SPED Inclusion ELA Teacher

The SEED Public Charter School of Washington DC•Washington, DC

7d•Onsite

About The Position

The SEED School of Washington, D.C. is seeking a Special Education Inclusion ELA Teacher to provide standards-aligned English Language Arts instruction for 9th–10th grade students with disabilities in inclusive general education settings. This role involves co-planning and co-teaching with general education math colleagues, differentiating instruction and assessments to meet IEP goals, monitoring progress toward academic and transition goals, and collaborating with families and multidisciplinary teams. The SEED School is a college-preparatory urban boarding school serving 325 students in grades 9-12, with a unique 24-hour, 5-day per week learning environment. The SEED Network is a pioneering national network of public, college-preparatory boarding schools.

Requirements

Bachelor’s degree in Special Education, English/ELA, or related field; master’s preferred.
Holds or is eligible for a valid District of Columbia Teaching License with special education endorsement and/or ELA certification (OSSE) or equivalent.
Proven experience in inclusive co-teaching models, differentiated ELA instruction, and adolescent literacy interventions.
Strong knowledge of ELA standards, assessment practices, UDL, and scaffolding strategies.
Skilled in progress monitoring, data-driven instruction, and supporting credit-bearing coursework.
Effective collaborator, communicator, and family-engagement practitioner.
Commitment to equitable outcomes and continuous professional growth.

Nice To Haves

Master's degree preferred.

Responsibilities

Promote equity by identifying and removing barriers to access for students with disabilities in ELA instruction.
Co-plan and co-teach standards-based ELA lessons with general education teachers to provide inclusive, rigorous, and developmentally appropriate instruction.
Differentiate curriculum, materials, and tasks (scaffolds, accommodations, modifications, and assistive technology) to meet diverse learning profiles and IEP objectives.
Develop, implement, and monitor IEP goals related to literacy, language, executive function, and transition-aligned academic skills.
Align instruction to high-school ELA standards and, when applicable, to credit-bearing course requirements; document student progress toward credits and graduation.
Use formative and summative assessments (including progress monitoring for IEP goals) to diagnose needs, adjust instruction, and report growth.
Provide targeted small-group or push-in/pull-out interventions for reading fluency, comprehension, writing, vocabulary, and language development.
Teach and reinforce executive-function and study skills relevant to ELA (note-taking, organization, time management, planning, revision).
Implement behavior supports and adaptations in collaboration with PBIS and behavior intervention plans as needed to maximize learning in inclusive settings.
Participate in IEP, MDT, and transition planning meetings; contribute literacy-based recommendations and progress data.
Collaborate with related service providers, special educators, general educators, and transition/career staff to coordinate supports, co-teaching strategies, and work-based or community literacy opportunities.
Maintain accurate records: IEP documentation, progress-monitoring data, accommodation logs, and communication with families and staff.
Communicate regularly with families about literacy progress, accommodations, credit status, and strategies to support learning at home.
Provide professional development and coach colleagues on inclusive ELA strategies, UDL, and differentiation for students with disabilities.
Reflect on instructional practice, pursue ongoing professional growth in adolescent literacy and inclusive pedagogy, and respond to feedback.