Elementary Teacher: Trauma-Informed & Inclusive Classrooms

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 seeks an Elementary School Teacher for Kindergarten through 5th grade in a therapeutic, inclusive setting. You will design engaging, differentiated lessons meeting diverse needs, including students with IEPs and 504 plans, employing trauma-informed practices to support academics and social-emotional growth.

Join a multidisciplinary team, contribute to PBIS-based classroom culture, and document progress to ensure DC standards and charter compliance while

Qualifications

• Bachelor's degree or higher in Elementary Education and licensure in DC or eligibility.
• Familiar with IEP/504 accommodations and IDEA requirements.
• 2+ years of teaching in urban/diverse settings.
• Strong classroom management and student engagement.
• Excellent written and verbal communication skills.
• Commitment to trauma-informed, culturally responsive instruction.

Responsibilities

• Deliver standards-aligned instruction for K–5 students.
• Differentiate lessons to address diverse learning needs including IEPs/ELLs.
• Collaborate with IEP teams and related service providers.
• Maintain PBIS-based classroom environment and culture.
• Document attendance, progress, and assessments; ensure compliance with DC standards.
• Engage families through conferences and school events; participate in professional development.

Skills

Differentiation

Lesson planning

Trauma-informed approach

PBIS familiarity

Communication

Collaboration

Education

Bachelor's in Elementary Education

DC teaching license eligibility

Master's degree (preferred)

Tools

Electronic IEP management

Student information systems

Job description

The Children’s Guild DC in Washington, DC seeks an Elementary School Teacher for Kindergarten through 5th grade in a therapeutic, inclusive setting. You will design engaging, differentiated lessons meeting diverse needs, including students with IEPs and 504 plans, employing trauma-informed practices to support academics and social-emotional growth.

Join a multidisciplinary team, contribute to PBIS-based classroom culture, and document progress to ensure DC standards and charter compliance while