Diversecharters
Lower School Fitness Teacher (SY24-25) Capital City Public Charter School
Diversecharters, Washington, District of Columbia, us, 20022
Capital City is looking for innovative, experienced, and passionate teachers for the school year 2024-2025.
At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today!
Teaching roles are 10-month positions, which are exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act.
Why teach at Capital City?
Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another.
Diversity, equity, and inclusion aren’t just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture.
Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them.
Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches.
Position Overview:
The Fitness Teacher will plan and teach fitness classes for Prek-4th grade students and generally promote health and wellness at the school. The Fitness Teacher is responsible for working with students, other teachers and staff, and the Principal toward achieving the mission and goals of Capital City Public Charter School. This job description is meant to outline the responsibilities of the position, but there may be additional responsibilities that the Fitness Teacher undertakes or that are assigned as needs of students and of the school arise. The Fitness Teacher reports to the Principal.
Responsibilities:
Curriculum/Instruction:
Implement the principles and components of Expeditionary Learning and the Responsive Classroom model.
Teach fitness classes to Prek-4th grade students according to a schedule provided by the Principal prior to the first day of school.
Plan challenging and engaging lessons and experiences for students in fitness and adventure to help students achieve fitness standards. Ensure that lessons/activities have multiple entry points and support structures so that children with different abilities and learning styles are successful.
Lead or support after school sports according to a mutually agreed upon schedule.
Work with Inclusion Staff to understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed. Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs.
Work to help plan, develop and refine the Prek-4th grade fitness curriculum to address both local and national standards and motivate students to participate in fitness.
Work with teaching teams to plan activities and make connections to classroom instruction and learning expeditions.
Develop strong long-range plans including a curriculum map for the year. Provide plans to the Principal and share with teaching teams. Provide students and their families with information about courses and the program.
Incorporate diversity issues and multi-cultural content into instruction throughout the year in appropriate ways. Ensure that all students see their culture(s) represented in curriculum and materials.
Develop and revise clear criteria and standards for quality work and regularly examine student performance to ensure that it meets increasingly higher standards of quality.
Display documentation panels that show student work and participation in fitness activities.
Assessment:
Conduct ongoing assessment of student work, skills and progress using multiple assessment tools including anecdotal records, student performance, reflections, and performance assessments with rubrics as appropriate. Use assessment data to plan for instruction and to set short and long-range goals.
Regularly analyze student data to improve instruction, ensure equity and make program recommendations and improvements.
Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose.
Plan for the collection of portfolio items outlined in the criteria for portfolio collection established by the teaching staff. Support students in completing reflections. Work with the teaching teams to coordinate the process.
Social Curriculum/School Culture:
Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Ensure safety for all fitness activities.
Involve students in creating class rules. Establish and consistently apply logical consequences for not following them.
Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise.
Engage students in age appropriate discussions of diversity. Use student observations, questions, actions and reactions as teachable moments to explore diversity.
Generally promote health and fitness throughout the school.
Collaboration, Collegiality and Professionalism:
Meet at least weekly with the fitness team to plan and coordinate instruction.
Communicate and plan regularly with teaching teams to best meet the needs of individual students and make fitness a priority. Meet formally with each team at least once per semester.
Seek information and support from the Director of Student Services to best support students in classes with special needs. Attend child study meetings as needed or required.
Be on time for classes, duties, team meeting and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal.
Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal when needed.
Make classes open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.
Professional Development:
Participate in weekly Professional Development Time (currently scheduled for Wednesdays, 1:30-4:30 p.m) according to an agreed upon schedule and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.
Participate in peer observation using protocols established and agreed upon by staff.
Participate in a Summer Professional Development Institute held two weeks before students return.
Set professional development goals with the Principal. Seek out opportunities for professional development that will lead to achieving goals.
Parent Communication and Involvement:
Work with other fitness teachers to communicate with parents about the fitness program. Communicate with parents regarding planned activities. Organizing permission slips and notifications for any trips.
Complete narrative progress reports for students two times per year (February and June) using the reporting procedures agreed upon by the teaching staff and the Principal. Collaborate as needed with other teachers.
Meet with parents as requested to share information about student progress.
Contact parents immediately when concerns arise about student performance or work completion.
Involve parent volunteers in ways that meet the needs of the program and utilize the strengths, talents, and interests of volunteers.
Support parents in understanding the instructional approach at Capital City through regular communication. Assist with planning and facilitating at least one parent workshop per year.
Minimum Qualifications:
Capital City seeks to employ experienced, credentialed teachers. Ideal candidates have a Master’s degree and 3+ years of full-time teaching experience.
Minimum required qualifications: Bachelor’s degree and at least one of the following:
A major in education or field of instruction or equivalent 30 semester hours of credit
District of Columbia teaching license in field of instruction
Two years of verifiable teaching experience as a teacher of record
One year as a support teacher at Capital City and enrollment in a teacher education or certification program
Spanish speakers are desired.
In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check.
#J-18808-Ljbffr
At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today!
Teaching roles are 10-month positions, which are exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act.
Why teach at Capital City?
Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another.
Diversity, equity, and inclusion aren’t just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture.
Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them.
Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches.
Position Overview:
The Fitness Teacher will plan and teach fitness classes for Prek-4th grade students and generally promote health and wellness at the school. The Fitness Teacher is responsible for working with students, other teachers and staff, and the Principal toward achieving the mission and goals of Capital City Public Charter School. This job description is meant to outline the responsibilities of the position, but there may be additional responsibilities that the Fitness Teacher undertakes or that are assigned as needs of students and of the school arise. The Fitness Teacher reports to the Principal.
Responsibilities:
Curriculum/Instruction:
Implement the principles and components of Expeditionary Learning and the Responsive Classroom model.
Teach fitness classes to Prek-4th grade students according to a schedule provided by the Principal prior to the first day of school.
Plan challenging and engaging lessons and experiences for students in fitness and adventure to help students achieve fitness standards. Ensure that lessons/activities have multiple entry points and support structures so that children with different abilities and learning styles are successful.
Lead or support after school sports according to a mutually agreed upon schedule.
Work with Inclusion Staff to understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed. Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs.
Work to help plan, develop and refine the Prek-4th grade fitness curriculum to address both local and national standards and motivate students to participate in fitness.
Work with teaching teams to plan activities and make connections to classroom instruction and learning expeditions.
Develop strong long-range plans including a curriculum map for the year. Provide plans to the Principal and share with teaching teams. Provide students and their families with information about courses and the program.
Incorporate diversity issues and multi-cultural content into instruction throughout the year in appropriate ways. Ensure that all students see their culture(s) represented in curriculum and materials.
Develop and revise clear criteria and standards for quality work and regularly examine student performance to ensure that it meets increasingly higher standards of quality.
Display documentation panels that show student work and participation in fitness activities.
Assessment:
Conduct ongoing assessment of student work, skills and progress using multiple assessment tools including anecdotal records, student performance, reflections, and performance assessments with rubrics as appropriate. Use assessment data to plan for instruction and to set short and long-range goals.
Regularly analyze student data to improve instruction, ensure equity and make program recommendations and improvements.
Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose.
Plan for the collection of portfolio items outlined in the criteria for portfolio collection established by the teaching staff. Support students in completing reflections. Work with the teaching teams to coordinate the process.
Social Curriculum/School Culture:
Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Ensure safety for all fitness activities.
Involve students in creating class rules. Establish and consistently apply logical consequences for not following them.
Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise.
Engage students in age appropriate discussions of diversity. Use student observations, questions, actions and reactions as teachable moments to explore diversity.
Generally promote health and fitness throughout the school.
Collaboration, Collegiality and Professionalism:
Meet at least weekly with the fitness team to plan and coordinate instruction.
Communicate and plan regularly with teaching teams to best meet the needs of individual students and make fitness a priority. Meet formally with each team at least once per semester.
Seek information and support from the Director of Student Services to best support students in classes with special needs. Attend child study meetings as needed or required.
Be on time for classes, duties, team meeting and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal.
Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal when needed.
Make classes open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.
Professional Development:
Participate in weekly Professional Development Time (currently scheduled for Wednesdays, 1:30-4:30 p.m) according to an agreed upon schedule and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.
Participate in peer observation using protocols established and agreed upon by staff.
Participate in a Summer Professional Development Institute held two weeks before students return.
Set professional development goals with the Principal. Seek out opportunities for professional development that will lead to achieving goals.
Parent Communication and Involvement:
Work with other fitness teachers to communicate with parents about the fitness program. Communicate with parents regarding planned activities. Organizing permission slips and notifications for any trips.
Complete narrative progress reports for students two times per year (February and June) using the reporting procedures agreed upon by the teaching staff and the Principal. Collaborate as needed with other teachers.
Meet with parents as requested to share information about student progress.
Contact parents immediately when concerns arise about student performance or work completion.
Involve parent volunteers in ways that meet the needs of the program and utilize the strengths, talents, and interests of volunteers.
Support parents in understanding the instructional approach at Capital City through regular communication. Assist with planning and facilitating at least one parent workshop per year.
Minimum Qualifications:
Capital City seeks to employ experienced, credentialed teachers. Ideal candidates have a Master’s degree and 3+ years of full-time teaching experience.
Minimum required qualifications: Bachelor’s degree and at least one of the following:
A major in education or field of instruction or equivalent 30 semester hours of credit
District of Columbia teaching license in field of instruction
Two years of verifiable teaching experience as a teacher of record
One year as a support teacher at Capital City and enrollment in a teacher education or certification program
Spanish speakers are desired.
In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check.
#J-18808-Ljbffr