Overview

By completing an application, you have applied to be considered for anticipated vacancies in the 2024-2025 school year. Please note that our formal interview process will begin January 2024 contingent on our confirmed vacancies. 

Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC., Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually. Our mission is to prepare students to become ethical, literate, well-rounded, and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities. For 25 years, with the support and guidance of our exceptional faculty, our students have risen to the challenge with high graduation rates, college acceptances, and unparalleled success academically and socially.

Friendship is looking for responsible, confident, respectful, caring, committed, persistent, and patient professionals to join our family for the 2024-2025 school year starting in August 2023. Friendship Public Charter Schools is committed to the idea that each and every child can make it to and through college. If you share that belief, please apply. 

For more information about our schools please visit the following Social Media pages: YouTube, Linkedin, Facebook, Instagram & Twitter!

Please see the available salary scales: FPCS Compensation Stipend

Responsibilities

• Coaching:

  • observing team teachers while they teach using the Friendship Framework for Teaching, both formally and informally,
  • meeting with teachers before and after the observation to discuss what the MCL saw and collaborate to determine next steps to elevate instruction before the next observation, and 
  • leading a teacher through a practice session on delivering instruction—Real-Time Teacher Coaching.

  Co-teaching:

  • teaching together to demonstrate or assist with instruction or classroom management skills,
  • delivering high-quality instruction while meeting scholar needs during whole group, small group, and/or individual instruction, 
  • practicing high-quality instructional practices, and 
  • providing feedback after co-teaching.

  Modeling:

  • teaching for team members as needed to demonstrate instruction or classroom management skills in his/her classroom and 
  • teaching while the team observes the lesson then deliver it themselves to more classes in later periods.

  Planning:

  • making plans about how to coach or follow up with teachers, and to create or tweak lesson plans,
  • guiding a team teacher during intellectual prep sessions to develop and implement high-quality lessons, and 
  • meeting with each teacher individually and team meetings at least weekly to analyze data, discuss challenges, plan changes, practice lesson delivery, and address other concerns.

  Analyzing data 

  • analyzing student data (MAP, curriculum assessments) for the team (especially for newer teachers) and 
  • responding to the data with teachers on changing instruction—whole-class and individual.

  Teaching: 

  • teaching individual students and small groups, as needed, and may sometimes teach the whole class.

  Reflecting and being coached:

  • receiving regularly scheduled coaching on their team leadership and instructional skills from his/her principal, academy director, and/or member of the Community Office, and 
  • attending district-wide MCL training sessions or cohort meetings.

  Collaborating with other MCLs:

  • meeting with other MCLs in their subject or grade, 
  • meeting regularly with the campus instructional leadership team made up of all MCLs, and
  • conferencing with other MCLs throughout the week to share ideas and ask for help.

Qualifications

• 3 years of successful teaching experience
• Evidence of high student academic outcomes
• Experience successfully leading and managing a team of adults to accomplish goals
• Experience in providing support; previous mentoring, coaching abilities
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference is given for experience working successfully with those of similar demographics to the desired school placement.
• Bachelor’s degree from an accredited university
• Excellent verbal and written communication skills
• Successful completion of the Praxis II Exam 

Praxis Information:

• For upcoming Praxis test date please visit the website at www.ets.org/praxis
• For HQ requirements visit http://osse.dc.gov

FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.