High School Literacy Specialist (SY26-27)

Capital City is looking for innovative, experienced, and passionate teachers for the school year 2026-2027. At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today! Teaching roles are 10-month positions, which are exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act. Why teach at Capital City? Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another. Diversity, equity, and inclusion aren’t just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture. Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them. Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches. The High School Literacy Specialist will ensure the quality and consistency of English, History, and Spanish instruction at Capital City’s High School by providing professional development and instructional coaching. The Literacy Specialist will support teachers in implementing and realizing the Coalition of Essential Schools’s Common Principles and the best practices detailed in the EL Education Core Practices. Emphasis will be put on coaching and training teachers new to Capital City. This job description is meant to provide structure to the responsibilities and accountability of this position. There may be additional responsibilities that the Literacy Specialist undertakes or that are assigned as the needs of students and of the school arise. The Literacy Specialist will report to the Director of Instruction working closely with the Principal to achieve these goals. This is a 10-month position which is exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act. In the following categories, the Literacy Specialist will: Instruction Provide instructional coaching for classroom teachers. This may take the form of observation and feedback, demonstration lessons, and videotaped lessons and analysis. Timely written or verbal feedback will be provided for observations. Meet with each teaching team bi-weekly to plan for coaching, schedule visits, and observations, and discuss feedback. Assist teachers in providing differentiated instruction through workshop structures, curricular modifications, project design, and planning. Support the implementation of EL Education and CES principles and components. Provide supervision for English, History, and Spanish teachers on instructional practices that include goal setting and observations, and feedback. Work with LS/MS Literacy Specialists to ensure the implementation of best Literacy practices across the institution. Meet weekly with the Instructional Coach to discuss classroom instruction and to problem-solve and plan to ensure that instruction is high quality and teachers are supported. Meet monthly with the Principal/Admin team to share updates on teacher progress. Participate as a member of the Instructional Leadership Team (ILT). Stay current on best instructional practices and share information with HOS, Principals, and ILT. Curriculum Assist in the development and revision of Capital City’s high school curriculum. Involve teachers in the process and coordinate summer and school-year curriculum work teams. Recommend areas for revision and review based on data, feedback and field knowledge. Ensure the high school curriculum supports students in meeting DC graduation requirements and provides the coursework and experiences for college preparation. Ensure the diversity of the student population is represented and reflected in the literacy curriculum of courses. Ensure there are multiple opportunities for parents to learn about and understand the curriculum. Participate in curriculum review and revision. Support teachers in planning learning expeditions and case studies, helping identify needed resources to ensure they are successful. Manage and review purchases for English, History, and Spanish classrooms. Aide teachers in appropriate integration of technology in classroom instruction. Provide professional support to teachers in developing curriculum maps and plans. Provide feedback as necessary. Coordinate and meet (weekly or bi‑weekly) with the LS/MS Literacy Specialists and Instructional Coaches to ensure consistency of the High school curriculum. Work with the Instructional Coach and teachers to lead curriculum workshops for parents based on feedback and needs. Understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Support the differentiation of instruction and provide accommodation support as needed with the Director of Student Services. Stay current in the field. Identify areas where external resources and new practices may support our program. Research new instructional strategies and materials and share with the IC and staff. Assessment Consult with the Director of School Quality and team on the assessment of student work and the collection and analysis of student performance data. Monitor the collection and submission of data specified in the school’s Accountability Plan or subsequent Performance Management Framework. Provide staff training as needed on administering assessments. Assist with make‑up PARCC/MAP assessments with help from the IC and/or Principal. Support Capital City in being data driven. Work with the Principal, IC, and other staff to analyze, interpret and use student performance data to improve teacher practice and student outcomes. Professional Development Work with the Principal and ILT to plan and lead in planning professional development for teachers. Facilitate cross grade level discussions and planning on such topics as portfolio assessment, criteria for quality work, and the development of grade-level benchmarks and rubrics in reading, writing, and mathematics. Coordinate peer observation among the High school staff, using protocols established and agreed upon by staff. Work with the IC to develop and implement professional development plans for new lead teachers. Plans should be differentiated based on teacher experience and job responsibilities. Work with the Principal, IC, and teachers to plan new and returning teacher August and Summer PD. Participate in planning and leading sessions. Participate in the development of school-wide professional development goals and plans as a member of the ILT. Seek to connect staff with professional development in line with personal goals. Review professional development for teacher certification documentation. Disseminate information about outside professional development. Contribute to the staff library of professional resources. Seek new resources to build library. Visitors and Community/University Partnerships Work with HOS office and Central Office members to coordinate educator visits. Manage stakeholders/partners on specific projects/efforts to improve student outcomes with the Principal and Director of School Quality. Help to coordinate university partnerships and student teachers. Seek to promote Capital City as a model institution. Foster strong relationships with EL Education and all English, History, and Spanish professional education associations. Capital City seeks to employ experienced, credentialed teachers. Ideal candidates have a Master’s degree and 3+ years of full-time teaching experience. Minimum required qualifications: Bachelor’s degree and at least one of the following: A major in education or field of instruction or equivalent 30 semester hours of credit District of Columbia teaching license in field of instruction Two years of verifiable teaching experience as a teacher of record One year as a support teacher at Capital City and enrollment in a teacher education or certification program Teachers must meet the requirements of all hires at Capital City including a criminal background check. About Our School Capital City was founded in 2000 and currently serves a diverse population of nearly 1,000 students across PK-12th grade. We have been recognized as a model for social, emotional and academic development. Our program emphasizes a commitment to diversity and equity, a strong inclusion model and the integration of arts into the curriculum. We are a credentialed EL Education Mentor School ( in the national network of over 150 schools. Through this model, teachers craft long‑term learning expeditions that connect learning to the real‑world and incorporate projects, research, fieldwork, and service to support students in meeting rigorous standards. Learn more at Capital City is an equal‑opportunity employer. We do not discriminate on the basis of race, color, national origin, marital status, religion, sex, age, sexual orientation, disability, or any other protected status. All employment decisions will be made solely on the basis of the individual's qualifications as related to the requirements of the position being filled. #J-18808-Ljbffr ReNEW Schools