Student & Staff Support Team Coordinator (SSST)

We are excited to consider your application for anticipated vacancies in the 2025-2026 school year. We are thrilled that you’re considering applying for openings expected in the 2025-2026 school year at Friendship Public Charter School. Our formal interview process will begin in January 2025, for our confirmed vacancies only. Non-vacant positions may still be posted during this time. 

Friendship Public Charter School operates a dynamic network of college-preparatory charter schools headquartered in Washington, DC. We proudly serve more than 4,800 preschool through 12th-grade students and support a growing network of alumni as they complete college. Our mission is to provide students with a world-class education that fosters ethical, literate, well-rounded, and self-sufficient individuals. We aim to inspire students to reach high academic standards, enjoy the learning process, succeed in their endeavors, and contribute actively to their communities. For 25 years, thanks to the dedication and expertise of our outstanding faculty, our students have excelled—achieving high graduation rates, college acceptance, and success both academically and socially.

We are seeking professionals who are responsible, confident, respectful, caring, committed, persistent, and patient to join our community for the 2025-2026 school year, starting in August 2025. At Friendship, we believe that every child has the potential to reach and succeed in college—and we invite those who share this belief to apply.

For more information about our Teacher Evaluation Method, see the Danielson Framework for Teaching.

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

Please also see the available salary scales: FPCS Compensation

Responsibilities

• Broad understanding of the MTSS/RTI structure as it relates to school reform
• Deep understanding of the MTSS/RTI literature
• Clear knowledge of the application of RTI model at the primary/secondary level
• Knowledge of the implementation and application of MTSS/RTI model at the school site level
• Ability to clearly articulate the FPCS precepts of RtI2
• Ability to use data for decision-making regarding student needs
• Ability to design broad scale MTSS framework for adaption at site levels
• Ability to conduct professional development in all aspects related to MTSS/RTI, including philosophy, problem-solving methodology, system change, universal screening, progress monitoring, decision making, intervention methods at all tiers for both academic and behavioral needs
• Ability to work in a high demand environment
• Ability to lead large and small groups through change efforts
• Developing, leading, implementing, monitoring, and collaborating with other educators in the schoolwide integration of MTSS
• Communicating with parents and working on the Instructional Leadership Team, and implement the MTSS model which includes RTGI and PBIS approaches
• Coaching and training colleagues on MTSS implementation
• Managing, analyzing, and utilizing student data (i.e., scoring probes, scheduling data collection, using collected data to drive student support)
• Training and ongoing coaching to school leadership teams and teachers on the MTSS framework  o Working to develop, implement, and sustain our MTSS framework 
• Analyzing and utilizing student and teacher data with our School-Wide Information System (SWIS) to guide data-based decision making and enhance direct instruction 
• Reviewing and updating student codes of conduct  o Supporting teachers in identifying student needs and providing appropriate interventions
• Collaborate with school sites to develop and implement infrastructure to support collaborative planning and problem solving
• Provide technical assistance to school sites to develop plans to monitor and evaluate the fidelity of core, supplemental, and intensive instruction and supports
• Support the implementation of a documentation system to ensure sufficiency of supplemental (targeted) and intensive interventions
• Model and facilitate the evaluation of the types of responses to instruction/intervention for large groups, small groups, and individual scholars
• Participate as a member of the Instructional Leadership Team
• Implement clear processes for universal screening, which will be used to identify scholars who need additional support
• Implement and monitor a progress monitoring process and data collection procedures, including cut points and entrance/exit criteria
• Meet with Instructional Support Teams at each site to provide support for intervention implementation
• Ensure the development, identification, and establishment of interventions at Tier II and III at each school site
• Assist campus in analyzing scholar needs and linking scholar needs to appropriate interventions for struggling scholars
• Establish connections for MTSS framework and philosophy to other network initiatives
• Identify expectations for the use of MTSS/RTI for both academics and behavioral concern.
• Performs other job-related duties as required

Qualifications

• A minimum of five years of teaching or counseling experience required.
• Bachelor's Degree from an accredited college or university required
• Master’s Degree in Education from an accredited college or university preferred.
• A strong background in effective implementation of intervention strategies including Response to Intervention

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.