Charter Job Detail

In the following categories an Inclusion Teacher at Capital City is expected to: 

Curriculum/Instruction

• Implement the principles and components of Expeditionary Learning, Responsive Classroom/Developmental Designs and Universal Design for Learning (UDL). Teachers at Capital City are expected to commit to learning these models.
• Provide specialized instruction so that  students with disabilities (SWD) meet the goals specified in their IEPs.
• Develop engaging curriculum in partnership with general education teachers.  Curriculum should be designed to teach grade level standards and skills and have multiple entry points for students. Implement best practices to ensure that English Learners (ELs) make progress in language domains.
• Apply research-based strategies to meet the needs of SWD and ELs. Seek additional materials and resources as needed. It also requires implementing Universal Design for Learning (UDL) and Explicit Instruction (High Leverage Practice (HLP) #16) to address the learning needs of students in special populations. It may also require researching and obtaining additional instructional materials and resources.
• Work with your teaching team to plan and implement learning expeditions ensuring that  content, fieldwork and projects are accessible to all students.
• Lead the development of a successful inclusion environment in your classroom by facilitating clear planning around student needs and learning goals, specialized instruction, and classroom structures that support student success.
• Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality.
• Work with your teaching team  to plan exhibitions of student work at least two times per year to give students an opportunity to share their learning with an audience of parents, caregivers, other students, and community members. Provide necessary accommodations to ensure that all students can be successful.

Assessment, Accountability and Compliance

• Conduct assessments to track student progress towards IEP goals at regular intervals. Initial assessments will be completed in September and October, interim assessments conducted in January, and end of year assessment will be conducted in May and June.
• Administer the Scholastic Reading Inventory (SRI) assessment or other designated assessment to students in both fall and spring. Results should be documented in students’ present levels of academic achievement and functional performance in their IEPs.
• Maintain a system of progress monitoring that informs and guides instruction and planning for students with disabilities in your grade level. For Middle and High Schools, this must be managed in Learning Bios in the student’s grade book.
• Work with the Special Education case manager to ensure that identified students receive necessary accommodations for standardized assessments and other school administered assessments.
• Prepare for IEP meetings by drafting goals in collaboration with the Case Manager and assembling assessments and student work samples as documentation of progress.
• Regularly analyze student data to improve instruction, ensure equity and make program recommendations and improvements.
• Ensure that each student has a portfolio with items outlined in the criteria for portfolio collection established by the grade level team. Work with other teachers on your team to plan for portfolio collection and support students in selecting and reflecting on pieces for their portfolio. 8th /10th grade inclusion teachers additionally are expected to support students in preparing for passage portfolio presentations. 12th grade inclusion teachers are expected to support senior students in developing expeditions and preparing for their expedition presentations.

Social Curriculum/School Culture

• Plan for and lead or co-lead a morning meeting (LS), Crew (MS), or Advisory (HS) according to an agreed upon structure and schedule. Develop plans with your teaching team based on the social, emotional and academic needs of students.
• Create and maintain a physically and emotionally safe environment for students. Communicate respectfully with students at all times. Model, practice and discuss respectful, unbiased and effective communication with students.
• Work with your teaching team and students to create classroom rules. Establish and consistently apply logical consequences for not following them.
• Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise.
• Support students in understanding their abilities and disabilities and advocating for their needs.
• Engage students in age appropriate discussions of diversity, equity, and inclusion. Use student observations, questions, actions and reactions as teachable moments to issues.

Collaboration, Collegiality, and Professionalism

• Plan at least weekly with your teaching team. Planning should include discussion of modifications and accommodations for identified students.
• Co-ead a monthly Consult Time with your grade level team to review the needs and performance of students with disabilities and ELs. Students with potential learning needs should also be discussed and referred to the Child Study process as needed. Child study plans should be monitored in conjunction with the school counselor or DSS.
• Work with a Special Education Case Manager to monitor student progress, develop IEPs, and prepare for IEP meetings.
• Ensure your teaching team is knowledgeable about the needs of students. Develop and disseminate “IEPs at a glance” to teaching teams, by the end of October. Update the 1-Stop Shop and Learning Bios regularly, as annual IEPs are updated.
• Advocate for the academic and personal/social needs of ELs and students with disabilities.
• Meet and plan regularly with other inclusion teachers to ensure consistency of approach and special education programming.
• Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the DSS or Principal when needed.
• Make classrooms open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.

Professional Development

• Share and teach best practices for inclusion to members of your team using Consult time and classroom opportunities to model practices.
• Participate in weekly Professional Development Time (currently scheduled for Wednesdays, 2:00-4:15p.m) and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.
• Participate in peer observation using protocols established and agreed upon by staff.
• Participate in a Summer Professional Development Institute. The Institute will be two weeks in August before students return.
• Seek additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.

Parent Communication and Involvement

• Communicate and collaborate  regularly with parents and caregivers.  Maintain a record of communication with families.  Parent Communication related to IEPS  should be recorded in SEDS.
• Use the Remind App to provide updates and reminders to families so that they can best support their children.
• Provide data and narratives for progress reports according to an agreed upon format and schedule.
• Conduct conferences with families 3-5 times per year as specified by your campus leadership team.  Conferences are generally held in August, November, February, and June.  April conferences are held for students performing below grade level.
• Support parents in understanding the instructional approach at Capital City regular communication.

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

Spanish speakers are desired.

In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check.