Adult Education Teacher jobs in District of Columbia

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 a fully vaccinated COVID-19 status for all staff, except for those that demonstrate an approved medical or religious exception.

Position Summary:

Substitute 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, parenting, and digital literacy. The curriculum prepares students with the knowledge, skills, and attitudes necessary to navigate their community as effective parents, employees, and citizens. Our integrated ESL-DL-Child Development adult education classes are taught by a Lead Teacher and an Associate Teacher. Briya offers a learning environment with a variety of technology available to enhance daily lessons and activities. Briya also offers high quality early education for children 0-5 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 Substitute Teacher position may include, but is not limited to, the following tasks and responsibilities:

Essential Duties & Responsibilities:

Teaching

• Implement daily Adult Education lesson plan(s) that adhere(s) to the ESL and DL Standards & Curriculum with fidelity. Plan(s) will follow best practices in instructional design by including objectives, student centered instructional activities with differentiated instruction, and assessment, all of which are appropriate to the skill level, needs, and interests of the students in the program.
• In virtual classes, monitor student participation in the chat, in breakout rooms and in whole group discussion, and elicit active participation in planned activities
• Provide quality instruction that fosters an academic learning climate, actively supports teaching and learning.
• Implement classroom teacher’s plan to provide differentiated and small group instruction, promoting students’ learning through activities such as the following:
  • Providing whole class, small group, pair and individual instruction
  • Circulating to answer student progress while in the questions
  • Guiding students to understand class content
  • Redirecting students’ attention to learning
  • Modeling classroom behavior.

• Utilize 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 fellow teacher (if part of the teaching team) within the classroom/virtual learning space.
• Implement authentic learning experiences for students to develop the knowledge, skills, and attitudes necessary to be effective workers, parents/family members, and citizens.
• Provide a safe and orderly learning environment.
• Evaluate students’ progress and curriculum’s effectiveness utilizing regular formative and summative assessments as indicated in lesson plan.
• Maintain complete unit and daily lesson plans, materials and student work in an organized manner for reference by classroom teacher.
• Must be flexible in availability to cover for a class in the event that a regular teacher is unable to lead
• Provide a summary to the sub coordinator or classroom teacher, via email, of the class events and any notes that would help the classroom teacher upon return.

Technology

• Regularly and consistently, utilize classroom technology to enhance student education and further personal and professional goals through blended and online learning.
• In the virtual setting, utilize virtual tools including break-out rooms, chat and annotation tools to promote student-centered learning.
• Monitor student engagement via GoGuardian as able.
• Ensure proper use of classroom technology during class at all times (ie. No food or drink).

Collaboration – Meet with director of adult education or designated teacher to

• Reflect on and assess class’s progress
• Discuss individual student concerns
• Ensure class administrative duties are completed.

Data and other administrative duties

• Daily, track attendance; communicate to director of adult education or designated teacher if students are absent two days or more.

Qualifications:

A Substitute Teacher must have the following knowledge, skills and/or abilities.

Education and/or Experience –

• ESL certification and ESL teaching experience, or related experience and knowledge in the fields of adult education, TESOL, education technology, special education, parenting, and/or early childhood development preferred.
• Significant cross-cultural experience.
• Excellent communication skills in English and intermediate level Spanish 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), Windows. Comfort with, or ability to learn,  Zoom, 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