DC Wildflower PCS Program Support Partner

The Program Support Partner at DC Wildflower Public Charter School (DCWPCS), is our "program quality" leader, ensuring that we provide a high-quality Montessori educational experience aligned to the mission and vision of our network of micro-school sites. As a charter support team member, you will rotate between being the LEA lead, a team collaborator, and an advice giver to support Teacher Leaders executing leadership priorities at our microschool sites. You will use your in-depth knowledge and understanding of Montessori instruction and leadership priorities to support Teacher Leaders in developing and leading effective school sites. You are able to provide or facilitate a range of coaching and thought-partnership for LEA and Site Leaders to support instructional leadership needs.

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

Location

This hybrid role will require 3-4 days per week at our school sites with the balance of time being virtual. For school year 2026-27, our microschool sites are:

• The Riverseed School at 913 55th St NE (PK3 - 3rd)
• blue montessori at 1516 Marion Barry Ave SE (Pk3 - K)

Description


The Program Support Partner reports to the Executive Director of Stakeholder Engagement and works closely with the Operations Partner in support of Teacher Leaders at their school sites. They will also support the Board's Academic Performance and School Equity Committee. They will be accountable for the core systems, processes, practices, and policies across the following areas:

Programmatic Leadership:

• Partner with Site Leaders to develop a vision for a high quality program and support the execution of that vision.
• Collaborate with Site Leaders and ED to create a coaching model for teacher led micro-schools with support and adaptation of NCMPS tools.
• Provide Differentiated Coaching and Mentorship to Teacher Leaders at existing and developing sites to ensure instructional and educational experience aligned to National Montessori is implemented across LEA classrooms and school sites.
• Support Site Leaders with instruction and coaching of staff to offer a highly supportive and differentiated Montessori classroom experience to target a wide range of student academic needs and in support of ASPIRE general education assessment outcomes.
• Collaborate and counsel LEA team members about strategic organization priorities and projects that support fostering and development of a rigorous yet supportive academic experience aligned to research based practices, in alignment with NCMPS and OSSE requirements
• Coordinate and Develop Professional Development Opportunities for Teacher Leaders and Staff that support their growth and development needs as aligned with the LEAs priorities and goals.

Assessments

• Create Assessment Calendar as required by OSSE, PCSB, and Wildflower Organization and support with planning and execution of required and selected assessments at each site.
• Lead analysis of assessment data and support the Teacher Leaders in responding to assessment data and adjusting instructional programming as required.
• Testing Coordination for legally required standardized assessments (DC CAPE, NWEA, ACCESS) as required by OSSE and the PCSB for public schools in Washington, DC.
• Assure that annual Home Language Surveys lead to an appropriate EL screening process and annual assessment of English Learner's progress.

Organizational Support:

• Gather data (qualitative and quantitative) from school sites, external stakeholders, to support interconnected teams to move efficiently and effectively in service of a high quality educational experience for students, families, and staff.
• Support the DCW organization and Teacher Leaders with actualizing inclusive schools by focusing on high quality Tier 1 programming and instruction that support the development and maintenance of a broad spectrum of services within a Montessori model.
• Support school sites and LEA leaders with sustaining micro schools that meet dc public school requirements and are aligned to vision of liberatory excellence within a supportive setting. Support Teacher Leaders and LEA staff with developing instructional and school climates that incorporates needs of exceptional leaders into school design decisions and implementation
• Collaborate and advise Executive Director and Operations Partner to ensure resource allocation within school sites align to vision of high-quality Tier 1 educational experience and compliance and inclusion requirements

Child Find:

• Implement and lead an existing multi-tiered system of supports (MTSS/Child Study) that begins with General education assessment and screeners as part of a robust child study process (RTI) and has clear decision-making for RTI Interventions andIEP services, placement and other support.
• Coordinate with site staff and contracted staff who provide MTSS/RTI Interventions as outlined in Child Study/MTSS at DC Wildflower to ensure required interventions and supports are in place with fidelity.
• Integrate Child Study progress monitoring with general education assessment calendar and response to data progressional development and coaching structures.

Support with Special Education:

• Collaborate and partnership with Special Education staff and Teacher Leaders to ensure general education structures and programming are in alignment and in support of special education programming and services.
• Provide instructional coaching and leadership support for alignment of general education and special education instruction and services as part of DC Wildflower's commitment to providing a robust spectrum of services and liberatory educational experience.
• Collaborate with and support school-based student support staff in making adaptations/modifications to classroom activities, and/or materials to support and reinforce Wildflower Montessori's philosophy of whole child education and guidance.

What you bring

This robust founding role requires that the Program Support Partner embodies certain mindsets and habits. These characteristics include but are not limited to:

• Desire to learn and grow. You are eager to stretch beyond your current experience, develop new skills and expertise, and more deeply explore your purpose and potential.
• Commitment to practicing emotional intelligence. All staff participate in a system of governance in which autonomy is valued and power is distributed. Our roles evolve regularly as our work and the surrounding circumstances change, and we rely on radical transparency, requesting and sharing advice with one another, a commitment to participation in conflict resolution practices, and clearly articulated roles and responsibilities to ensure that each staff member is able to lead within their role. The tenants of Emotional Intelligence-self-awareness, self-management, social awareness and relationship management-support us in fully engaging in our autonomous system of governance.
• Designer's mindset. You are adaptive and ready to iterate on plans and designs as new information becomes available. You tackle new experiences and projects with curiosity and candor.
• 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.
• 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.
• Commitment to serving diverse and multifaceted communities. You are eager to increase access to Montessori for 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.
• Decision-making rooted in a liberated vision of what is possible. Beginning with the end in mind, your visions for how to operationalize the core values of DCWPCS are rooted in a future world where liberty and justice are truly for all. With this vision in mind, you co-create student- and family-facing experiences with those most closely impacted, balancing the various needs of internal and external stakeholders-Teacher Leaders, staff, volunteers, board members, donors, and partners-and ensure smooth and efficient operations across school sites.
• Willingness to bring your full self to this work as the culture shaper. You have the aptitude, stamina, time, and appetite to raise yourself to the challenge of starting and supporting social entrepreneurs (the Teacher Leaders) who are launching unique intimate school communities. You will be a key leader who weaves and supports the interdependence across classroom sites.

Qualifications

You are an experienced Instructional Leader team member looking for a new opportunity. You are ready to take on more responsibilities and work collaboratively as part of a growing leadership team and school community. In addition, the Program Support Partner should have:

• A Master's degree (or certification) in Education or Educational Leadership
• 3+ years of full-time teaching experience, Montessori Special Education strongly preferred
• 2+ years of Instructional Leadership (Principal, coach, assistant principal)
• Also preferred:
• Special Education Certification
• ESL certification or commensurate experience
• Experience working as leadership team member in DC Charter School Landscape
• Experience working with special needs learners in an inclusive setting
• Experience working in neglected urban environments

Terms

You will have the opportunity to shape the culture of DCWPCS. In addition, you will:

• Join a team that invites deep connections to the work. We intend to support students in understanding their whole selves, so we create an environment that is inclusive and we invite each new member into conscious relationship
• Participate in a non-hierarchical, flexible exchange between your role as "lead" and "advice giver." You navigate this dynamic role through clarity about your responsibilities, your individual strengths, and clear co-created accountability maps.

DC Wildflower offers a comprehensive benefits package including 401(k) retirement savings, generous leave, and an individual professional learning stipend.

Start Date: The PSP will need to be available to start in July, ideally with availability to begin onboarding in June. We plan to review applications and interview on a rolling basis.

Notices

DC Wildflower Public Charter School does not discriminate on the basis of race, color, national or ethnic origin, creed, religion, sex or gender, disability, age, marital status, sexual orientation, status with regard to public assistance, or in any other way based on personal identity markers that do not relate to the capacity of an individual person to carry out the responsibilities of a role.


Applicants must be currently authorized to work for any employer in the U.S. We are unable to sponsor or take over sponsorship of an employment Visa at this time.

Salary range $95,000 - $105,000 per year

Salary


$95,000 - $105,000 per year