Job Description

Overview

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

• Use data to identify students in need of literacy intervention;
• Provide supplemental instruction to struggling readers in the forms of individual or small group intervention;
• Collect and analyze data to evaluate and further develop action plans in response to determined student literacy needs;
• Continuously monitor progress of students, both formally and informally, in order to adjust instruction and student grouping; 
• Accountable for students' literacy growth and increasing each individual student's literacy achievement;
• Maintain frequent communication with school administrators regarding data on student literacy growth;
• Provide resources, organize and lead professional development workshops and offer on-going training to school staff on evidence-based literacy practices;
• Use scaffolding techniques to improve students reading as well as help teachers become comfortable in implementing evidence-based instructional practices;
• Coordinate and help administer the various literacy screening, progress monitoring, and diagnostic assessments;
• Assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness;
• Serve as a resource to content area teachers in identifying reading needs, adapting instructional techniques, and selecting appropriate materials for their disciplines;
• Collect and facilitate the review and use of school literacy data to guide instruction and plan for student needs;
• Promote an interest in reading by initiating and coordinating reading incentive programs;
• Keeps abreast of developments, research, and new technology in the field;
• Performs any other related duties as assigned by the school principal or other appropriate administrators;
• In collaboration with the classroom teacher, provide assistance as requested, such as: participate in parent conferences, answer parent concerns in formal and informal settings to encourage support for their child’s reading/language arts development, serve as a resource to promote parental support of the reading/language arts program goals;
• Performs other related work.

Qualifications

KNOWLEDGE, ABILITIES, AND SKILLS:

• Ability to use a range of effective instructional strategies to increase student literacy growth;
• Experience in assessing student skills and knowledge in reading and writing, using a variety of formal and informal assessment tools;
• Ability to assist in the analysis of school-wide literacy strengths and weaknesses and formulate plans to improve student achievement in reading and teaching effectiveness;
• Knowledge of successful techniques in classroom management and instructional planning for effective literacy instruction;
• Ability to serve as a school- and network-wide resource;
• Deep understanding of evidence-based reading research and practices for teaching reading and assessing student progress toward achievement of benchmarks as documented in coursework and/or experience as a teacher of reading;
• Outstanding presentation and facilitation skills;
• Proven experience in delivering professional development to teachers and in facilitating adult learning and growth;
• Interpersonal skills (communication, problem solving, conflict management, collaboration) to share research based instructional approaches with teachers and administrators and provide advice, mentoring and coaching;
• Strong organizational skills.
• Excellent communication skills

EDUCATION, TRAINING, AND EXPERIENCE:

• 5+ years elementary/secondary urban classroom experience; 
• 2+ years as a reading specialist, literacy coach or related position;
• Reading Specialist credentials required (e.g. certification, etc.)
• Bachelor's degree in English, reading, education, or related field required, Master's Degree preferred;
• Proven success increasing student reading and literacy achievement;

CERTIFICATE AND LICENSE REQUIREMENTS:

• Deemed Highly Qualified per ‘No Child Left Behind’ (NCLB) Legislation.
• Praxis II, 0041 English Language Literature: Content Knowledge with a passing score of 160, OR
• Bachelor's Degree from an accredited university or College in English or Reading, OR
• Equivalent Credit Hours in English or Reading in the course description.

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.

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