Special Education Math - High School Teacher

Background:

Washington Leadership Academy (WLA) is a world-class college prep High School in Washington D.C. that prepares students to thrive in the world and to change it for the better. WLA employs college prep academics, computer science instruction, and real world experiences to ensure that students achieve their full potential. WLA fosters a community of wellness where students and staff members feel like family. WLA is one of 10 schools in the nation to be recognized as a “Super School” and awarded a $10 million grant to redesign High School and empower young people.

Expectations of the role:

• Mindsets
• The work WLA is undertaking is very challenging, but we are tenacious in pursuit of our mission to prepare our kids to thrive in the world and change it for the better.
• We are endeavoring to prepare ALL kids for both four-year college and computer science-related careers, including those with Special Education needs, significant behavioral needs, and varied backgrounds.
• We are endeavoring to utilize restorative discipline practices even when it is hard because we know that restorative practices are best for kids.
• We have a deep commitment to the inherent power of our young people and to school as a place where students are encouraged to grow and nurture that leadership and power.
• We know that students are deserving of warmth and respect from adults at all times.
• We know it is our responsibility to support all students to grow - acknowledging that students are younger humans without a fully-developed prefrontal cortex, and that we have to meet students where they are developmentally when it comes to growth.
• We know that the learning environment is a collaboration between students and teachers, all of whom bring passion, experiences, and curiosity to the classroom.
• We know that grades are the responsibility of both the teacher (for engaging students) and the student (for taking those opportunities to engage), and should be primarily a reflection of mastery rather than compliance.
• We believe that equity, inclusion and empowerment must always be the center of our work and our culture, specifically around race, gender identity/sexual orientation, and socio-economic status.

• Instruction
• The Engage + Danielson Rubrics, available here, are what will be used to measure teacher performance
• Facilitate a student-led learning environment in accordance with the WLA Academic Vision, which includes:
• Critical thinking
• Student choice and agency
• Mastery-based grading
• Authentic, collaborative relationships
• Implement a coherent, research-based curriculum provided by WLA
• Variation from the curriculum is allowed if it is carefully planned and there is thoughtful integration of the critical grade-level standards that students need to learn, and if instructional coaches and/or VP’s have approved
• Utilize tech tools to differentiate instruction for students and leverage the capacity of the teacher
• Document all syllabi, lesson plans, assignments, rubrics, and other instructional materials and methods in a shared drive on a weekly or as needed basis
• Keep families informed of performance in class, any relevant academic or behavioral updates, and absolutely any grades below a C at least every two weeks; families should never be surprised at the end of the quarter
• Develop and provide appropriate scaffolds, differentiation, accommodations and/or modifications for students with disabilities and/or language acquisition needs

• Advising
• Meet daily with a cohort of students to facilitate a strong supportive community, and student empowerment and ownership of their learning and educational experience through all of the following:
• Facilitating strong relationships between students and with adults via methods that include but are not limited to:
• Facilitating meaningful relationship development circles (examples)
• Facilitating restorative conversations to repair harm and build relationship (examples)
• Contacting parents biweekly with grade, behavior, and attendance updates and maintaining strong relationships with families such that WLA, families, and students are on the same team
• Leading meaningful and age appropriate circles and lessons to help develop students’ social emotional learning
• Optional curriculum is provided by WLA

• Special Education Case Management
• Support in developing and implementing Individualized Education Plans and Behavior Intervention Plans for students with disabilities.
• Maintain the records for each identified student and ensure they are up to date and well-organized, and contain necessary progress notes and assessments.
• Write quarterly IEP progress reports for students on your caseload
• Collaborate with all stakeholders (i.e- general education teachers, related service provider, dedicated aide, etc.) to ensure students with disabilities’ needs are met.
• Schedule and lead various IEP and/or MDT meetings throughout the academic school year
• Connect with students with disabilities’ parents and other key stakeholders on a regular basis to provide updates
• Develop and deliver specialized instruction to ensure all students are able to access the general education curriculum.

• Classroom Management
• Develop a warm, collaborative, mutually supportive, deeply engaged classroom environment
• Create, monitor, and sustain a rigorous and joyous school culture of high academic and behavioral standards
• Participate in the ever-evolving development of restorative justice practices

• Data Analysis
• Evaluate academic achievement through detailed data analysis of student performance
• Develop and use a variety of assessment data to refine curricula and instructional practice

• Professionalism
• Timeliness arriving to school, attending meetings, covering duty posts, and submitting deliverables
• Hold office hours after school at least two days per week (3:30-4:30), with the schedule to be determined by WLA
• Collegiality, warmth, and respect of all team members and students
• Diligence in updating and maintaining student grades in WLA's LMS (Canvas) and gradebook system (PowerTeacher Pro) on a routine basis and in accordance with WLA's gradebook closeout calendar (SY21-22 was 4 grades per week in Canvas, for example)
• Using WLA's LMS (Canvas) as the primary means of communicating lesson resources and activities to students

Reporting Relationships:

• Teachers report to a Vice Principal
• Teachers work closely with an Instructional Coach

Minimum Requirements:

• Bachelor’s Degree or greater
• Standard background check clearance
• At least 2 years of teaching experience is preferred

To apply:

• Please submit an application and upload a resume here.
• As part of the application, you may be asked to submit references, lesson plans, and/or performance tasks

Physical Requirements:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand, sit, walk, and use his/her hands. The employee must occasionally lift and/or move heavy classroom materials or equipment. The specific vision abilities required by this job may include close vision.

Washington Leadership Academy is an Equal Opportunity Employer and is a drug-free workplace. Salary is competitive and is commensurate with experience. WLA provides a comprehensive benefits package, including medical, dental, vision, and a retirement plan.

Washington Leadership Academy reserves the right to amend this job description at any time prior to or during employment.