DC - School Teacher - Elementary

The-Children; Washington (District of Columbia); On-site; USD 55,000 - 75,000; Full time

Job summary

The Children’s Guild DC in Washington, DC is seeking an Elementary School Teacher to deliver high-quality instruction for kindergarten through fifth grade in a trauma-informed, inclusive setting.

The role emphasizes IEP/504 collaboration, data-driven planning, and implementing PBIS to support student growth and well-being. Join our multidisciplinary team and contribute to a safe, supportive classroom that values family engagement and professional growth.

Qualifications

• Bachelor's degree in Elementary Education is required.
• Valid DC teaching license or eligibility for K–6.
• Minimum 2 years of urban, inclusive teaching experience.
• Strong classroom management and differentiation skills.
• Experience with IEP/504 and IDEA requirements.

Responsibilities

• Deliver standards-aligned instruction to K–5 students.
• Develop differentiated, engaging lesson plans.
• Implement trauma-informed, PBIS-aligned practices.
• Collaborate with IEP team and related service providers.
• Maintain accurate records and documentation.

Skills

Classroom management

Differentiation

Student engagement

Communication skills

Trauma-informed teaching

Education

Bachelor's degree in Elementary Education

DC teaching license eligibility (K–6)

Master's degree (preferred)

Tools

IEP management software

Job description

About UsThe Children's Guild DC (TCG DC) is a free public charter school serving students in Kindergarten through 8th grade in Ward 5, Washington, D.C. As part of TranZed Alliance, one of the most experienced child-serving nonprofit organizations in the Greater Baltimore/Washington region, TCG DC provides a personalized, trauma-informed educational experience for both general education and special needs students.Our on-site team of special educators, social workers, psychologists, occupational therapists, speech-language pathologists, and support staff work collaboratively to ensure every student thrives — academically, socially, emotionally, and developmentally. We invite you to be part of our innovative team!Position SummaryThe Elementary School Teacher is responsible for delivering high-quality, standards-aligned instruction to students in Kindergarten through 5th grade in a diverse, inclusive, and therapeutic school environment. The Elementary Teacher designs and implements individualized, engaging, and culturally responsive lesson plans that address the academic, social-emotional, and developmental needs of all learners — including students with IEPs and 504 plans. The Elementary Teacher is a collaborative member of the multidisciplinary team and serves as a consistent, caring, and high-expectations presence for every student in their classroom.Essential Duties & ResponsibilitiesInstruction & CurriculumDesign and deliver rigorous, standards-aligned instruction aligned with DC Common Core State Standards and TCG DC's curriculum frameworks.Develop and implement engaging, differentiated lesson plans that meet the diverse learning needs of all students, including general education students, students with IEPs, and English Language Learners.Utilize evidence-based, trauma-informed, and brain-based instructional strategies to promote academic achievement and student engagement.Integrate project-based learning, experiential activities, and technology into daily instructionAdminister and analyze academic assessments to monitor student progress and inform instructional decisions.Develop and maintain the ability to create and revise policies and procedures related to classroom instruction, student management, and academic programming as needed.Special Education & IEP SupportImplement IEP and 504 accommodations and modifications for eligible students in the general education setting.Collaborate with special education teachers, related service providers, and the IEP team to ensure integrated, student-centered support.Participate actively in IEP meetings, contributing classroom observations, academic data, and progress updates.Monitor and document student progress toward IEP academic goals on an ongoing basis.Classroom Management & CultureEstablish and maintain a safe, structured, and nurturing classroom environment grounded in PBIS principles and TCG DC's Transformation Education philosophy.Implement proactive, positive behavioral strategies and de-escalation techniques to support student regulation and engagement.Build strong, trust-based relationships with students that reflect a trauma-informed, culturally responsive approach.Model and reinforce TCG DC's core values of respect, responsibility, and community throughout the school day.Documentation & ComplianceMaintain accurate, timely records including lesson plans, grade books, attendance, progress reports, and report cards in compliance with DCPS, OSSE, and agency standards.Submit required documentation accurately and on time in accordance with TCG DC's policies and procedures.Adhere to all applicable IDEA, DC special education regulations, and charter school compliance requirements.Develop, follow, and contribute to classroom and school-wide policies and procedures that promote a safe, compliant, and effective learning environment.Family EngagementCommunicate regularly with families regarding student progress, academic goals, and classroom activities through conferences, progress reports, and ongoing updates.Build positive, trust-based relationships with families that reflect TCG DC's commitment to family-centered care.Participate in parent meetings, IEP conferences, school events, and community engagement activities.Collaboration & Professional DevelopmentCollaborate effectively with co-teachers, teaching assistants, related service providers, and clinical staff as part of the multidisciplinary team.Participate in team meetings, professional development, instructional coaching, and school-wide initiatives.Engage in self-directed learning and reflective practice to continuously grow as an educator.Contribute to a positive, inclusive, and mission-driven school culture.QualificationsRequiredBachelor's degree or higher in Elementary Education or a related field (required).Valid DC teaching license in Elementary Education (Grades K–6) or eligibility to obtain.Minimum of 2 years of teaching experience in an urban, inclusive, or diverse school setting.Knowledge of DC Common Core State Standards and evidence-based instructional practices.Familiarity with IEP implementation, 504 accommodations, and IDEA requirements.Strong classroom management, differentiation, and student engagement skills.Excellent written and verbal communication skills.Commitment to trauma-informed, culturally responsive, and high-expectations teaching.Ability to develop, implement, and follow classroom and school-wide policies and procedures.PreferredMaster's degree in Elementary Education, Special Education, or a related field.Experience teaching in a therapeutic, charter, or special education school setting.Dual certification in Elementary and Special Education.Training in PBIS, brain-based learning, or trauma-informed instructional practices.Bilingual proficiency (English/Spanish or other languages).Familiarity with electronic IEP management and student information systems.Key Result Areas (KRAs)KRAFocus1Instruction & Curriculum — Standards-aligned, differentiated, and engaging daily instruction2Special Education Support — IEP/504 implementation and IEP team collaboration3Classroom Management — Safe, structured, PBIS-aligned classroom environment4Documentation & Compliance — Accurate, timely records in compliance with DCPS/OSSE standards5Family Engagement — Regular, trust-based communication and partnership with families6Professional Growth — Reflective practice, collaboration, and continuous learningAccountabilityThe Elementary School Teacher reports to the Principal and works in close collaboration with co-teachers, teaching assistants, special education staff, related service providers, and the clinical team.Physical DemandsThis role requires the ability to frequently stand, walk, sit, reach, and communicate verbally. Reasonable accommodations may be made for individuals with disabilities.