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.
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.
The core adult education program is comprised of three highly integrated areas of study: English for Speakers of Other Languages (ESOL), digital literacy, and child development. The curriculum prepares students with the knowledge, skills, and attitudes necessary to thrive as parents, employees, and community members. Briya also offers high-quality early education for children 0-5, a high school diploma program (through the National External Diploma Program) for students in the highest ESOL level, and workforce development programs for advanced adult students who wish to pursue career-ready certifications.
Briya has a strategic partnership with Mary's Center, a Federally Qualified Health Center, further strengthening student families with comprehensive medical, dental, and social services.
The Lead TeacherHybrid position may include, but is not limited to, the following tasks and responsibilities: Essential Duties & Responsibilities:
For the school year 2022-23 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 designated Fridays. Planning
- Develop unit plans in accordance with Briya's curriculum and students' interests and needs that increase students' English reading, writing, speaking, listening and digital literacy skills, while focusing on practical life skills. Communicate these plans to the in-person AE teacher.
- Develop daily adult education 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. Implement plans on virtual teaching days. Ensure in-person AE teacher has and understands the lesson plans to implement on the in-person days.
- 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 relevant child development topics into the ESOL class at appropriate instructional levels that underscore parents' role as their child's 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.
- Teach adult education classes in a two-generation setting virtually, 2 days per week, and in-person, 2 days per week, integrating ESOL, digital literacy, and child development. Provide quality instruction that fosters an academic learning climate, actively supports teaching and learning, and implements the curriculum with fidelity.
- Teach Friday Child-development and English classes as needed, virtually, utilizing plans provided by the child-development instructional design team. Ensure attendance protocols are adhered to.
- Implement a team-teaching model within the classroom that provides differentiated and small group instruction by ensuring that both self (virtual) and in-person teacher 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
- Modeling 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 curriculum's 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.
- 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).
- Meet formally once a week and informally throughout the week with colleagues to:
Data and other administrative duties
- Ensure coordination of lesson plans for self (virtual) and in-person AE teacher
- Develop unit and daily lesson plans and reflect on and assess class's progress
- Discuss individual student concerns
- Ensure class administrative duties are completed for self (virtual) and in-person teacher
Student support and other 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.
- Keep CASAS proctoring certification up-to-date to be able to administer CASAS testing of all students in your class.
- 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.
- 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.
- Participate in all staff meetings, trainings, and retreats as able, virtually.
- Annually, with your supervising teacher, 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).
- Other duties as assigned.
A successful Lead Teacher will demonstrate, or actively work towards demonstrating, the ten characteristics of an effective Briya adult education teacher:
Facilitate a learner-centered classroom that empowers students.
- Effective CommunicatorCommunicate effectively with colleagues, students, and the wider community.
- Respectful/Trust Builder/Culturally Sustaining Approach
Be respectful and culturally affirming.
Engage students through dynamic and creative lessons while teaching English as a Second Language/Adult Education classes in a family literacy setting integrating ESOL, computers, child development, and Family Time instruction across components.
Practice active patience in and out of the classroom.
- Collaborative/Community Builder
Build community in the classroom and collaborate with colleagues to ensure that class components are integrated (ESOL, digital literacy, and child development).
Be compassionate and warmly supportive of students and colleagues.
- Knowledgeable/Lifelong Learner
Be knowledgeable of current best practices and implement them in the classroom.
Demonstrate discipline and self-motivation at work.
Be flexible, adaptable, and resilient.
Briya Public Charter School also values and expects the following from its employees:
- Professionalism - Treats others with respect and consideration regardless of their status or position. Follows established policies and procedures to support the overall function of the organization.
- Safety and Security - Observes safety and security procedures, reports potentially unsafe conditions, and uses equipment and materials properly.
- Attendance/Punctuality - Is consistently at work and on time, adhering to a schedule pre-determined between the employee and the supervisor.
- Dependability - Follows instruction and responds to management direction. Takes responsibility for own actions.
- Financial Management - Contributes to the financial health of the school through dedication to student retention, support of new family recruitment, careful classroom budgeting, and cost-conscious expenditures to meet the needs of the school.
- 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 sitting, sometimes for many hours at a time; Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Work Environment - In-person and virtual. Common area work-spaces.
The Lead Teacher must have the following knowledge, skills and/or abilities. Education and/or Experience
- Bachelor's 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 master's 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.