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

Job Description

Job Description:\n\nPosition: Elementary Special Education/English Learner Teacher\nSupervisor: Special Education Coordinator\nStart Date: August 2026\nApplication Deadline: Applications will be accepted on a rolling basis through June 30, 2026. However, the position may be closed prior to that date if a qualified candidate is hired. \n\nThe Opportunity: We are seeking a Special Education/English Learner Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued.\n\nMission: The mission of Global Citizens PCS is to inspire and prepare the next generation of global citizens. We will do this by supporting students, ages 3-11, to reach their full academic and leadership potential in a nurturing learning environment. We will immerse them in the Mandarin and Spanish languages, promote the value of diversity, and equip them with the knowledge, skills, and mindsets they need to contribute to a better world. \n\nVision: We envision academic excellence, language acquisition, and authentic inclusion of a diverse student population. We will build a strong community of learners who are confident in their ability to communicate in the Chinese, Spanish, and English languages. Our children will use language to liberate and advocate for themselves and those most marginalized. All of our children will develop a sense of self and a sense of belonging, build empathy and emotional resilience, learn to understand and appreciate diverse perspectives, and challenge themselves to take action to improve the world.\n\nPhilosophy: We believe that all cultures have richness and value, deserve respect and consideration, and do not belong to a hierarchy. At Global Citizens PCS, we will continually examine our teaching and curricula to ensure we incorporate multiple perspectives from diverse cultural backgrounds and life experiences, including the experiences of our students, families, communities, and staff. We will create an environment in which all students will yearn for intercultural connections and see their benefits.\n\nStudent Support (Special Education/English Learner) Teacher Job Description\n\nThe Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders that influence the lives of children at Global Citizens PCS. Special Education/English Learner Teachers will work with general education teachers to foster a student-centered learning environment that respects the culture and identity of each and every child, so they can thrive academically, socially, and emotionally. In early childhood, our children will learn all content areas in the partner language for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). Student Support (Special Education/English Learner) Teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families.\n\nKey responsibilities include, but are not limited to:\n\nSchool Mission and Vision\n\nImplement a shared school mission and vision to promote each student’s social, emotional, and academic development\nActively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student\nReinforce the mission with students and families, inspiring them to act on the mission every single day\nReflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning\nCollaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program\n\nEquitable and Inclusive School Culture\n\nModel ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues \nContribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serves as a mentor teacher for support teachers\nSet personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions\nParticipate in professional development and coaching cycles led by Principal and other instructional leaders\nEncourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement\nDevelop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement\n\nCompliance\n\nImplement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure compliance\nAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law\nAnalyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school year\nAdminister the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments\n\nCase Management\n\nServe as case manager for students with a 504 accommodation plan\nUpdate IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarter \nInform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshots\nIssue quarterly progress reports on IEP, 504s, and BIPs goals for students & families\nProvide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandates\nMonitor and support implementation of goals and objectives in content \n\nCurriculum, Instruction, and Assessment\n\nCase manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventions\nDesign and implement engaging instruction based on IEP goals and objectives for each student\nAddress IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groups\nCollaborate with general education teachers and the Special Education Coordinator to assess every student’s mastery of the content and diagnose areas of student misunderstanding\nServe as “owner” of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students’ IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review process\nUtilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities\nSet clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis\nActively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment\nCollaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning\nEnsure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language\n\nService Delivery\n\nOversee the delivery of both instruction and related services as stipulated on IEPs\nProvide and/or support modifications and accommodations as needed in classrooms\nCo-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each student\nMaintain a portfolio of student work samples, anecdotal data, and classroom observations \nServe as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)\nBe accountable for students’ mastery of academic standards\nCo-facilitate professional learning and training to teachers, staff, and families\n\nEquitable and Inclusive Student Support\n\nImprove and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student)\nMaintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change\nWork with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students’ needs\nUse student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps\nServe as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations\nAttend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law\n\nStudent and Family Engagement \n\nBuild rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about them\nEnsure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetings\nPromotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusiveness\nImplement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school mission\nEngage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each student’s social, emotional, and academic development\nProvides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students’ progress towards their IEP goals), and school challenges and accomplishments\nPlan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goal\nEvaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications plan\nCreates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families)\n\nThe ideal candidate is highly knowledgeable in the following: \n\nEffective language acquisition strategies\nResearch-based, tiered instructional strategies\nEarly Childhood curriculum, instruction, & development\nData analysis protocols\nCulturally Sustaining Pedagogy\nAnti-racist beliefs and practices\nResponsive Classroom/Restorative Justice/Conscious Discipline\nReaders and Writers Workshop & Play-Based Centers\n\nSpecial Education Teacher/Co-Coordinator Requirements:\n\nAt least three years of experience as a Special Education Teacher preferred\nMeet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special Education\nA Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II\nDeep experience and knowledge of learning standards and student-centered curriculum\nAn energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities\nAbility to excel as a member of a multidisciplinary team and an instructional team\nAbility to work in a multicultural, multilingual environment\nStrong communication skills (both oral and written)\n\nCompensation\n\nSalary for this position is competitive and ranges from $60K to $80K. Additionally, Global Citizens PCS offers a comprehensive benefits package.\n\nEqual Opportunity Statement\n\nGlobal Citizens PCS is an equal opportunity employer and an organization that values diversity. We strongly encourage people from diverse backgrounds to apply. It is our policy to ensure that all individuals with whom w