For the upcoming 2026-2027 school year, Bridges is seeking Elementary Special Education Teachers for the role of Inclusion Teacher.
Who We Are
Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are:
- Responsibility
- Engagement
- Acceptance
- Creativity
- Honesty
Who Are We Looking For
We are seeking passionate educators to build an inclusive PK-5 school community. We are seeking individuals who are committed to providing high-quality, universally designed instruction and who are committed to learning about and implementing Universal Design for Learning (UDL) strategies for our diverse student community. We are seeking individuals who recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community.
Our Graduate Profile
A Bridges “Graduate”
- Is a unique and independent individual who is prepared to pave their own path.
- Self advocates through their preferred communication modalities.
- Welcomes diversity with inclusion, openness, acceptance, and respect for others.
- Demonstrates empathy and a desire to help and support others in need.
- Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals.
- Is prepared for next steps after leaving Bridges Public Charter School.
As a Special Education Inclusion Teacher, you will be responsible for:
RESPONSIBILITIES INCLUDE:
- Creating challenging, engaging, and universally designed lessons that support learner variability.
- Using the UDL Framework to design and implement curriculum standards-based units that include differentiated instruction.
- Providing high-quality direct specialized instruction to students according to students’ IEPs/504 plans.
- Developing IEPs/504 plans that are strength-based as well as child and family-centered for overall educational improvement.
- Planning and implementing specialized instruction services using the school's curriculum (i.e. High Reach, Everyday Math, Handwriting without Tears, Readers and Writers Workshop, Math in Focus, FOSS, Social Studies Alive, and Second Step).
- Ensure the program of instruction meets the individual students' goals and objectives on their IEP/504 plans and is aligned with Common Core Standards.
- Collaborating with classroom teacher to implement student’s IEP/504 plan. This includes planning for: classroom environment, adapting and modifying curriculum, managing classroom behaviors, and connecting with parents and family members.
- Modifying and administering classroom-based and school-wide assessments to document students' progress.
- Developing a system to regularly collect all specialized instruction data towards IEP/504 plan goals.
- Writing quarterly progress reports (IEP progress reports and curriculum progress reports).
- Collaborating with related service providers, Special Education Coordinator, Director of Student Support Services, curriculum coordinator, ELL teacher, and students’ parents to plan for student needs and to ensure skills are generalized across settings.
- Facilitate a collaborative relationship with classroom teachers, assistant teachers, and dedicated aides to support students’ needs and ensure students’ IEPs are being implemented with fidelity.
- Implementing and maintaining students’ Functional Communication Protocols and Behavioral Intervention Protocols to respond to students' behavior appropriately and successfully.
- Participating in eligibility and annual IEP/504 plan meetings by presenting information, completing essential paperwork, and assisting with note-taking.
- Managing a detailed log of services provided and services missed due to student or teacher absences.
- Writing and modifying lesson plans outlining scope of work for specialized instruction for students with disabilities and submitting lesson plans regularly.
- Participating in parent-teacher conferences
- Co-facilitating 2 parent events.
- Collaborating with curriculum coaches to plan orientation and professional development sessions.
- Conducting regular summative and formative assessments to determine student progress.
- Receiving EasyIEP training and serving as a resource to others using EasyIEP.
- Maintaining specialized instruction supplies
- Support the creation of a classroom culture and environment that develops and nurtures the emotional, cognitive and social abilities of the students.
- Engaging parents and families in their student's learning and acting as an ambassador for the school in the community. Provide families with resources to support their child at home and in the community.
- Attend and participate in school events outside of regular school hours.
- Other duties as assigned
PROFESSIONAL RESPONSIBILITIES
- Adhering to the 8:00 a.m.-4:00 p.m. work day
- Regularly attends work and adheres to all attendance policies.
- Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal.
- Participate in weekly Professional Learning Community (PLC) meetings.
- Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions and/or discussions.
- Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return.
- Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.
- Reading provided school information and adhering to all deadlines.
- Respond to all emails within 24 hours or the next business day.
- Other professional duties as assigned.
QUALIFICATIONS
- Education
- Bachelor's Degree (required)
- Master's Degree in Elementary Education and/or Special Education (preferred)
- Certification in Special Education (preferred)
- Passed the Praxis SPED exams (preferred)
- Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred.
- Be a strong classroom manager.
- Be committed to meeting the needs of a diverse student population.
- Have a track record of being a team player and community-minded.
- Be committed to their own learning, including training in ABA/VB.
- Excellent time-management skills and ability to work independently.
- Passion for public schools.
- Adherence to a high level of professional and ethical standards.
SALARY & BENEFITS
Salary range: $60,000-$92,000/Per Year
View Teacher Pay Scale Here
$3,000 is awarded for leading a high-level special education classroom
$2,000 is awarded for Spanish language proficiency
An employee's salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest. Bridges PCS benefits package includes health care, disability insurance, and a retirement plan: 401 (k) or the continuation of the DCPS retirement plan, in addition to other optional benefits. To ensure the safety of all students, all staff members will be fingerprinted, and background checks will be conducted on all school staff prior to their service as employees, without exception. Bridges is an equal-opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.
To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.
