Girls Global Academy·Washington, District of Columbia
The ELL Teacher provides research-based English Language Development instruction through push-in and pull-out models to support academic language proficiency. They collaborate with content teachers and caregivers while facilitating advisory classes to support students' social-emotional growth.
ELL Teacher The English Language Learner (ELL) Teacher will collaborate with instructors, other staff, and community partners to ensure the student receives comprehensive support.
They may also provide direct instruction and out of classroom support to students.
The ELL Teacher ensures all students acquire the academic language necessary for success in all content areas, while also supporting their social-emotional growth in a girl-centered learning environment.
Key Expectations: GGA instructors submit lesson plans weekly.
Lesson plans are reviewed by the Academic Program Coordinator and feedback is provided.
Advisory classes are an important part of school culture at GGA.
Students work on college and career readiness, social and emotional learning and academics in these daily classes.
The advisor is an important part of a student's support network at GGA, and most instructors are assigned an advisory class.
Advisory lessons are provided and the instructor facilitates sessions, grades assignments, and maintains a strong relationship and line of communication with advisees' caregivers.
Culture support in the hallways and at lunch is expected.
Instructors are assigned an arrival and dismissal duty and are added to a master schedule to support hallways for one period every day.
At GGA we believe that we are partners in education with our student's caregivers.
Together we support students and ensure they achieve their fullest potential.
To do this, GGA gives dedicated work time on a Wednesday to reach out to caregivers.
It is expected that instructors maintain continued lines of communication with caregivers through grading, calling and emailing home and facilitating twice annual Student Led Conferences.
Ensure you have at least 2 grades for every week, 2 summatives for the quarter and end of quarter comments Key Responsibilities: Instruction & Student Support: Provides engaging, research-based English Language Development (ELD) instruction that builds academic language proficiency and supports success across all content areas by pushing into classrooms and providing pull out instruction as needed.
Uses a variety of instructional technologies, scaffolds, and strategies to differentiate instruction based on students’ language levels, learning profiles, and individual interests.
Collaborates with content teachers to embed language development strategies within core academic subjects, ensuring equitable access to rigorous coursework.
Contributes to interdisciplinary curriculum planning, helping students make meaningful connections between language, culture, identity, and global perspectives.
Continuously monitors and documents student progress using data to refine instruction and provide targeted interventions or enrichment as needed.
Fosters strong, supportive relationships with students, promoting confidence, self-advocacy, and belonging within a girl-centered and culturally responsive learning environment.
Learning and Development: Plans and teaches lessons using inquiry-based approaches to teaching and learning.
Uses a wide range of technologies and strategies to differentiate instruction based on readiness, learning difference, and interest.
Keeps up-to-date records of attendance, assessments and curriculum.
Demonstrates an active and genuine interest in professional growth.
School Community Engagement: Fosters positive relationships with students Develops regular communication protocols with parents Delivers thoughtful guidance and support with advisory groups Engages professionally and enthusiastically with new school initiatives Participate in weekly and month professional development programs Creating classroom experiences that embody our four pillars of sisterhood, scholarship, service and safety including establishing strong relationships to demonstrate that we care about them Foster deeply engaging lessons and activities that deliver the content in ways that excite and enable our students to learn Use resources to effectively differentiate for all types of learners through co-teaching with special education teachers and through providing students additional resources
Bachelor’s degree, (Master’s preferred) with a concentration in content area Secondary classroom experience in an urban context (three years preferred) Solid and demonstrable teaching experience working with a variety of student academic levels Creative and enthusiastic approach to teaching and learning Ability to write a cohesive lesson plan Exhibits ability to collaboratively work within and across disciplines with a diverse instructional team Demonstrates ability to work with parents and community Excellent interpersonal communication skills, classroom management, and adaptive teaching Lead extra-curricular activities during and/or after school Receive and incorporate feedback from team leaders, executive leadership and peers Growth minded, receiving and incorporating feedback from team leaders, executive leadership and peers IDEAL CANDIDATES WILL ALIGN TO OUR ACADEMIC APPROACH: Creating classroom experiences that embody our four pillars of sisterhood, scholarship, service and safety including establishing strong relationships to demonstrate that we care about them Foster deeply engaging lessons and activities that deliver the content in ways that excite and enable our students to learn Use resources to effectively differentiate for all types of learners through co-teaching with special education teachers and through providing students additional resources About Our School Girls Global Academy (GGA) is an all-girls public charter high school in Washington, DC. We are currently a Candidate to be an International Baccalaureate World School who offers the IB Career Programme with specific pathways in engineering and business. As we continue to grow our student body to 400 students and 60 staff over the next 3-5 years we strive to establish a strong school culture where our four pillars of sisterhood, scholarship, service and safety are embedded in everything we do. Our SY 26-27 Staff: You will be an integral part of growing our school, and as a member of the GGA Staff you understand that starting and growing a school is hard work, so you are empowered to take ownership over the work and have a responsibility to each of our students. You are truly a part of a resilient team that has an all-hands-on-deck mentality and faces challenges head on with clear communication. Our future graduating classes need staff that believe in our students, maintain strong community norms and are committed to making sure our students know they matter. We are located in the heart of Washington D.C. between the Downtown and Chinatown neighborhoods, and just one block from the Gallery Place Metro Station. This ideal location allows us to engage our students in the vibrant and globally focused culture of the community, and all that DC has to offer.
Please submit your application to our online jobs portal https://girlsglobalacademy.applytojob.com/. All applicants will have to pass a background check. Applicants must be permitted to work in the United States without a GGA sponsored Visa. Applications will be reviewed on a rolling basis. No phone calls, please. Girls Global Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.
Candidates must hold a Bachelor's degree (Master's preferred) and have secondary classroom experience, preferably in an urban context. Strong skills in lesson planning, collaborative teamwork, and adaptive teaching are required.
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.
