The SEED Public Charter School of Washington DC
Location
Washington, District of Columbia
Provide standards-aligned ELA instruction for 9th-10th grade students with disabilities within inclusive general education settings. Co-plan and co-teach with colleagues while developing and monitoring IEP goals to ensure academic growth and college readiness.
Requires a Bachelor's degree in Special Education or ELA and a valid District of Columbia Teaching License with special education endorsement. Candidates must have proven experience in inclusive co-teaching models and adolescent literacy interventions.
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.
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.
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.
Market context
In the District of Columbia, classroom teacher openings are often shaped by ongoing demand in public charter schools and schools serving underserved communities. These roles are competitive because employers look for candidates with a bachelor’s degree, a clear commitment to teaching, and alignment with the school’s mission; benefits may include medical, vision, dental, prescription drug coverage, and graduate tuition support. Review the AI-summarized requirements and benefits here to save time, then tailor your application to show experience or interest in serving diverse student communities.
Salary benchmark
$71,117 avg / yr
Typical range: $48,736–$65,500 based on 154 active listings in District of Columbia
SPED Inclusion Math Teacher
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