[YEP-DC] Early Childhood Education Adjunct Teacher Openings at DCPS!

Our public school students need your expertise, passion, and leadership.

We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.

 

DCPS serves 45,000 students in the nation's capital through the efforts of approximately 4,000 educators in 123 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.

 

Position Overview

At DCPS, teachers are charged with ensuring the academic achievement of all of our students regardless of background or circumstance. We are committed to our mission of providing all students with a world-class education that prepares them for college, career, and life – and we know that building the most effective teaching force in the nation is critical to achieving this goal.

 

OECE Adjunct Teachers are assigned daily to staff PK3 and PK4 classrooms in Title I schools throughout the District to ensure that supervision and ratio standards are met. OECE Adjunct Teachers do not supplant the existing DCPS substitute pool.

 

The OECE Adjunct Teacher reports directly to the OECE Manager of Professional Development (Curriculum and Instruction). 

 

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other clinical duties may be assigned.

• Coordinates and implements direct services to schools struggling to address student achievement challenges in individual classrooms or buildings.
• Provides clear and direct feedback to teachers based on analysis of practice.
• Consistently analyzes teacher practice through ongoing classroom observations, data analysis, and examination of student work.
• Schedules and coordinates school based meetings with staff.
• Prepares, implements and revises individual teacher coaching plans and outcomes with specific schools.
• Works collaboratively with teachers to support curriculum development and alignment to the common core to increase academic achievement.
• Models student instruction in collaboration with classroom teachers and effective instructional strategies for staff members.
• Tracks student and teacher progress to assess the effectiveness of coaching.
• Tracks and reports progress of projects as measured by the OSE's three year strategic plan.
• Interacts with and responds effectively to urgent requests from multiple internal and external DCPS stakeholders.
• Refines and improves project management process; identifies patterns/trends in issues across multiple projects; and develops longer-term, systematic solutions to address them.
• Prepares and implements school and system based intervention training to support the integration of students at risk for poor academic performance.

 

Qualifications

• Bachelor's degree and two to four years of experience working with students with special needs.
•  Inclusion coach positions require that at least <insert # of years>  of the two to four was spent in resource or co-teaching classrooms.
•  Intervention coach positions require at least <insert # of years> of the two to four was spent in self-contained classrooms.
• Master's degree in Special Education, Administration or Educational Leadership preferred.
• Strong background and demonstrated success improving academic achievement of students with disabilities.
• Demonstrated success in differentiating to meet the needs to all learners.
• Experience in peer coaching and conducting professional development.

 

Personal Qualities of Top Candidates

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving:  Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
• Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed work plans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

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