Middle School Math SPED Inclusion Teacher

Center City Public Charter Schools; Washington; On-site; USD 70,000 - 100,000; Full time

Benefits offered by this job

Medical, Dental, Vision insurance

401(k) employer match

FSA

Life and Disability Insurance

Paid time off (PTO)

Professional development

Job summary

Center City Public Charter Schools seeks a Middle School Math SPED Inclusion Teacher to deliver scaffolded math instruction for students with IEPs in Grades 6–8. You will collaborate with general education teachers to ensure access to CCSS and implement evidence-based co-teaching models.

You’ll write and monitor IEPs, track progress, and participate in meetings with families and staff. A Master’s in Special Education and valid DC licensure eligibility are strongly preferred.

Qualifications

• Master’s in Special Education or related field; DC licensure eligibility preferred.

Responsibilities

• Co-plan and co-teach with general education math teachers using evidence-based models.
• Adapt curriculum (e.g., Eureka Math) to meet CCSS while supporting IEP goals.
• Draft and monitor IEPs, PLAAFPs, SMART goals, and accommodations.
• Monitor student progress with data and quarterly reports.
• Lead or participate in IEP meetings and compliance activities.
• Support BIP and SEL integration, including trauma-informed practices.
• Engage families and coordinate with Student Support Services.

Skills

Special Education

Co-teaching

Middle School Math

IEP Writing

Data-driven instruction

Education

Master’s Degree in Special Education

Bachelor’s degree

Tools

EasyIEP

Google Workspace

Microsoft Office

Job description

Center City is committed to attracting, developing, and retaining one of the best faculties in the District.

Middle School Math SPED Inclusion Teacher

Middle School Math Special Education (SPED) Inclusion Teacher

Position Title: Middle School Math Special Education (SPED) Inclusion Teacher

Academic Year: 2026–2027 School Year

Location: Washington, D.C.

Schedule: Full-Time (8:00 AM – 4:00 PM)

About Center City Public Charter Schools

Center City Public Charter Schools (Center City PCS) empower our students for lifelong success by building strong character, promoting academic excellence, and generating public service throughout Washington, D.C. In this endeavor, we are committed to attracting, developing, and retaining one of the finest faculties in the District. Center City staff are teachers, mentors, and leaders who play a vital role in ensuring each student maximizes their potential. Our network serves over 1,400 students annually across our six District campuses, supported by a dedicated team of over 250 educators, specialists, and operational leaders.

Position Overview

The Middle School Math Special Education (SPED) Inclusion Teacher plays a pivotal role in delivering targeted, scaffolded, and rigorous mathematics instruction to students with Individualized Education Programs (IEPs) in an inclusive middle school setting (Grades 6–8). Working under the direct supervision of the Campus Principal and supported by the Student Support Services Department at Central Office, the SPED Inclusion Teacher collaborates closely with general education math teachers to ensure all students access grade-level Common Core Mathematics Standards.

The ideal candidate possesses deep content knowledge in middle school mathematics (ratio/proportional relationships, rational numbers, expressions/equations, geometry, and statistics), expertise in co‑teaching dynamics, and a strong track record of leveraging data‑driven interventions to accelerate student achievement.

1. Co‑Teaching & Specialized Math Instruction

Co‑Planning & Delivery: Partner with general education math teachers to co‑plan and deliver standards‑aligned math instruction utilizing evidence‑based co‑teaching models (e.g., station teaching, parallel teaching, alternative teaching, and team teaching).

Scaffolded Content Access: Adapt and differentiate middle school math curricula (e.g., Eureka Math) to bridge foundational skill gaps while maintaining access to grade-level Common Core State Standards (CCSS).

Targeted Math Interventions: Plan and execute small‑group and individualized instruction using explicit instructional strategies, concrete‑representational‑abstract (CRA) frameworks, and specialized math intervention programs.

Accommodations & Modifications: Ensure all testing and instructional accommodations (e.g., graphic organizers, visual aids, math manipulatives, extended time, modified assignments) are systematically integrated into daily instruction and assessments.

2. IEP Management, Compliance & Data Tracking

Comprehensive IEP Writing: Draft, write, and finalize high‑quality, legally compliant IEPs using EasyIEP, incorporating Present Levels of Academic Achievement and Functional Performance (PLAAFP), SMART IEP goals, and accommodations based on diagnostic and formative data.

Progress Monitoring: Systematically collect, track, and analyze student progress toward IEP math goals and behavioral benchmarks; issue quarterly progress reports supported by concrete student work samples and data.

IEP Meetings & Compliance: Lead and participate in IEP meetings, annual reviews, triennial re‑evaluations, and eligibility determinations with multidisciplinary teams, general education staff, and families in compliance with federal and local D.C. guidelines.

3. Behavioral & Social‑Emotional Support

BIP Implementation: Support the development and implementation of Behavior Intervention Plans (BIPs) and informal classroom behavior support systems.

Positive Culture: Hold middle school students to high academic and behavioral expectations while fostering a trauma‑informed, growth‑mindset classroom environment tailored to adolescent development.

Math Confidence & Resilience: Integrate social‑emotional learning (SEL) and self‑advocacy strategies into daily routines to reduce math anxiety and build stamina in mathematical reasoning.

4. Family Engagement & Community Collaboration

Family Partnership: Proactively communicate with parents and guardians regarding academic progress, home‑learning strategies, and IEP decisions centered around student strengths and aspirations.

General Education Collaboration: Serve as a student support champion within grade‑level teams, providing general education teachers with actionable guidance to ensure accommodations are fully implemented across all settings.

Transition Planning: Develop age‑appropriate Secondary Transition Plans within IEPs for middle school students, supporting their smooth academic transition to high school pathways.

5. Professional Growth & School Culture

Professional Learning Communities (PLCs): Actively participate in campus and district PLCs, weekly grade‑level planning sessions, and network‑wide professional development workshops.

Instructional Coaching: Engage in ongoing coaching cycles, accepting and implementing informal and formal feedback from school leadership and instructional coaches.

Professional Standards: Adhere to all school‑wide procedures regarding punctuality (8:00 AM – 4:00 PM), professional attire, and school policies. Attend designated campus events outside standard hours as required.

Qualifications

Education & Certification

Master’s Degree in Special Education or a related field (strongly preferred); Bachelor’s degree required.

Licensure: Active District of Columbia Special Education teaching credential (or eligibility for licensure reciprocity).

Experience & Skill Requirements

Experience: Minimum of 3 years of successful classroom teaching experience in special education or inclusion settings (5+ years preferred), with proven student growth in middle school math.

Content Expertise: Deep familiarity with Middle School Common Core State Standards for Mathematics and the Common Core Coherence Map. Experience with Eureka Math or similar conceptual math curricula preferred.

Technical & Legal Knowledge: Working knowledge of IDEA, local D.C. special education mandates, and proficiency in EasyIEP, Google Workspace, and Microsoft Office Suite.

References: Professional references reflecting high standing with past educational employers.

Physical Demands & Work Environment

Ability to stand, walk, and move throughout the classroom for extended periods during instructional blocks.

Ability to lift items to 10 pounds.

Active classroom environment supporting middle school learners.

Center City PCS offers a competitive salary commensurate with education and experience, along with a robust benefits package for all full‑time staff:

Employer‑subsidized Medical, Dental, and Vision insurance premiums.

401(k) Retirement Plan with employer match.

Pre‑tax Flexible Spending Accounts (FSA).

Employer‑paid Life and Disability Insurance.

Generous paid sick and personal time off (PTO).

Ongoing professional development, instructional coaching, and leadership advancement opportunities.

Anti‑Racism & Equal Opportunity Statement

Center City PCS is an anti‑racist organization that believes in the importance of diversity, equity, and inclusion. This helps us better fulfill our mission while serving students and families throughout Washington, D.C. BIPOC, women, gender‑expansive individuals, LGBTQIA+, veterans, and persons with disabilities are strongly encouraged to apply.

Center City PCS educators are teachers, mentors, and leaders, they play an important role ensuring each student maximizes their potential.

Why Build a Career at Center City?

Ongoing Professional Development

Center City recognizes that our teachers, just like our students, are life‑long learners. We also know that investments in employee professional development and career success are significant factors in employee satisfaction. Therefore, we provide extensive professional development opportunities, including workshops, professional learning communities, and coaching to improve the quality of instruction. As educators, we share the ultimate goal of improving student outcomes.

Teacher Voice Matters

Teachers matter at Center City and we take every opportunity to listen and learn. Through informal discussions, gatherings, surveys and networking events, teachers always have an opportunity to share. Center City believes in open and honest communication and we celebrate being an authentic and diverse community.

Teacher Qualifications: The Basics

While every teacher is different, Center City PCS seekscandidates with:

• A bachelor’s or master's degree in an applicable subject area;
• A passing Praxis exam score by OSSE standards for the applicable grade level or subject area; and
• One year of full‑time teaching experience, preferably in an urban environment.

Center City PCS continues to partner with TORSH Talent, an online professional learning platform that supports educator growth through a development cycle of assessment, goal setting, feedback, coaching, and data analysis.