The SEED Public Charter School of Washington DC·Washington, District of Columbia
Provide standards-aligned mathematics 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.
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.
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.
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 in secondary math classrooms. Co-plan and co-teach standards-based high school math lessons (Algebra I/Geometry or equivalent) with general education teachers to provide rigorous, inclusive instruction. Co-plan and co-teach standards-based high school math lessons (Algebra I/Geometry or equivalent) with general education teachers to provide rigorous, inclusive instruction. Differentiate curriculum, materials, and tasks (scaffolds, accommodations, modifications, manipulatives, visual supports, and assistive technology) to meet diverse learning needs and IEP objectives. Develop, implement, and monitor IEP goals related to numeracy, problem solving, mathematical communication, and transition-aligned math skills. Align instruction to high-school math standards and credit-bearing course requirements; document progress toward credits and graduation. Use formative and summative assessments, progress monitoring, and error analysis to diagnose student needs, adjust instruction, and demonstrate growth. Provide targeted small-group or push-in/pull-out interventions for foundational skills (fractions, ratios, algebraic thinking), computation fluency, and math reasoning. Teach and reinforce executive-function and study skills relevant to math (organizational strategies for multi-step problems, note-taking for problem-solving procedures, planning for assessments). Implement behavior supports and classroom routines that promote engagement and perseverance in mathematical tasks; apply behavior intervention plans as needed. Incorporate concrete-representational-abstract progressions, real-world and career-relevant math applications, and technology tools (graphing, calculators, math software) to support access and generalization. Participate in IEP, MDT, and transition planning meetings; contribute math-specific recommendations, accommodations, and progress data. Collaborate with related service providers, special educators, general educators, career/transition staff, and paraeducators to coordinate supports and create inclusion and work-based learning opportunities involving math skills. Maintain accurate records: IEP documentation, assessment and progress-monitoring data, accommodations logs, and family/staff communications. Communicate regularly with families about math progress, accommodations, credit status, and strategies to support learning at home. Provide professional development and coaching on inclusive math strategies, UDL, scaffolding, and differentiation for colleagues. Reflect on instructional practice, pursue ongoing professional growth in adolescent math instruction and inclusive pedagogy, and respond constructively to feedback.
Qualifications and Essential Competencies Bachelor’s degree in Special Education, Mathematics, or related field; master’s preferred. Holds or is eligible for a valid District of Columbia Teaching License with special education endorsement and/or math certification (OSSE) or equivalent. Experience in inclusive co-teaching models, differentiated secondary math instruction, and targeted math interventions. Strong knowledge of high-school math standards, assessment practices, UDL, manipulatives/representations, and assistive technology for math. 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.
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