennials).
Manage special education staff and related service providers within the school.
Manage parent communications and support sessions regarding their child with special needs.
Adhere to school management and discipline policies within the classroom and throughout school campus.
Provide the principal and other decision makers in the school with information regarding relevant federal, state and local regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards.
Refining curriculum approaches and materials to increase students' involvement and progress.
Establish working relations with colleagues, developing effective systems for reciprocal communication about students with special needs. This includes meeting regularly with house teams and focusing them on instructional solutions, as well as collaborating with teachers individually.
Provide ongoing support for classroom teachers, including taking over classroom instruction, so they can provide intensive pull-asides for students with difficulties.
Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials