SPED Inclusion Math 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 SPED Inclusion Math Teacher for 9th-10th grade students. This role involves providing standards-aligned mathematics instruction in inclusive general education settings. The teacher will co-plan and co-teach with general education math colleagues, differentiate instruction and assessments to meet IEP goals, monitor student progress towards academic and transition goals, and collaborate with families and multidisciplinary teams. The SEED School is a college-preparatory urban boarding school that prepares students for success in college and beyond. All students live on campus from Sunday evening through Friday afternoon, receiving a safe and caring 24-hour boarding experience. The SEED Network operates tuition-free public, college-preparatory boarding schools in Washington, D.C., Baltimore, Miami, and Los Angeles, known for their unique 24-hour, 5-day per week learning environment.

Requirements

Bachelor’s degree in Special Education, Mathematics, or related field; master’s preferred.
Holds or is eligible for a valid District of Columbia Teaching License with special education endorsement and/or math certification (OSSE) or equivalent.
Experience in inclusive co-teaching models, differentiated secondary math instruction, and targeted math interventions.
Strong knowledge of high-school math standards, assessment practices, UDL, manipulatives/representations, and assistive technology for math.
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 in secondary math classrooms.
Co-plan and co-teach standards-based high school math lessons (Algebra I/Geometry or equivalent) with general education teachers to provide rigorous, inclusive instruction.
Differentiate curriculum, materials, and tasks (scaffolds, accommodations, modifications, manipulatives, visual supports, and assistive technology) to meet diverse learning needs and IEP objectives.
Develop, implement, and monitor IEP goals related to numeracy, problem solving, mathematical communication, and transition-aligned math skills.
Align instruction to high-school math standards and credit-bearing course requirements; document progress toward credits and graduation.
Use formative and summative assessments, progress monitoring, and error analysis to diagnose student needs, adjust instruction, and demonstrate growth.
Provide targeted small-group or push-in/pull-out interventions for foundational skills (fractions, ratios, algebraic thinking), computation fluency, and math reasoning.
Teach and reinforce executive-function and study skills relevant to math (organizational strategies for multi-step problems, note-taking for problem-solving procedures, planning for assessments).
Implement behavior supports and classroom routines that promote engagement and perseverance in mathematical tasks; apply behavior intervention plans as needed.
Incorporate concrete-representational-abstract progressions, real-world and career-relevant math applications, and technology tools (graphing, calculators, math software) to support access and generalization.
Participate in IEP, MDT, and transition planning meetings; contribute math-specific recommendations, accommodations, and progress data.
Collaborate with related service providers, special educators, general educators, career/transition staff, and paraeducators to coordinate supports and create inclusion and work-based learning opportunities involving math skills.
Maintain accurate records: IEP documentation, assessment and progress-monitoring data, accommodations logs, and family/staff communications.
Communicate regularly with families about math progress, accommodations, credit status, and strategies to support learning at home.
Provide professional development and coaching on inclusive math strategies, UDL, scaffolding, and differentiation for colleagues.
Reflect on instructional practice, pursue ongoing professional growth in adolescent math instruction and inclusive pedagogy, and respond constructively to feedback.