Thank you for your interest in joining Friendship Public Charter School! We are excited to review applications for anticipated vacancies for the 2026–2027 school year.
Our formal interview process will begin in January 2026 for all confirmed openings. Please note that some roles may be posted in advance of confirmation, and internal applicants will be considered first for any potential vacancies.
Friendship Public Charter School operates a network of high-performing, college-preparatory public charter schools serving students from pre-K3 through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge, skills, and character necessary for success in college, career, and life.
We are seeking dedicated, mission-aligned professionals to join our team for the 2026–2027 school year. If you are committed to accelerating student achievement, fostering joyful and rigorous learning, and preparing students for bright postsecondary futures, we encourage you to apply.
We look forward to learning more about you and your passion for serving students in Washington, DC.
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
Responsibilities
Special Education Resource Teacher: A special education teacher who primarily supports students outside of the general education setting in a learning environment where all students in the space are students who receive specialized services for that content area.
- Team members working at one of Friendship’s Online Academies will work the majority of time virtually in collaboration with other team members, scholars and learning coaches. Throughout the year, there will be times when team members will report in-person to support testing, participate in check and connect sessions, field trips, in-person tutoring, professional development, etc. Friendship’s Online Academy Team Members are required to participate in all in-person activities. The number of in-person days varies from month to month depending on scheduled activities.
- Create a virtual classroom culture of high achievement and student ownership of their learning that helps foster students’ intellectual, social and emotional development.
- Provide daily instruction, including clear learning outcomes, well-designed lessons and high-quality assessments that align to Friendship’s curriculum and standards.
- Incorporate into lessons creative, hands-on learning experiences that broaden students’ exposure and interests, help foster student ingenuity and require application of knowledge and skills acquired through daily instruction.
- Provide a classroom environment that is visually appealing, rich with resources aligned to curriculum and standards and honors student’s achievement with current and accurate displays of exemplary student work.
- Communicate to students to understand their talents, interests and needs and to convey learning expectations and their progress toward meeting those expectations.
- Communicate regularly with families to identify students’ talents, interests and needs and update parents regarding students’ achievements and progress.
- Collaborate with school-based staff and throughout the Friendship network in staff meetings, regular analysis sessions and professional learning designed to enhance students’ learning experience and increase student achievement.
Excellent Instructional Practices & Behavioral Support
- Exhibit an in-depth knowledge of students with disabilities including but not limited to specific learning disability, emotional disability, other health impairments (ADHD), autism, speech & language impairment, hearing impaired, and vision impairment.
- Demonstrate continued mastery of content area and skills to tailor the content for students with disabilities (i.e., learning, attention, social functioning, and self-regulation)
- Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction
- Track the individual progress of students with disabilities (i.e., academic and social-emotional)
- Design and deliver engaging instruction addressing a full range of student needs and learning styles through an online platform
- Utilize research-based literacy strategies across all content areas
- Use data driven Instruction by analyzing student data collected from assessments and continually adjusting teaching practices to ensure student understanding
- Provide strategic instruction for struggling students through co-teaching models, 1 to 1, and/or small groups in an online platform
Comply with Special Education Law and Procedures
- Maintain productive communication about the Special Education Program (i.e., student progress) with multiple stakeholders including the parent
- Be knowledgeable of and comply with, relevant federal and state district regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards
- Provide ongoing support for parents of students with disabilities, informing them of special education rights and procedures as well as exchanging insights about the needs and progress of their child
Environment Conducive to Learning
- Hold students accountable to high academic and behavioral expectations
- Align practices and routines to an achievement-oriented online program
- Foster a safe online environment that encourages curiosity, academic risk-taking, accountability, and collaboration
Outstanding Leadership
- Reflect on success and areas of improvement to continuously develop practice
- Contribute to the online program by collaborating, seeking professional development
- Plan with online classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials
Organizational Strength & Viability
- Promote parent involvement through meaningful and consistent communication
- Maintain high professional standards in communication with students, teachers, parents, and school administrators
Team members working at one of Friendship’s Online Academies will work in a hybrid capacity, with a potential of 3 days a week in person and 2 days a week virtually in collaboration with other team members, scholars, and learning coaches. Throughout the year, there will also be times when team members will report in-person to support testing, participate in check and connect sessions, field trips, in-person tutoring, professional development, etc. Friendship’s Online Academy Team Members are required to participate in all in-person activities. The number of in-person days varies from month to month depending on scheduled activities.
Qualifications
- Experience in the role preferred
- Bachelor’s degree from an accredited university
- Commitment to providing a world-class education through an online platform for students who have a medical exemption and cannot attend school in person.
- 2+ years relevant urban teaching experience with significant academic gains strongly preferred
- Undergraduate GPA of 3.0 and above required
- Ability to thrive in a fast-paced and rapidly changing environment
- Experience with providing online educational services is preferred
- Excellent verbal and written communication skills
- At least ONE of the following:
- Successful completion of the content area ETS Praxis II Exam
- Valid Special Education Teaching License
- Degree in content area
Praxis Information:
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.