ISTL - Teaching Fellow

By completing an application, you have applied to be considered for anticipated vacancies in the 2025-2026 school year.

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 2025-2026 school year starting in August 2025. 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!

Responsibilities

The ISTL Teaching Fellow supports instructional excellence across classrooms and serves as the teacher of record whenever the ISTL is stepping away to coach, lead, or support the broader team. This role is designed to ensure instructional continuity, uphold high expectations, and model strong teaching practices in alignment with the team’s instructional vision.

• Serve as the teacher of record in the ISTL’s classroom when the ISTL is coaching or engaged in leadership duties.
• Deliver rigorous, engaging instruction aligned to team-developed plans and curriculum goals.
• Set and reinforce ambitious, measurable expectations for student achievement, behavior, and engagement.
• Collaborate with the ISTL and teaching team to plan lessons, align assessments, and design personalized, small-group instruction.
• Support the development and implementation of instructional tools, materials, and routines used across classrooms.
• Create and maintain a classroom culture of respect, enthusiasm, and strong student-teacher rapport.
• Identify and address students’ academic, behavioral, social, and emotional needs through individual and small-group support.
• Use questioning, discussion, and real-time feedback to engage students and check for understanding.
• Monitor student progress using data and adjust instruction as needed to support growth.
• Communicate regularly with students and families to celebrate progress and address learning needs.
• Participate in lesson planning, grading, data analysis, and classroom operations to ensure instructional alignment.
• Support team operations by organizing schedules, troubleshooting learning challenges, and sharing classroom responsibilities.
• Seek and apply feedback to improve practice and grow into a future lead teacher role.
• Model professionalism, collaboration, and instructional best practices for peers.
• Engage in all required school-based professional development and coaching opportunities.

Qualifications

Required:

• Currently enrolled in or actively pursuing a Bachelor’s or Master’s degree in Education, Early Childhood, or a related Liberal Arts field.
• Strong interest in becoming a lead classroom teacher, with a demonstrated commitment to learning and growth in the field of education.
• Ability to build relationships with students, uphold high academic and behavioral expectations, and contribute to a positive classroom environment.
• Excellent communication skills and a collaborative, team-oriented mindset.

Preferred:

• Familiarity with or openness to learning student incentive systems, classroom management strategies, and instructional routines.
• Demonstrated understanding of or interest in child/adolescent development, educational psychology, or behavior management.
• Experience working with youth in any setting (e.g., mentoring, coaching, camp, community work) or a clear passion for working with children.
• Referred or endorsed by a former supervisor, school leader, or educator (if applicable).

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.