KINGS LEAD INSTRUCTOR

Statesmen-College-Preparatory-Academy-For-Boys; Washington (District of Columbia); On-site; USD 70,000 - 110,000; Full time

Job summary

Statesmen-College-Preparatory-Academy-For-Boys is seeking a Lead Instructor to sustain a vibrant school culture and deliver rigorous, standards-aligned instruction. You will work to accelerate achievement, strengthen instructional quality, and support a college-going culture built on high expectations and accountability.

The role emphasizes collaboration with administrators and families, differentiating instruction for diverse learners, and leading instructional planning aligned to school goals.

Qualifications

• Bachelor’s degree and teaching certification in the assigned content area.
• Standards-aligned instruction across ELA, Math, STEM, or Social Studies.
• Strong classroom management and high expectations.
• Experience differentiating instruction for diverse learners.
• Ability to analyze student data to inform instructional planning.
• Strong communication and collaboration with families.
• Commitment to equity and a college-going culture.
• 2+ years of urban/high-need school teaching preferred.
• Experience in charter or high-accountability environments preferred.
• Master’s degree and leadership experience preferred.

Responsibilities

• Deliberately builds strong relationships to drive student achievement.
• Provides engaging, standards-aligned instruction for diverse learners.
• Differentiates and adjusts instruction based on data and needs.
• Collaborates with administrators, support staff, and aides for alignment.
• Maintains ongoing, clear communication with families and school leadership.

Skills

Differentiated instruction

Data-informed planning

Collaboration

Communication

Equity focus

Education

Bachelor’s degree

Teaching certification/licensure

Master’s degree in Education

Job description

The Lead Instructor plays a critical role in sustaining a vibrant school culture and ensuring the

delivery of rigorous, relevant, and standards-aligned academic instruction. This position is grounded

in three primary bodies of work designed to accelerate student achievement, strengthen instructional

quality, and support the development of a college-going school culture built on high expectations,

accountability, and excellence for all scholars.

Primary Bodies of Work

Relationship Building

• The Lead Instructor deliberately builds and leverages strong, trusting relationships to drive

Teaching and Learning

• The Lead Instructor provides highly engaging, rigorous, and standards-aligned instruction that ensures all students have access to grade-level content. Instruction is intentionally designed and delivered to meet the needs of all learners, including students with disabilities (SWDs), English Language Learners (ELLs), students performing below grade level, and advanced learners requiring enrichment and extension.
• The Lead Instructor differentiates, accommodates, and modifies instruction as needed while maintaining high expectations for all students. This role is responsible for planning and delivering instruction that is data-informed, culturally responsive, and aligned to schoolwide academic goals. The Lead Instructor continuously monitors student progress, adjusts instruction based on evidence, and implements targeted interventions to accelerate learning and close achievement gaps.

Communication

• The Lead Instructor actively engages in collaborative planning and instructional alignment with administrators, student support specialists, intervention staff, and instructional aides to ensure consistency and effectiveness of instructional and behavioral systems. This includes participation in co-planning and co-teaching structures designed to strengthen instructional delivery and student outcomes.
• The Lead Instructor maintains ongoing, clear, and professional communication with families regarding student progress, academic performance, behavioral development, and intervention needs. Additionally, this role is responsible for communicating data trends, instructional effectiveness, and recommended programmatic adjustments to school leadership to support continuous improvement and ensure alignment between student needs and instructional programming.

Who Must You Be

Required

• Bachelor’s degree from an accredited college or university (required)
• Valid teaching certification/licensure in assigned content area (or eligibility for certification, if applicable)
• Demonstrated experience delivering standards-aligned instruction in ELA, Math, STEM, or Social Studies
• Strong classroom management skills with the ability to establish and maintain a structured, high-expectation learning environment
• Experience differentiating instruction for diverse learners, including students with disabilities, English Language Learners, and students performing below or above grade level
• Ability to analyze student data and use it to inform instructional planning and intervention strategies
• Strong communication and collaboration skills with students, families, and school-based teams
• Commitment to equity, high expectations, and a college-going school culture

Preferred

• 2+ years of successful classroom teaching experience in an urban or high-need school setting
• Experience working in a charter school or high-accountability instructional environment
• Background in data-driven instruction, instructional coaching, or curriculum implementation
• Experience supporting behavior systems, restorative practices, or school culture initiatives
• Master’s degree in Education or related field
• Experience with co-teaching, intervention models, or inclusive classroom practices
• Demonstrated success improving student academic outcomes and closing achievement gaps
• Leadership experience within grade-level teams, PLCs, or instructional committees