GenEd; MS

Middle School Lead Teachers provide rich, age-appropriate learning experiences for the classroom of 5th - 8th grade students. Middle School Lead teachers, along with 1 assistant teacher, utilize an international curriculum, along with arts-integration and inclusion practices to teach a diverse student body. They encourage and respect individuality, focusing on the development of each child’s regulation and engagement in social-emotional learning and academic content.

Location:

Washington, DC
Pay:
Starting $43/hr

Hours:

M-F 8a-4p

• Bachelor's degree or beyond
• Valid D.C. Teaching License, Math Endorsement preferred
• Experience middle school (7th grade) math.

• Excellent verbal/written communication skills
• Demonstrated ability to engage the interest of school-age children
• Prior teaching experience, preferably in an urban setting
• Demonstrated ability to work well with parents
• Demonstrated ability to work effectively with teaching teams
• Patience, flexibility, and a willingness to take risks
• Consistently reflects on her/his own teaching practices
• Experience working with linguistically and ethnically diverse student populations and children with developmental differences
• Demonstrated commitment to professional growth and eagerness to learn
• Demonstrated commitment to the well-being and success of all students.

• Establishing clear objectives for all lessons, units, projects, and assessments;
• Developing lesson plans that draw content from professional development and student performance data
• Using a variety of instructional materials, resources, and experiences to enrich student learning
• Meeting the needs, interests and abilities for all students, including students with disabilities, ELL students, and those who are gifted and talented
• Administering developmental assessment for each child and tracking students’ progress through the developmental milestones required for successful communication, self-regulation, and social interaction
• Regularly observing students and taking anecdotal notes to inform planning in the arrangement of small groups, classroom set up, integrations of students’ interests in learning activities, and subsequent assessments
• Monitoring student progress through frequent formal and informal student evaluations recorded in portfolio assessments
• Providing educational opportunities that reflects an understanding of students’ unique sensory and information processing profiles;
• Using appropriate techniques and strategies that promote and enhance creative problem-solving, and evaluative thinking of students
• Working with families to support the progress of individual students;
• Valuing the importance of play and providing opportunities for child-initiated explorations in the classroom throughout the day;
• Using effective, positive, respectful interpersonal communication skills
• Establishing positive relationships with colleagues, students, families and the community which reflect recognition of and respect for every individual
• Willingness or experience incorporating instructional technology into practice;

• Classroom setting with a collaborative teaching model
• Inclusive, diverse, and culturally responsive school community
• Highly engaging environment with a focus on arts, STEAM, and project-based learning
• Frequent interaction with students, families, and staff to support student success