Special Education/Intervention Teachers (Preschool-8th Grade)
DC Prep - Washington, DC

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Special education/intervention teachers hold primary responsibility for the curriculum implementation and instructional planning and delivery critical to the success of students with Individualized Education Plans (IEPs) or performing below grade level. DC Prep’s individualized academic intervention program ensures that students needing additional support and those with special needs receive the support necessary for academic success. Student academic needs are met at all levels through co-teaching in literacy and math classes in the general education setting and intervention in small groups based on assessment data. Applications are accepted on a rolling basis for the 2013-2014 school year.


Curriculum and Planning

• Use DC Prep’s curricular scope and sequence to develop purposeful and appropriate unit and lesson plans for all components of the day with clear aims tightly aligned to Common Core standards
• Design strategic unit and lesson plans backwards mapped to standards, state assessments and higher-order thinking that maximize time on task and employ a variety of effective teaching strategies to meet the learning styles and interests of all students
• Collaborate with colleagues and the school’s instructional leadership team to regularly evaluate and improve curricular maps and materials


• Structure compelling, standards-based lessons that challenge students’ critical thinking and align with lesson, unit, and grade-level objectives
• Infuse joy and rigor in lessons and so that students are excited about and invested in their academic excellence
• Utilize strong content knowledge to effectively present material to students
• Employ multiple methods to accommodate different learning styles and abilities, including special education students and English language learners
• Use feedback from DC Prep’s instructional leaders to adapt instruction to exploit teachable moments and correct misconceptions in support of objective mastery


• Create a positive, achievement-oriented, and structured learning environment in which all students can experience success
• Ensure that all students are fully and consistently engaged during class time by employing joy and relevance to sweep them up in active learning
• Implement social skills instruction effectively to build positive relationships, maximize pacing, and meet lesson goals
• Use rules, consequences, and rewards to build students’ self-discipline, confidence and responsibility


• Set and communicate rigorous and ambitious goals for all students and provide student feedback so they internalize them
• Assess student academic and developmental growth through teacher observation and a variety of assessment methods
• Track and monitor assessment results in order to regularly refine teaching practices and provide interventions to guide struggling students to proficiency


• Fully participate in opportunities for professional growth including weekly professional development meetings, instructional coaching, and outside professional opportunities
• Keep current in subject matter knowledge and learning theory and be willing to share this knowledge for continual improvement of the school’s curriculum
• Fulfill all regularly scheduled and assigned duties promptly and completely and share responsibility for grade-level and school-wide activities

School Community

• Fully embrace DC Prep’s mission, vision, and values and promote them to students, staff, other faculty, parents, and members of the outside community
• Consistently demonstrate strong accordance with DC Prep’s values
• Model and support the DC Prep Way of purposeful and rigorous academic instruction combined with instilling and reinforcing behaviors that lead to academic and life success
• Maintain positive, constructive and professional relationships with students, their families, and colleagues
• Communicate regularly with families to share academic progress and develop a supportive home-school relationship



• Desire and willingness to do “whatever it takes” to support student achievement in traditionally under-served communities
• Expert content knowledge, cutting-edge grasp of how students learn best, and exceptional instructional and management skills
• Passion for teaching and connecting with students and families in support of student success
• Extraordinary oral skills to effectively communicate with varied audiences
• Comfort with and ability to write efficiently and effectively as part of a culture where curriculum writing, email communication, and documentation are critical
• Superior analytical skills to support constant curriculum planning, development, and refinement
• Passion for both curriculum writing and lesson delivery
• Capable of thriving in circumstances involving ambiguity and nuance
• Meticulous organizational ability in order to set priorities, organize workload, handle multiple responsibilities and meet deadlines
• Emotional constancy and extraordinary interpersonal skills to ensure purposeful and professional colleague relationships
• Positive attitude, maturity, and personal stability sufficient for a demanding position


• Two years or more of lead teaching experience as an elementary or middle school teacher in an urban public school with a record of high student achievement highly preferred
• Meet the appropriate grade level and subject area requirements to obtain “Highly Qualified” status for the District of Columbia under the No Child Left Behind law and IDEA
• Bachelor’s degree from a competitive college or university required. Concentration or advanced degree in elementary education preferred.


• Competitive salary with the opportunity to earn performance pay based on individual and organizational results
• Comprehensive benefits package including medical, dental, vision, short- and long-term disability insurance; maternity, paternity, and adoption leave; and a 403b retirement plan
• Laptop for school and home use and monthly cell phone stipend
• Leadership opportunities and/or flexible schedules (for teachers who demonstrate stellar student academic gains and superior contributions to the entire school community)
• Opportunities to support DC Prep’s multi-year expansion plans through job-embedded professional development or positions of increased responsibility

DC Prep does not discriminate against its employees or applicants because of race, color, sex, religion, national origin, handicap, veteran status, age, sexual orientation, or marital status.

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