Careers

Listed below are descriptions of the qualifications and responsibilities for each position.

Salary and Benefits:

An employee's salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest.

Benefits include: health care, disability insurance, and a retirement plan: 401-(k) or the continuation of the DCPS retirement plan.

To ensure safety for all students, all staff members will be fingerprinted and background checks will be conducted on all school staff prior to their service as employees.

Bridges is an equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law. Spanish-speakers and persons of color are strongly encouraged to apply.

Inquiries are welcome and can be directed to Olivia Smith, Director.

To apply submit a cover letter and resume to Olivia Smith, Director:

Bridges Public Charter School
1250 Taylor St. NW
Washington, DC 20011

Phone (202) 545 - 0515
Fax (202) 545 - 0517

Or contact us about jobs via email.

Qualifications and Responsibilities:

Curriculum / Literacy Mentor & Response-to-Intervention (RTI) Coordinator:

This is a full time position that involves coaching and assisting teachers with the implementation of the school's curriculum, as well as supporting a three tier model of progressive intervention for preschool academic and social / emotional development.

In brief, the two components of the position are:

1. Curriculum / Literacy Mentor support the classroom teachers with implementing the school's curriculum with fidelity and coaching teachers on instruction and classroom management.
2. RTI Coordinator supports a three tier model of progressive interventions for preschool academic and social / emotional development. The RTI model of intervention: tier one is a high quality instructional program for all students; tier two is differentiated small group instruction; and tier three is targeted interventions for children who are not making typical or expected progress, done through a tier three intervention plan.

Candidates must have a bachelor's degree (master's degree preferred) in early childhood education, elementary education, reading and math, special education, school psychology or a closely related field. Five or more years of successful professional teaching experience teaching. Candidates must have experience in helping children develop emergent literacy skills. Candidates must also demonstrate a deep understanding of scientifically based reading research, reading development in young children, and developmentally appropriate instruction for children. Candidates must demonstrate the leadership experience, organizational skills, and communication abilities to effectively coach and support teachers and their instructional teams.

If applying for this position your cover letter should address how your training and experience qualifies you to:

1. Work as a coach to develop teachers' instructional and classroom management skills.
2. Help teachers' use data to plan whole group and small group instruction.
3. Help to develop and implement developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of cognitive and social/emotional skills.

Emails should include "Mentor & RTI Coordinator" in the subject line and can be emailed to:

jobs@bridgespcs.org

Preschool Lead Teacher - Inclusion & Special Education

All lead teachers will be "highly qualified" in accordance with the No Child Left Behind Act of 2001. Special Education Teachers must have training and teaching experience in early childhood special education, and have a Masters degree or be certified in early childhood special education or special education. Highly qualified candidates have: a Masters degree; or certification in early childhood or special education; or a Bachelors degree and have passed the Praxis II exam (Early Childhood and / or Special Education). Teachers actively participate in the development of both curricula and school programs. Duties will include:

• Teach preschool education using the school's early childhood education curriculum approach.
• Apply the appropriate methods in compliance with regulations to teach preschoolers with special needs.
• Develop and nurture the social, emotional, linguistic, cognitive and physical abilities of the preschoolers.
• Develop individualized education programs for each student with special needs, in collaboration with transdisciplinary team members and families.
• Assess the progress and determine the individual development plan for each preschool student and plan individualized education activities based upon assessment results.
• Serve as school ambassadors interacting with parents to understand each child's background and to assist families in supporting the progress of their children at home.
• Collaborate with other teachers and seek guidance and support from the Director and Assistant Director to develop and deliver an appropriate educational program.
• Supervise assistant teacher(s).

Preschool Assistant Teacher - Inclusion & Special Education

All assistance teachers will be "highly qualified" in accordance with the No Child Left Behind Act of 2001. Highly qualified candidates have: completed an Associates degree or higher; or a High School degree and have a passing score on the ParaPro exam. Current enrollment in a higher education program will also be considered. Work experience with preschool age students is required. Teaching Assistants will focus on supporting the lead teacher in managing the classrooms and monitoring the developmental progress of the students. Duties will include:

• Assist in teaching pre-school education using the school's early childhood education curriculum framework.
• Assist in applying appropriate strategies to educate preschoolers with special needs, in compliance with State and Federal regulations.
• Assist in developing and nurturing the emotional, cognitive and social abilities of the preschoolers.
• Collaborate with other assistant teachers and seek guidance and support from the teachers to enhance their professional development.

Dedicated Aide/Enhanced Staffing - Special Education (part time & full time)

All dedicated aides/enhanced staff will be "highly qualified" in accordance with the No Child Left Behind Act of 2001. Highly qualified candidates have: completed an Associates degree or higher; or a High School degree and have a passing score on the ParaPro exam. Current enrollment in a higher education program will also be considered. Prior work experience with children with special needs is preferred.

Substitute Teachers - Special Education & Inclusion

All substitute teachers must have completed two years of higher education, or completed an associates degree or higher. A Child Development Associate Credential (CDA) and current enrollment in a higher education program will also be considered. Work experience with preschool age students is also required. Special education substitute teachers must have prior work experience with children with special needs.

After School Care Staff

After school staff must have completed high school and have work experience with preschool age students. Hours: 3:00 pm to 6:00 pm. Hourly rate: $12.00 dollars. Duties will include:

• Supervision of after school activities and students.
• Develop and nurture the social, emotional, linguistic, cognitive and physical abilities of the preschoolers.