Spanish Teacher, SY2024-25

At the Inspired Teaching Demonstration School, a professional learning community of master teachers and teacher residents ensures that a diverse group of students achieve their potential as accomplished learners, thoughtful citizens, and imaginative and inquisitive problem solvers through a demanding, inquiry-based curriculum. With its clear mission and prominent location in Washington, DC, the school serves as a model of instruction for students and training for teachers, with the goal of becoming a leader in changing the way teachers are prepared and supported and students are educated nationwide.

Inspired Teaching Teachers have a firm belief and grounding in the philosophy and values of the school's mission. They are experts in Project-Based Learning as their primary pedagogical approach. They are equally committed to supporting the socio-emotional development of our students. While making sure to address national standards, teachers adapt and design curriculum tailored to their students’ interests and responsive to the times. They possess the beliefs, skills, and accomplishments that lead all students to achieve at high levels. 

THE ROLE OF AN INSPIRED TEACHER

Inspired Teachers possess the beliefs, skills, and accomplishments that lead all students to achieve at high levels. To establish a true professional learning community, all adults in the building are considered educators, as they all interact regularly with students. As such, a firm belief and grounding in the philosophy and values of the school's mission is crucial for every employee. It is of the utmost importance that every member of the school’s staff believes that all children can learn and contribute to the vitality of their learning community. This combined with a deep care for all students is the foundation for our work. Master teachers take on the additional responsibility of promoting the school’s mission by hosting and supporting resident teachers, as described in detail below.

The Inspired Teaching Demonstration School highly values and respects teaching as a profession and teachers as professionals. The school culture places a premium on teacher autonomy and expertise and in turn, expects professionalism and a high level of responsibility from the teaching staff. The school works hard to ensure teachers have a positive and productive work culture, including collegiality among staff, appropriate supports for teaching (including adequate supplies for every classroom), and a respect for teachers as individuals and professionals.

Spanish Teacher

The Inspired Teaching Demonstration School is seeking a seasoned Lead Teacher to spearhead the development of our Spanish as a foreign language program from PreK3 to 8th grade. Our Spanish Teacher must enjoy working with a wide range of students to build both content exposure and also language mastery. For the lower school grades, students have an exploratory, hands-on approach to learning Spanish as a foreign language. In middle school, students select Spanish as an elective and may opt to continue study in order to earn a credit for high school. While not a dual language school, we strongly value second language exposure, offering a dynamic curriculum where a typical day might involve singing Spanish songs with preschoolers, playing games with 2nd graders, facilitating telenovela creation for 4th graders, and leading an intensive elective for motivated 7th and 8th graders. We seek an ambitious educator who excels in curriculum design and thrives with autonomy, with ample prep time provided to support the diverse teaching requirements.

The Spanish Teacher position includes the following job responsibilities:

• Planning and Preparation 

• Plan and document (using the school’s selected lesson planning tool) high-quality, project-based learning instruction in line with:

• The school’s mission and philosophy;

• The five core elements of teaching: joy; wide-ranging evidence of learning; purpose, persistence and action; student as expert; and mutual respect;

• Project-Based Learning principles

• Intentional, well-designed curricula approved by the school, whether purchased or teacher-designed;

• Nationally-normed standards (Common Core, NGSS, C3 Framework, etc);

• Work to actively understand students’ needs and strengths, including actively striving to develop cultural competence, engaging in ongoing study of child development theory and brain research, and keeping current with student IEP’s, 504’s, and BIPs.

• Seek out and access high-quality resources and materials, including resources beyond the school campus.

• Demonstrate solid knowledge of the concepts in each of the disciplines taught.

• Classroom Environment

• Draw from Responsive Classroom, Restorative Justice, Second Step, and Relationship-based discipline to manage student behavior, in and out of the classroom, for the purpose of providing a safe and optimal learning environment

• Monitor students in a variety of educational environments (e.g. classroom, cafeteria, playground, school grounds, hallways, restrooms, field trips, etc.)

• Build on the established Community Expectations (Everyone Learns, Everyone is Safe, and Everyone Builds the Community) to create a classroom community that reflects the mission and philosophy of the Inspired Teaching Demonstration School

• Maintain a safe and orderly classroom, with responsible and child-friendly organization of supplies, material and technology, and use of practices consistent across the school 

• Instruction

• Design, facilitate and assess projects as a primary means of engaging students with the material

• Engage actively with and implement feedback from principals and coaches; assume a stance of teacher-as-learner when working with colleagues, special education staff and assistants/residents

• Communicate to students and families clearly and in an age appropriate way the purpose of instruction

• Engage students with different levels of questions and discussion prompts

• Utilize a workshop model to teach reading, writing, and mathematics, incorporating projects at the end of the trimester.

• Draw on multiple teaching strategies and approaches to engage students and provide differentiation.

• Conduct, review, analyze, and use a wide-range of student assessments to inform teaching practice and planning, and to ensure student growth.

• Integrate developmentally appropriate, culturally competent, research based strategies into teaching and assessment practices.

• Incorporate problem solving strategies and literacy strategies into daily instructional routine.

• Differentiate formative assessments (independent practice, homework, exit tickets, etc.)

• Collaborate with special education, ELL and teaching assistants (when applicable).

• Professional Responsibilities 

• Complete all professional responsibilities in a timely manner to meet deadlines and follow all school procedures and protocols; this includes submitting and revising lesson and unit plans; administering assessments, collecting data, and completing data entry; completing report cards; documenting discipline and student behavior as requested/required by law; following all personnel policies and procedures; attending all meetings as assigned; implementing with consistency all school policies and procedures for students and families; and other administrative tasks required of teachers as professionals.

• Build strong relationships and open communication with families.

• Contribute to the school community as an active and productive participant, promoting a culture of collaboration and inquiry.

• Participate in regular, school-based professional development

• Participate in school events outside of school hours, including Student Learning Showcases.

• Respond to inquiries from a variety of sources (e.g. other teachers, parents, administrators, students, etc.) for the purpose of resolving issues, providing information and/or direction.

• Manage and provide feedback for any Teaching Assistants or Paraprofessionals in the classroom.

• Follow all school and employee policies and procedures as outlined in the Employee Handbook.

Qualifications

• 3 years teaching Spanish as Foreign Language at the primary or middle school level preferred. 5 years or more classroom teaching experience preferred.

• Native or near-native fluency in Spanish conversation, reading and writing.

• Experience designing and facilitating Project-Based Learning curricula required. Ability to develop units and projects that fit within the school’s overall scope and sequence, guided by World-Readiness Standards from the American Council on the Teaching of Foreign Languages (the 5 C’s). ITDS currently has no prescribed curriculum for this position: the teacher must create rich, engaging projects that invite students from preschool to 8th grade into the joy and rigor of learning Spanish. Culminating projects that are displayed to families each trimester in a learning showcase. 

• Experience with (or willingness to stretch to learn) how to integrate Spanish language instruction with other disciplines, requiring collaboration with other teachers. 

• Commitment to supporting the socio-emotional development of children and adolescents using principles of restorative justice, Responsive Classroom and Second Step. 

• Firm belief and grounding in the philosophy and values of the school's mission, including a commitment to addressing the 4 I’s of inquiry, intellect, imagination and integrity, and the school’s Wonder-Experiment-Learn pedagogical model.

• Proven track record of working successfully with children and families from all socioeconomic backgrounds strongly preferred. ITDS prides itself on serving a diverse community, and teachers must be skilled at communicating with families from a wide range of backgrounds and experiences with school.

• Deep commitment to reflective practice, an ability to give and receive feedback openly and without defensiveness, and a desire to constantly question and improve their teaching practice. 

• Commitment to creating a school that not only provides an excellent education for the student, but that creates an open, trusting learning environment for educators and the entire staff of the school

• Demonstrated capacity to embrace teaching the whole child. 

• Demonstrated commitment to anti-racist, anti-bias practices and comfort and willingness to address issues of equity, access and inclusion.

• Strong ability to persevere in the face of ongoing challenges. Teaching is a demanding profession, regularly requiring one to go above and beyond, to solve problems quickly and in the moment, and to find the positive in difficult situations. 

SALARY AND BENEFITS

ITDS offers a comprehensive compensation package that is based on the following values:

• Competitive: Our salary scales are competitive with other DC single-campus charter LEAs

• Support the whole educator: Compensation is not just financial and we invest in the many aspects of working at ITDS that bring value

• Consistent and Equitable: Our goal is to provide comparable salaries for the same work

• Sustainable: We are careful planners and stewards of our public dollars, making sure we can meet all of our obligations, especially salaries, into the future

The school’s benefits package includes health care (multiple plan options), retirement plan (employer match available), Flexible Spending accounts, generous PTO, supplemental insurance through AFLAC, and pre-tax public transportation/Metro benefit. ITDS also offers extra-curricular and committee stipends, professional autonomy, multiple pathways for professional growth and support, and opportunities for whole educator care and wellness.

The Inspired Teaching Demonstration School is an equal opportunity employer committed to inclusive hiring and encourages applicants from all backgrounds. We do not discriminate on the basis of race, color, national origin, marital status, religion, sex, age, sexual orientation, disability, or any other protected status. All employment decisions are made solely on the basis of the individual’s qualifications as related to the requirements of the position being filled. The school's Title IX Coordinator is Jessica Hiltabidel (jessica.hiltabidel@inspiredteachingschool.org)

ABOUT THE SCHOOL

With its clear mission and prominent location in Washington, DC, the school serves as a model of instruction for students and training for teachers, with the goal of becoming a leader in changing the way teachers are prepared and supported, and students are educated nationwide.  At the Inspired Teaching Demonstration School, students learn through an academically challenging, standards-based curriculum that supports and builds the four “I”s: Intellect, Inquiry, Imagination, and Integrity. Within its walls young people learn and achieve at high levels without having to surrender their intellectual curiosity and passion for learning.  

The school focuses on developing student potential in four areas: Intellect, Inquiry, Imagination, and Integrity. Students master content in Reading & Literature, Communication, Math, Science, and Social Studies—and have the ability to apply their knowledge to relevant and current situations, problems, and experiences; students develop the skills of a researcher, using their intellectual curiosity to pose and solve problems; students exhibit the skills of divergent thinkers, with the courage to create, the willingness to approach problems with a joyful spirit, and the ability to play; and students develop the skills and dispositions necessary to function as members of a democratic society.

Teachers are held to a high standard of excellence and professionalism. Teachers demonstrate a thorough knowledge of the subjects they teach; draw on an extensive repertoire of authentic and engaging strategies for instruction and assessment, steeped in the knowledge of how children and adolescents learn; contribute to a vibrant and active professional learning community; and forge strong and positive relationships not only with students, but also with community stakeholders, including families.

As a demonstration school, staff works to disseminate our instructional approach through inviting education influencers to visit the school, and disseminating the model outward via preparation of Teaching Residents, conference presentations, and other opportunities to speak in the community.

The school is a place where children, adolescents and adults thrive and find joy in their work.

• The physical space communicates a genuine focus on learners.

• The emotional space requires an approach to academics and discipline that focuses on helping children and adolescents develop compassion, empathy, respect for others, self-discipline, and problem-solving skills.

• The intellectual space of the school asks teachers and students to act as leaders, share opinions and ideas, identify problems and generate solutions, and collaborate and work together as a community so that everyone experiences success.

• The school emphasizes parent and community involvement. Parents play an active and important role in the school - volunteering in classrooms, creating special events for families, supporting student learning, and contributing to the positive climate.

Primary methods of instruction include inquiry and active learning, where the teacher serves as facilitator and coach to support student learning. Instruction includes an emphasis on social-emotional learning, and classrooms are characterized by student-centered organization styles such as differentiated instruction, collaborative groups, and child-initiated play.