Adult Education Lead Teacher

Job Details

Job Location
Fort Totten - Washington, DC

Briya is committed to promoting diversity, equity and inclusion (DEI) within our organization and the communities we serve. We embrace diversity of experiences, ideas, and individuals, and seek to bring a diverse group of candidates to the table.

Important Note: Briya is mandating the COVID-19 vaccine + booster for all staff.

Position Summary:

Lead Teachers are part of the adult education team at Briya Public Charter School a leading two-generation education program serving immigrant parents and their young children in Washington, D.C. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming.

Briya has a strategic partnership with Marys Center, a Federally Qualified Health Center, further strengthening student families with comprehensive medical, dental, and social services.

Essential Duties & Responsibilities:

For the school year 2021-22 the ESOL classes at Briya are hybrid. Classes meet twice a week in-person and three times a week on-line. Briya teachers should plan to be on-site during their in-person classes (Mon/Tues or Wed/Thurs) as well as Fridays.

We are now accepting applications for the school year 2022-2023.

Planning

• Develop unit plans in accordance with Briyas curriculum and students interests and needs that increase students English reading, writing, speaking, listening and digital literacy skills while focusing on practical life skills.
• Develop and implement daily adult education lesson plans and weekly child development lesson plans that adhere to the ESOL and Digital Literacy Standards & Curriculum with fidelity. Plans will follow best practices in instructional design by including objectives, student-centered activities with differentiated instruction, and assessment, all of which are appropriate to the skill level, needs, and interests of students. Use effective strategies that provide opportunities for student learning and active engagement in the learning process, incorporating contemporary tools, technologies, and resources. Plans will include the role and responsibilities of each teacher within the classroom.
• Track and evaluate student progress in ESOL using the CASAS assessment. Use various assessments and evaluation data to monitor student learning, instructional effectiveness, and instructional decisions. Utilize ongoing, assessments to inform instruction. Run and analyze TopsPro reports to assess students areas of need and inform instruction.
• Prepare students to participate in their child development classes with other Briya staff. Integrate relevent child development topics into the ESOL class at appropriate instructional levels that underscore parents role as their childs first teacher during Family Time and at home.
• Integrate the Equipped for the Future Standards, Comprehensive Adult Student Assessment System (CASAS) Competencies, CASAS Content Standards, Common Core State Standards, and College and Career Readiness Standards into goal setting and instruction.
• Maintain complete unit and daily lesson plans and materials in an organized manner for reference and use by colleagues.

Teaching

• Teach adult education classes in a two-generation setting, utilizing a hybrid model (2 days of instruction in-person and 3 days of instruction on-line) integrating ESOL, digital literacy, child development, and Family Time instruction. Provide quality instruction that fosters an academic learning climate, actively supports teaching and learning, and implements the curriculum with fidelity.
• Implement a team-teaching model within the classroom that provides differentiated and small group instruction by ensuring that both teachers are engaged in promoting students learning through actions such as:
  • Providing whole class, small group, pair and individual instruction
  • Circulating to ensure student understanding
  • Guiding students to understand class content
  • Redirecting students attention to learning
  • Modelling classroom behavior
• Provide opportunities for active student engagement in the learning process. Meet the needs of students not making reasonable progress toward achieving school and personal goals; this may include one-on-one support, pull-out classes in other languages, and referrals to Student Services.
• Evaluate students progress and curriculums effectiveness through regular formative and summative assessments.
• Provide a safe and orderly learning environment.
• Work with Briya Coordinators to plan and prepare the supplies needed for ESOL, digital literacy, Family Time, and child development classes.

Classroom technology

• Regularly and consistently, use classroom technology to enhance student education and further personal and professional goals through blended and online learning.
• Ensure students are able to access fully learning objectives in a digital environment
• Work closely with Briya IT Technicians to maintain student computers and other on-site technology (hardware and software).
• Ensure proper use of classroom technology during class at all times (e.g. no food or drink).

Collaboration Meet formally once a week and informally throughout the week with colleagues to:

• Develop unit and daily lesson plans and reflect on and assess classs progress
• Discuss individual student concerns
• Support instructional coach in providing teaching development for Associate Teacher by scaffolding the delegation of lesson planning and teaching activities as appropriate
• Ensure class administrative duties are completed.

Data and other administrative duties

• Daily, track attendance and communicate with students who are absent. Communicate with Briya colleagues in administration and early childhood about any students with attendance concerns. Work with Briya team to meet class enrollment and in-seat attendance targets.
• Weekly, monitor student CASAS data to inform instruction and support individual progress.
• Instruct students on Briya reading journals, assess students ability to successfully complete Briya reading journal, and maintain records of individual student Briya reading journal completion.
• Meet individually with families three times a year for Student-Teacher Conferences to discuss families goals and progress. Complete Family Follow-up Forms with all adult learners in the class.
• Supply information and data needed for reporting and work with monitoring teams who visit the school, as appropriate.

Student support and other duties

• Provide information and referrals for families regarding social services, health, legal, and educational resources and opportunities available in the area. Refer students to Student Services Coordinator as needed.
• Assist with student recruitment, student registrations, and special events such as graduation and other school-based celebrations.
• Participate in all staff meetings, trainings, and retreats

Professional Development

• Annually, with Instructional Coach, identify and implement instructional goals
• Increase ESOL, digital literacy and child development skills and knowledge
• Share knowledge with and learn from adult education colleagues during PD events, class observations, and reviews of materials (e.g. lesson plans, SMART Notebook files, handouts, Google Classroom).

Qualifications

Education and/or Experience

• Bachelors degree in education, special education, or related field and 3 years of teaching or related experience in adult education, special education, and/or early childhood development; or masters degree or ESOL certification and 2 years of teaching or related experience in adult education, TESOL, education technology, special education, and/or early childhood development.
• Significant cross-cultural experience.
• Excellent communication skills in English and Spanish (intermediate level or higher) preferred. Amharic, Tigrinya, French, and/or Arabic is an asset.
• Excellent interpersonal, problem-solving, analytical, and organizational skills.
• Proficiency in Microsoft Office (Word, Excel, PowerPoint, Outlook, Teams), Windows. Proficiency with facilitating Zoom meetings, including sharing screens and utilizing breakout rooms. Comfort with, or ability to learn, SMART Board Technologies, Google Classroom, Google Apps for Education and online learning applications such as Kahoot, Quizlet, EdPuzzle, and Digital Stories.

• Reasoning Ability Ability to apply common sense understanding to carry out moderately complex, multi-step instructions and make appropriate independent decisions as necessary.
• Physical Demands Regularly required standing, walking, and sitting, sometimes for many hours at a time; frequently required to reach with hands and arms, walk, stoop, kneel, crouch, talk or hear; must be able to lift objects up to twenty-five (25) pounds. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Work Environment Mostly in a typical office and classroom setting with quiet to moderate noise level.