Primary Special Education Teacher (PK3 - K)

DC Wildflower Public Charter School Primary Special Education Teacher (PK3 - K) Washington, DC·Full time Apply for Primary Special Education Teacher (PK3 - K) In partnership with Riverseed Teacher Leaders, Founding Special Educator, Program Support Partner and Student Support Partner, the Primary Special Educator will support the Montessori Primary classroom which supports PK3 - K students. You will provide specialized instruction to children with varying disabilities, and support group and individual interventions. The teacher will be responsible for drafting and implementation of Individual Education Programs, participating in parent education and conferences, and maintaining other documentation and assessments as needed. The Special Education teacher will also be responsible for communication and collaboration with the general education and special education Teacher Leaders, and related service providers. The Special Education Teacher will also play a critical role in the school’s Child Study (RTI) process interventions. With coaching and support, this role will eventually be responsible for ensuring special education timeliness, compliance, meeting facilitation, and related service management. About DC Wildflower Public Charter School DC Wildflower PCS is committed to creating public, intentionally small, authentic Montessori environments that model the world free from oppression. We believe intentionally small, community embedded, teacher-led Montessori learning environments will accelerate the journey for students of the global majority to be and feel safe, seen and heard. DCWPCS is where students’ identities are affirmed and their genius unleashed! Description Primary Special Education Teacher (PK3 - K) About DCWPCS: The Riverseed School The Riverseed School is a public, teacher-led, two classroom Montessori school house located east of the river in the Burrville neighborhood of Washington D.C. The Riverseed School prioritizes the well‑being of the whole child—mind, body, senses, and spirit—with an emphasis on connection to nature. Riverseed is committed to trusting, respecting, and empowering children to be active participants in their own education and being a space where they can bring their whole selves every day. About DC Wildflower Public Charter School The mission of DC Wildflower Public Charter School (DCWPCS) is to serve a larger, universal purpose in eliminating racial and social discrimination and hierarchy – and offer an intimate liberatory educational experience. We believe intentionally small, community embedded, teacher-led Montessori learning environments will accelerate the journey for students of the global majority to be and feel safe, seen and heard. DCWPCS is where students’ identities are affirmed and their genius unleashed! Position Description In partnership with Riverseed Teacher Leaders, Founding Special Educator, Program Support Partner and Student Support Partner, the Primary Special Educator will support the Montessori Primary classroom which supports PK3 - K students. You will provide specialized instruction to children with varying disabilities, and support group and individual interventions. The teacher will be responsible for drafting and implementation of Individual Education Programs, participating in parent education and conferences, and maintaining other documentation and assessments as needed. The Special Education teacher will also be responsible for communication and collaboration with the general education and special education Teacher Leaders, and related service providers. The Special Education Teacher will also play a critical role in the school’s Child Study (RTI) process interventions. With coaching and support, this role will eventually be responsible for ensuring special education timeliness, compliance, meeting facilitation, and related service management. What You Bring A deep commitment to authentic Montessori – Your expertise will position you to be a highly effective facilitator of children’s learning and to extend the values of Montessori to include the adults within your school community. If you do not have Montessori experience, have the eagerness to learn. Entrepreneurial leadership – You are flexible, open‑minded, see opportunity in obstacles, and are energized by using creativity and resourcefulness to anticipate challenges and create solutions to problems. Commitment to serving diverse and multifaceted communities – You are eager to increase access to Montessori to racially and socioeconomically diverse communities and are deeply committed to supporting the development of intersectional communities. You understand the role race, along with ethnicity, gender/gender identity and sexual orientation play in contributing to persistent inequity. You have engaged in culturally responsive and anti‑racist practices with the students and families you serve. Generosity of spirit – You build authentic relationships in diverse settings, practice gratitude, and lead with love. You seek advice openly and are comfortable working in a non‑hierarchical organization. Willingness to work hard – You have the aptitude, stamina, time, and appetite to raise yourself to the challenge of working at a start‑up school. You will not be alone, but you will be busy. A desire to learn and grow – You are eager to stretch beyond your current experience, to develop new skills and expertise and to more deeply explore your purpose and potential. Curriculum, Collaboration, and Classroom Management Implementing engaging instruction based on IEP goals and student needs. Developing materials for the targeted instruction and preparing the classroom environment to meet the students’ needs and interests. Collaborate with the general education teachers and the Lead Special Educator & Coordinator for push‑in and pull‑out services. Supporting the design and implementation of Behavior Intervention Plans (as needed). Serving on the school’s Student Support Team; serving as case manager for all students with disabilities. IEP Meeting, Parent Education, and Conferences Assisting in the development of and participation in school functions, including but not limited to open houses, orientation meetings, parent education, and school‑wide activities. Preparing documents and reports necessary to facilitate parent‑teacher conferences, IEP meetings, Eligibility Meetings, or other meetings requested by parents or school administration. Record‑Keeping and Data Assessment Writing high‑quality Individualized Education Plans in a timely manner. Maintaining IEP compliance including all aspects in Special Populations. Participating and contributing to screening, evaluation, and eligibility processes. Maintaining student records, reports, evaluations, inventories, and tests. Completing all progress monitoring and benchmark assessments on time as scheduled by administration. This includes ensuring students receive appropriate testing accommodations and consistent data collection for Child Study (RTI) and IEPs. Participating in all assessment‑related training. Preparing student progress reports and assessment reports as required by administration. The ideal candidate will: Have experience supporting with children with moderate to severe disabilities in an inclusive learning environment. Have experience collaborating with general education teachers and related service providers to develop and implement specialized instruction and interventions. Have experience working with special needs learners in one or more of the following areas: Autism, Speech Language Delay, Dyslexia, and/or Developmental Delay. Have classroom experience, preferably in a public or urban setting. Demonstrate a willingness to integrate data and assessment with the traditional Montessori curriculum in order to close the achievement gap for our students. Have a firm commitment to upholding the school’s mission. Meet state educational requirements, preferably a valid state‑issued teaching license for Cross‑Categorical Special Education in early childhood education or meet eligibility, including undergraduate studies in Special Education and passing scores on Praxis I & II. Requirements Start Date: The Special Education Teacher will start in early August, ideally with availability to begin on‑boarding in late July. We plan to review applications and interview on a rolling basis, with a final decision in mid‑July. Work Hours: The Special Education Teacher is a salaried full‑time position from 7:30 am - 3:30 pm. DCWPCS is committed to flex scheduling for teachers of record. More details can be shared in the interview stage. #J-18808-Ljbffr Dc-Wildflower-Public-Charter-School