Company : Campus Specifics Why Collegiate Academy? Friendship Collegiate Academy builds scholars ready for the rigors and rewards of college. By immersing students in a collegiate environment that provides early exposure to college-level courses and experiences, Collegiate achieves some of the highest graduation and college acceptance rates in the Washington area.Collegiate's roadmap to student success includes 16 College Board Advanced Placement courses among four rigorous career academies that encourage self-discovery and a mastery of core academic content: Early College, Information Technology and Engineering, Fine Arts, and Health Sciences.Our Early College Academy, the first such program at a public charter high school in the city, offers highly motivated students the opportunity to earn up to two years' college credit before graduation. Today, Early College alumni proudly hold degrees from some of the nation's most competitive institutions: Princeton. Morehouse. Columbia. William and Mary. Spelman. Carnegie Mellon. Virginia. Maryland. George Washington. UCLA. Georgetown. The list grows year by year.But a Collegiate education is more than cracking books. Students enjoy a variety of clubs and athletic activities that reinforce the core values of integrity, confidence, persistence and teamwork. From an award-winning robotics team and drama club to the city's No.1 charter high school football team, Collegiate develops well-rounded scholars ready to succeed at whatever advanced goals they tackle. Overview Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC. Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually. Our mission is to prepare students to become ethical, literate, well-rounded and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities. For 25 years, with the support and guidance of our exceptional faculty, our students have risen to the challenge with high graduation rates, college acceptances and unparalleled success academically and socially. Responsibilities Excellent Instructional Practices & Behavioral Support * Exhibit an in-depth knowledge of students with emotional and behavioral challenges * Demonstrate continued mastery of content area and skills to tailor the content for students with disabilities (ie, learning, attention, social functioning, and self-regulation) * Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction * Track the individual progress of students with disabilities (ie, academic and social-emotional) * Design and deliver engaging instruction addressing a full range of student needs and learning styles * Collect Functional Behavioral Assessment data and develop Behavior Intervention Plans (BIPs) according to the data * Utilize research-based literacy strategies across all content areas * De-escalate students exhibiting verbal or physical aggression * Develop formal and informal assessments to measure student mastery * Use data driven Instruction by analyzing student data collected from assessments and continually adjusting teaching practices to ensure student understanding * Provide strategic instruction for struggling students through co-teaching models, 1 to 1, and/or small groups within the classroom * Demonstrate creativity, flexibility, and perseverance in dealing with learning, behavioral, family, and classroom situations that are not easily untangled Comply with Special Education Law and Procedures * Maintain productive communication about the Special Education Program (ie, student progress) with the principal, teachers, parents, students and other school staff * Be knowledgeable of and comply with, relevant federal and state district regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards * Provide ongoing support for parents of students with disabilities, informing them of special education rights and procedures as well as exchanging insights about the needs and progress of their child Environment Conducive to Learning * Hold students accountable to high academic and behavioral expectations * Align practices and routines to an achievement-oriented classroom culture * Foster a safe environment that encourages curiosity, academic risk-taking, accountability, and collaboration Outstanding Leadership * Reflect on classroom success and areas of improvement to continuously develop practice * Contribute to the campus and Friendship-wide community by collaborating, seeking professional development * Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials Organizational Strength & Viability * Promote parent involvement through meaningful and consistent communication * Maintain high professional standards in communication with students, teachers, parents, and school administrators * Comply with federal and state district regulations governing special education * Provide ongoing support for parents of students with disabilities, informing them of special education rights and procedures as well as exchanging insights about the needs and progress of their children Qualifications * Commitment to providing a world-class education to students from historically underserved communities * 2+ years relevant urban teaching experience in a self-contained classroom with significant academic gains strongly preferred * Undergraduate GPA of 3.0 and above required * Bachelor's degree from an accredited university required. Master's degree in Special Education or Reading Intervention preferred * Ability to thrive in a fast-paced and rapidly changing environment * Strong oral and written communication skills * At least ONE of the following: * Successful completion of the content area ETS Praxis II Exam * Valid Special Education Teaching License * Degree in content area * Required: Fully vaccinated against COVID-19. A person is considered fully vaccinated 14 days after the last dose of a COVID-19 vaccination series (after the second dose of a 2-dose series, or after one dose of a single-dose vaccine). Preferred Qualifications * Crisis Prevention Intervention Training (CPI) * Therapeutic Aggression Control Training (Tact2) Certification * Masters degree in Education or Special Education