SPED Inclusion ELA Teacher in Washington, District of Columbia at The SEED Public Charter School of Washington DC

The current hours are as follows:

• Monday-Thursday: 8am - 4:30pm
• Friday: 8am - 3:30pm

About The SEED School of Washington, D.C.

The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare children both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first urban public college preparatory boarding school. The school currently serves 325 students in grades 9-12. In 2015, 100% of SEED’s seniors were accepted to a four year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of 10-12 students per life skills counselor for afternoon and evening routines such as study hall, house meetings, and social activities. We provide a safe and caring 24 hour boarding experience. Our relationship with parents and guardians is essential to the success of their child while at SEED.

About The SEED Network

SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at www.seedfoundation.com.

Position Overview

The Special Education Inclusion Math Teacher provides standards-aligned mathematics instruction for 9th–10th grade students with disabilities in inclusive general education settings. This teacher co-plans and co-teaches with general education math colleagues, differentiates instruction and assessments to meet IEP goals, monitors progress toward academic and transition goals (including credit attainment and college/career readiness), and collaborates with families and multidisciplinary teams to ensure access, engagement, and measurable growth in mathematical reasoning, problem solving, computation, and application.

Essential Duties and Responsibilities

• Promote equity by identifying and removing barriers to access for students with disabilities in ELA instruction.
• Co-plan and co-teach standards-based ELA lessons with general education teachers to provide inclusive, rigorous, and developmentally appropriate instruction.
• Differentiate curriculum, materials, and tasks (scaffolds, accommodations, modifications, and assistive technology) to meet diverse learning profiles and IEP objectives.
• Develop, implement, and monitor IEP goals related to literacy, language, executive function, and transition-aligned academic skills.
• Align instruction to high-school ELA standards and, when applicable, to credit-bearing course requirements; document student progress toward credits and graduation.
• Use formative and summative assessments (including progress monitoring for IEP goals) to diagnose needs, adjust instruction, and report growth.
• Provide targeted small-group or push-in/pull-out interventions for reading fluency, comprehension, writing, vocabulary, and language development.
• Teach and reinforce executive-function and study skills relevant to ELA (note-taking, organization, time management, planning, revision).
• Implement behavior supports and adaptations in collaboration with PBIS and behavior intervention plans as needed to maximize learning in inclusive settings.
• Participate in IEP, MDT, and transition planning meetings; contribute literacy-based recommendations and progress data.
• Collaborate with related service providers, special educators, general educators, and transition/career staff to coordinate supports, co-teaching strategies, and work-based or community literacy opportunities.
• Maintain accurate records: IEP documentation, progress-monitoring data, accommodation logs, and communication with families and staff.
• Communicate regularly with families about literacy progress, accommodations, credit status, and strategies to support learning at home.
• Provide professional development and coach colleagues on inclusive ELA strategies, UDL, and differentiation for students with disabilities.
• Reflect on instructional practice, pursue ongoing professional growth in adolescent literacy and inclusive pedagogy, and respond to feedback.

Qualifications and Essential Competencies

• Bachelor’s degree in Special Education, English/ELA, or related field; master’s preferred.
• Holds or is eligible for a valid District of Columbia Teaching License with special education endorsement and/or ELA certification (OSSE) or equivalent.
• Proven experience in inclusive co-teaching models, differentiated ELA instruction, and adolescent literacy interventions.
• Strong knowledge of ELA standards, assessment practices, UDL, and scaffolding strategies.
• Skilled in progress monitoring, data-driven instruction, and supporting credit-bearing coursework.
• Effective collaborator, communicator, and family-engagement practitioner.
• Commitment to equitable outcomes and continuous professional growth.