Job Description
Office:
Office of Teaching and Learning
Date Posted:
10/30/2026
Salary Range:
1-5 / $87,024 - $98,195
NTE Date:
N/A
Position Overview
The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.
Divisions/Teams
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The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation.
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The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
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The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying Multilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth. This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.
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The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.
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The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
The Specialist, Head Start Early Childhood Professional Learning has a unique opportunity to shape the content, ongoing development, and implementation of LEAP, a school-based model for professional development. The Specialist supports the design and implementation of the professional development experiences for teachers and school leaders to support best practices in early childhood education and is responsible for leading early childhood collaborative learning teams at select schools. The LEAP model for all Early Childhood Education teachers focuses on the creation of ECE content-specific learning communities that engage in cycles of planning, content knowledge development, formative observations, and child work evidence analysis – all tied to the ECE curriculum implemented at the school. The Specialist will be assigned to select schools and will function as the ECE LEAP leader in those schools, supporting all PK teachers, including early childhood generalists and early childhood special educators, within those schools.
This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.
The Specialist, Head Start Early Childhood Professional Learning will report to the Manager, Head Start Education and Disabilities.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
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Leads weekly cycles of planning, content knowledge development, formative observations, and child and teacher evidence analysis tied to the DCPS-ECE content, curriculum, and LEAP framework.
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Works collaboratively with teachers to consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of children’s work.
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Provides clear and direct feedback to teachers based on analysis of practice.
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Develops teachers’ capacity to collect and analyze multiple sources of data to improve child learning.
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Develops a trusting, confidential, and reflective professional partnership with teachers, administrators, and other school-based staff.
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Models research-based instructional approaches.
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Utilizes an assessment process to facilitate a team’s growth and development, analyzing their practice and reviewing student work to inform instruction and provision of challenging and engaging materials.
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Helps teachers see themselves as researchers in the classroom needing to be constantly curious about their students’ development.
Qualifications
• Bachelor's degree and three to five years of related work experience.
• Master's degree preferred.
• Previous exposure to or experience in the education sector a plus.
• Two to three years of experience supervising, mentoring, or coaching early childhood educators preferred.
• Understanding of current adult learning theory and experience facilitating group professional development training.
• Pre-K CLASS training and certification preferred.
• Experience working in an urban school setting.
• Understanding of institutional racism and impacts on underserved families in Washington DC.
• Experience working with low-income, culturally and linguistically diverse families.
• Demonstrates a high level of proficiency with data collection, analysis, and presentations.
• Advanced computer skills including Excel, PowerPoint, Word, internet, email.
• Commitment to developing and maintaining relationships with a wide variety of school-based and central-office stakeholders.
• Excellent organizational skills, strategic planning skills, and oral and written communication skills.
DCPS Values
• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact dcps.eeo-ada@k12.dc.gov.