SPED Teacher - Self-Contained

Description

The current hours are as follows:

• Monday-Thursday: 8am - 4:30pm
• Friday: 8am - 3:30pm

About The SEED School of Washington, D.C.

The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare children both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first urban public college preparatory boarding school. The school currently serves 325 students in grades 9-12. In 2015, 100% of SEED’s seniors were accepted to a four year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of 10-12 students per life skills counselor for afternoon and evening routines such as study hall, house meetings, and social activities. We provide a safe and caring 24 hour boarding experience. Our relationship with parents and guardians is essential to the success of their child while at SEED.

About The SEED Network

SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at www.seedfoundation.com.

Position Overview

The Special Education Inclusion Math Teacher provides standards-aligned mathematics instruction for 9th–10th grade students with disabilities in inclusive general education settings. This teacher co-plans and co-teaches with general education math colleagues, differentiates instruction and assessments to meet IEP goals, monitors progress toward academic and transition goals (including credit attainment and college/career readiness), and collaborates with families and multidisciplinary teams to ensure access, engagement, and measurable growth in mathematical reasoning, problem solving, computation, and application.

Position Overview

The Self-Contained Special Education Teacher provides specialized, self-contained instruction for 9th–10th grade students with significant disabilities. This role includes developing and implementing Individualized Education Programs (IEPs), delivering differentiated academic and social-emotional and executive-function instruction within a small-group classroom, monitoring progress toward both credit-bearing academic standards and individualized transition goals, and collaborating with families and multidisciplinary team members. The teacher emphasizes adolescent-appropriate instruction—credit attainment, postsecondary and vocational readiness, self-advocacy, and community-based skill development—creating a structured, therapeutic, and achievement-oriented classroom that prepares students for postsecondary life and career pathways.

Essential Duties and Responsibilities

• Promote equity by identifying and addressing bias and barriers to access for adolescents with significant disabilities.
• Plan and deliver rigorous, developmentally appropriate, and engaging academic and social-emotional learning for a self-contained 9th–10th grade caseload.
• Align instruction to high-school academic standards and, where appropriate, credit-bearing courses; ensure documentation supports graduation/credit attainment.
• Develop and implement transition-focused instruction and activities (postsecondary planning, vocational exploration, work-based learning, community-based instruction).
• Provide explicit supports for adolescent executive-function skills (organization, time management, study skills), self-advocacy, attendance, and peer relationship building.
• Establish and maintain clear, age-appropriate expectations, routines, and supports aligned with the school’s vision and Positive Behavioral Interventions and Supports (PBIS).
• Develop, adapt, and differentiate curricula, lessons, and materials to meet IEP goals, functional skills goals, and state standards as appropriate.
• Provide specialized instruction tailored to students’ cognitive, communication, motor, and social-emotional needs; adapt materials and tasks for high-school level content and real-world application.
• Design and administer ongoing formative and summative assessments to measure progress toward IEP and credit goals; use data to adjust instruction and document attainment of competencies for transcripts and graduation requirements.
• Be accountable for measurable student growth and progress toward individualized academic, behavioral, and transition goals.
• Create a structured, supportive, and inclusive classroom that fosters independence, vocational skills, and generalization of skills across school and community settings.
• Implement behavior intervention plans and conduct or support functional behavior assessments as needed.
• Maintain accurate, timely records for each student—including IEPs, progress monitoring data, behavior logs, service documentation, and credit/transition documentation.
• Participate actively in IEP meetings, transition planning meetings, manifestation determinations, MDT meetings, and other special education procedures.
• Collaborate with related service providers, general education teachers, career/transition staff, paraeducators, and community partners to implement supports and create inclusion and work-based learning opportunities.
• Provide training and technical assistance to staff and families on adolescent-specific strategies that improve outcomes and support postsecondary success.
• Communicate regularly with families about academic progress, credit status, transition plans, and at-home supports.
• Reflect on practice, pursue professional growth in adolescent and transition programming, and respond constructively to feedback.

Requirements

Qualifications and Essential Competencies

• Bachelor’s degree (special education or related field preferred).
• Holds or is eligible for a valid District of Columbia Teaching License with special education endorsement (OSSE) or equivalent credential.
• Experience in or strong knowledge of self-contained special education settings and individualized instruction.
• Skilled in behavior management, functional behavior assessment, and implementation of behavior intervention plans.
• Strong instructional planning, progress-monitoring, and data-analysis skills.
• Ability to adapt curriculum and instruction for diverse needs (communication, motor, cognitive).
• Excellent collaboration and family-engagement skills.
• Commitment to continuous improvement and equitable outcomes for students with disabilities.