Bridges Public Charter School·District of Columbia
The teacher assistant will support the lead teacher in managing a self-contained special education classroom, implementing ABA and VB strategies, and tracking student progress. They are also responsible for facilitating daily routines, maintaining classroom records, and collaborating with service providers to support student development.
Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty
Who Are We Looking For We are seeking passionate educators to build an inclusive PK-5 school community.
We are seeking individuals who are committed to providing high-quality, universally designed instruction and who are committed to learning about and implementing Universal Design for Learning (UDL) strategies for our diverse student community.
We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct.
If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team.
Together, we can make a difference in the lives of our students and build a brighter future for our community.
Our Graduate Profile A Bridges “Graduate” Is a unique and independent individual who is prepared to pave their own path.
Self advocates through their preferred communication modalities.
Welcomes diversity with inclusion, openness, acceptance, and respect for others.
Demonstrates empathy and a desire to help and support others in need.
Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals.
Is prepared for next steps after leaving Bridges Public Charter School.
As a Special Education Teacher Assistant, you will be responsible for… Working with the Lead Teacher in planning and managing an early childhood non-categorical self-contained classroom with high-level special needs students Supporting the development and implementation of the classroom discrete trial instruction, social skills instruction, and behavior plan implementation in collaboration with the lead teacher under the supervision of the BCBA Supporting assessing student progress regularly using VBMAPP Milestones, Transitions, and Barriers assessments.
Supporting the collection of data to track students’ progress in 3 program areas: curriculum, IEP, and ABA/VB.
Supporting students during small group instruction Providing support to students during specials classes (Gardening, Music, PE, Art) Collaborating with the Lead Teacher, special education service providers (speech, PT, OT), ELL teacher, and other Assistant Teacher(s) or Teaching Fellow(s).
Maintaining the daily attendance records for the classroom.
Facilitating Morning Meeting.
Organizing student breakfast and lunch.
Maintaining breakfast and lunch count.
Providing support during recess to ensure students are safe.
Assisting with maintaining current bulletin boards (in class and hallway).
Creating a classroom culture and environment that develops and nurtures the emotional, cognitive, and social abilities of the students, implementing Responsive Classroom techniques.
Participating in Parent Teacher Conferences, contacting parents as needed/requested, and providing translation as necessary.
Responding to students’ behavior appropriately and successfully.
Engaging parents and families in their student’s learning and acting as an ambassador for the school in the community.
Contributing productively to the school as a whole.
Attending and participating in school events outside of regular school hours Other duties as assigned
00 a.m.-4:00 p.m. work day Regularly attends work and adheres to all attendance policies. Be on time for classes, duties, team meetings, and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal. Participate in monthly Professional Learning Community (PLC) meetings. Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions. Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned.
SCHOOL CULTURE Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students, staff, and families at all times. Model, practice, and discuss respectful, unbiased, and effective communication with students. Other school culture expectations as assigned.
Have an AA, BA, MA, or a high school diploma / GED and pass the Praxis ParaPro exam. Strong Spanish speaking language skills. RBT (Registered Behavior Technician) Certified preferred. ABA and VB training provided so candidate will be able to sit for the RBT exam. Have taken coursework in early childhood education, elementary education, or human development. Have prior work or volunteer experience with children or students with special needs. Demonstrate strong skills in partnering with families. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members. Be committed to meeting the needs of a diverse student population. Have a track record of being a team player and community-minded. Be committed to their own learning. Have excellent time-management skills, attention to detail, and the ability to work independently. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards.
Salary & benefits
$36,000-$55,500/Per Year $4,000 is awarded for RBT Certification $2,000 is awarded for Spanish language proficiency
Salary is based on educational level, certification(s), and years of experience.
The successful candidate will be contracted yearly.
Employment will be renewed according to evaluations and staff interest.
Child care and health savings plans, pre-tax deduction for Metro, bike racks, and regular staff engagement and wellness activities.
Staff lounge and lactation room for nursing mothers.
Health benefits (medical & dental), disability insurance, and a retirement plan: 401 (k) with a 4% match or the continuation of the DCPS retirement plan.
To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.
Candidates must possess at least a high school diploma or GED and pass the Praxis ParaPro exam, with coursework in early childhood or elementary education preferred. Strong Spanish language skills are required, and RBT certification is highly preferred.
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.
