SPED Teacher - Self-Contained

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

5d•Onsite

About The Position

The SEED School of Washington, D.C. is seeking a Self-Contained Special Education Teacher to provide specialized instruction for 9th-10th grade students with significant disabilities. This role involves developing and implementing Individualized Education Programs (IEPs), delivering differentiated academic and social-emotional instruction in a small-group classroom, monitoring progress towards academic and transition goals, and collaborating with families and multidisciplinary teams. The teacher will focus on adolescent-appropriate instruction, including credit attainment, postsecondary and vocational readiness, self-advocacy, and community-based skill development, creating a structured, therapeutic, and achievement-oriented classroom environment. The SEED Foundation operates a network of public, college-preparatory boarding schools that offer a unique 24-hour, 5-day per week learning environment for traditionally underserved students.

Requirements

Bachelor’s degree (special education or related field preferred).
Holds or is eligible for a valid District of Columbia Teaching License with special education endorsement (OSSE) or equivalent credential.
Experience in or strong knowledge of self-contained special education settings and individualized instruction.
Skilled in behavior management, functional behavior assessment, and implementation of behavior intervention plans.
Strong instructional planning, progress-monitoring, and data-analysis skills.
Ability to adapt curriculum and instruction for diverse needs (communication, motor, cognitive).
Excellent collaboration and family-engagement skills.
Commitment to continuous improvement and equitable outcomes for students with disabilities.

Responsibilities

Promote equity by identifying and addressing bias and barriers to access for adolescents with significant disabilities.
Plan and deliver rigorous, developmentally appropriate, and engaging academic and social-emotional learning for a self-contained 9th–10th grade caseload.
Align instruction to high-school academic standards and, where appropriate, credit-bearing courses; ensure documentation supports graduation/credit attainment.
Develop and implement transition-focused instruction and activities (postsecondary planning, vocational exploration, work-based learning, community-based instruction).
Provide explicit supports for adolescent executive-function skills (organization, time management, study skills), self-advocacy, attendance, and peer relationship building.
Establish and maintain clear, age-appropriate expectations, routines, and supports aligned with the school’s vision and Positive Behavioral Interventions and Supports (PBIS).
Develop, adapt, and differentiate curricula, lessons, and materials to meet IEP goals, functional skills goals, and state standards as appropriate.
Provide specialized instruction tailored to students’ cognitive, communication, motor, and social-emotional needs; adapt materials and tasks for high-school level content and real-world application.
Design and administer ongoing formative and summative assessments to measure progress toward IEP and credit goals; use data to adjust instruction and document attainment of competencies for transcripts and graduation requirements.
Be accountable for measurable student growth and progress toward individualized academic, behavioral, and transition goals.
Create a structured, supportive, and inclusive classroom that fosters independence, vocational skills, and generalization of skills across school and community settings.
Implement behavior intervention plans and conduct or support functional behavior assessments as needed.
Maintain accurate, timely records for each student—including IEPs, progress monitoring data, behavior logs, service documentation, and credit/transition documentation.
Participate actively in IEP meetings, transition planning meetings, manifestation determinations, MDT meetings, and other special education procedures.
Collaborate with related service providers, general education teachers, career/transition staff, paraeducators, and community partners to implement supports and create inclusion and work-based learning opportunities.
Provide training and technical assistance to staff and families on adolescent-specific strategies that improve outcomes and support postsecondary success.
Communicate regularly with families about academic progress, credit status, transition plans, and at-home supports.
Reflect on practice, pursue professional growth in adolescent and transition programming, and respond constructively to feedback.