Job Description
SUBSTITUTES FOR THE 2026-27 SCHOOL YEAR The Inspired Teaching Demonstration School, a Washington DC, Public Charter School, is seeking self-motivated, dynamic, and thoughtful individuals to serve as daily/short-term substitutes, as well as for upcoming long-term substitute positions. The school currently serves PreSchool – grade 8. At the Inspired Teaching Demonstration School, a professional learning community of master teachers and teacher residents ensures that a diverse group of students achieve their potential as accomplished learners, thoughtful citizens, and imaginative and inquisitive problem solvers through a demanding, inquiry-based curriculum. With its clear mission and prominent location in Washington, DC, the school serves as a model of instruction for students and training for teachers, with the goal of becoming a leader in changing the way teachers are prepared and supported and students are educated nationwide. THE ROLE Inspired Teaching teachers possess the beliefs, skills, and accomplishments that lead all students to achieve at high levels. To establish a true professional learning community, all adults in the building are considered educators, as they all interact regularly with students. As such, a firm belief and grounding in the philosophy and values of the school's mission is crucial for every employee. Daily/short-term substitutes are responsible for the following: Implementing lesson plans left by the teacher. Performing any duties assigned to the teacher (i.e. lunch, recess, dismissal). Leaving a written note/write-up of the day for the teacher with the appropriate Principal. Long-term substitutes, serving as a lead classroom teacher, are responsible for the following: Planning and engaging in high-quality instruction in line with the school's mission and philosophy, curriculum, and the Common Core standards. Utilizing a workshop model to teach reading, writing, and mathematics. Drawing on multiple teaching strategies and approaches to engage students and provide differentiation. Conducting, reviewing, analyzing, and using a wide-range of student assessments to inform teaching practice and planning, and to ensure student growth. Creating a classroom community that reflects the mission and philosophy of the Inspired Teaching School. Collaborating with special education, ELL and teaching assistants (when applicable). Building strong relationships and open communication with families. Contributing to the school community as an active and productive participant, promoting a culture of collaboration and inquiry. Participating in regular, school-based professional development. Participating in school events outside of school hours, including Student Learning Showcases. Integrating developmentally appropriate, culturally competent, research based strategies into teaching and assessment practices. Incorporating problem solving strategies and literacy strategies into daily instructional routine. Differentiating formative assessments (independent practice, homework, exit tickets, etc.)
Qualifications
The successful applicant will demonstrate knowledge and experience in the field of progressive, constructivist education. Qualifications include: Minimum of a Bachelor's degree, preferably in a content area. NOTE: Long-term substitutes must meet Highly Qualified Teacher requirements. Experience teaching with workshop model preferred. Experience with restorative justice and/or Responsive Classroom preferred. Experience in play-based and arts-focused programs preferred. Ability to establish strong, trusting, and authentic relationships with a wide variety of individuals, including new and experienced teachers, parents and families, and a diverse local community. Clear, concise, and persuasive writing and speaking skills. Integrity and a sense of humor. ABOUT THE SCHOOL The Inspired Teaching Demonstration School implements the philosophy and instructional methodology of Center for Inspired Teaching, a DC-based educational organization that has served DC teachers and students since 1995, with the goal of ensuring that teachers make the most of children's innate desire to learn. Within its walls young people learn and achieve at high levels without having to surrender their intellectual curiosity and passion for learning. The school exemplifies Center for Inspired Teaching's educational philosophy and history of honoring and investing in teachers and their students. The school houses a Teacher Residency in which Inspired Teaching Fellows study under the guidance of Master Teachers. Fellows earn their Washington DC public school teacher certification through a DC state-approved teacher certification program run by Center for Inspired Teaching. The powerful combination of student and teacher learning creates a dynamic school in which students experience more than the average school provides: students excel in traditional academic subjects; students use imagination and inquiry to build their critical thinking; and the school is a place where students thrive and are joyful academically, socially, and emotionally. The school is based on the following fundamental knowledge and educational philosophy: Children are inherently good and have an innate desire to learn, that every child can be successful in a school context Children's energy, unique talents, and individuality are assets, not obstacles. Every student possesses the ability to think critically, learn and understand information, and solve complex problems Every student should spend their time in school engaged primarily in these kinds of activities. Primary methods of instruction include inquiry and active learning, where the teacher serves as facilitator and coach to support student learning. Instruction includes an emphasis on social-emotional learning, and classrooms are characterized by student-centered organization styles such as differentiated instruction, collaborative groups, and child-initiated play. SCHOOL GOALS For Students: The school focuses on developing student potential in four areas: Intellect, Inquiry, Imagination, and Integrity. Students master content in Reading & Literature, Communication & the Arts, Math, Science, and Social Studies—and have the ability to apply their knowledge to relevant and current situations, problems, and experiences; students develop the skills of a researcher, using their intellectual curiosity to pose and solve problems; students exhibit the skills of divergent thinkers, with the courage to create, the willingness to approach problems with a joyful spirit, and the ability to play; and students develop the skills and dispositions necessary to function as members of a democratic society. For Teachers: Teachers are held to a high standard of excellence and professionalism. Teachers demonstrate a thorough knowledge of the subjects they teach; draw on an extensive repertoire of authentic and engaging strategies for instruction and assessment, steeped in the knowledge of how children learn; contribute to a vibrant and active professional learning community; and forge strong and positive relationships not only with students, but also with community stakeholders, including families. SCHOOL CULTURE The school is a place where children and adults thrive and find joy in their work. The physical space communicates a genuine focus on children. The emotional space requires an approach to discipline and academics that focuses on helping children develop compassion, respect for others, self-discipline, and problem-solving skills. The intellectual space of the school asks teachers and students to act as leaders, share opinions and ideas, identify problems and generate solutions, and collaborate and work together as a community so that everyone experiences success. The school emphasizes parent and community involvement. Parents play an important role in the school: offering feedback to staff, attending student exhibitions and performances, reviewing student portfolios, and providing volunteer services.
