Job Description

High School Spanish Teacher (26-27 Sy)

Teachers at KIPP DC lead classrooms that are academically rigorous, identity-affirming, and grounded in strong relationships with students and families. As a High School Teacher at KIPP DC Public Schools, you will plan and deliver high-quality instruction, build a strong and affirming classroom culture, and work closely with your team to support student learning and well-being.

As one of the highest performing public school systems in Washington, DC, KIPP DC believes that all students have the right to joyful, challenging, and culturally responsive learning experiences. Teachers are core to that work. The starting salary for teachers is $65,500 and increases with relevant years of lead teacher experience and graduate-level education, as outlined in our instructional salary scale. Compensation is determined by the scale and is non-negotiable.

Teachers may be content-specialized (for example, English, math, science, social studies, or specialty electives).

About KIPP DC

For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation's capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff. Our work is grounded in five pillars–academic excellence, joy & sense of belonging, highly effective teachers and leaders, safe, structured, and nurturing learning environments, and commitment to college readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike. As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community.

About the Team

High School includes two schools in Washington, DC, serving grades 9-12. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support teachers through coaching, collaborative planning structures, and dedicated development time.

About the Role

As a lead teacher, you will:

• Teach engaging, standards-aligned lessons informed by student data.
• Build an inclusive, identity-affirming classroom culture where all students feel a sense of belonging.
• Collaborate with grade-level and content teams to plan instruction, analyze data, and respond to student needs.
• Communicate consistently and proactively with families.
• Contribute to schoolwide culture and community
• Work collaboratively with peers and grow their leadership through opportunities like grade-level chair, fellowships, or school leadership development cohorts.

If applicable, you may also mentor a capital teaching resident by modeling excellent instruction, gradually releasing classroom responsibilities, and participating in weekly coaching and feedback. Secondary roles (middle and high school) include content-specific instruction in courses such as ELA, math, science, social studies, and electives. Special education teachers collaborate with general education teachers and service providers to deliver instruction and services aligned to IEP goals in inclusive and pull-out settings.

Location and Type of Work

Fully in-person (5 days per week onsite)

This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families.

Teachers are responsible for classroom instruction during the student day (generally 8:00 am to 3:30 pm). Teacher work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development.

Key Responsibilities

The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs. Mission alignment, relationships, and culture–30%

• Demonstrate commitment to KIPP DC's mission, with a focus on excellence, equity, and antiracist practice.
• Build trusting, affirming relationships with students, families, and teammates.
• Create a classroom culture that empowers students, affirms their identities, and fosters belonging for all learners.
• Communicate regularly with families, including academic updates and support plans.

Instructional planning & content delivery–40%

• Internalize, adapt, and deliver high-quality, standards-aligned lessons.
• Ensure instruction is rigorous, culturally responsive, and relevant to students' lived experiences.
• For elementary roles: deliver core math and literacy instruction to the homeroom.
• Use student performance data to plan reteach, intervention, and enrichment.
• Participate in grade-level and/or content team meetings to align on instructional strategy.

Professional collaboration, development, and feedback–20%

• Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings.
• Implement coaching and feedback from school leaders, network content coaches, and lead teachers/grade-level chairs.
• When assigned a capital teaching resident, model effective instruction and gradually release responsibility while providing weekly coaching conversations.

Schoolwide duties & operational expectations–10%

• Perform duties (arrival, lunch, transitions, dismissal) as assigned.
• Complete clerical tasks that support instruction and compliance, including student records, attendance, progress reports, and documentation related to IEP goals or interventions.
• Support school events such as family-teacher conferences, open houses, field trips, and community events.

Required Qualifications

• Bachelor's degree
• Commitment to working with students from communities with limited access to high-quality educational opportunities
• A minimum of 1–2 years of experience teaching Spanish at the secondary level, with a track record of effective classroom management and student engagement.
• "Teaching experience" here refers to serving as the teacher of record / lead instructor responsible for instruction and progress of an assigned class or section. It does not include paraprofessional work, substitute-only experience, internships without lead teaching responsibility, or daycare-only experience.

Preferred Qualifications

• Bachelor's degree in the relevant content area
• Demonstrated strength in the content area / grade band you are applying to teach
• Experience teaching in an urban K–12 public school setting
• Strong communication skills with families and caregivers, including culturally responsive partnership
• Strong collaboration habits with teammates (planning, data analysis, shared ownership for student growth)

Physical Requirements

• Must be able to remain in a classroom environment for extended periods to deliver instruction.
• Must be able to monitor students throughout the school building, including transitions, lunch, and recess.
• Must be able to participate in occasional school events that may occur outside traditional school hours (for example, family conferences, student showcases, or community events).

Core Competencies: KIPP DC Vision for Teaching Excellence:

• Content knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content.
• Instructional responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning. Teachers are aware of how all students are performing and are able to adapt to meet the needs of students.
• Care of students & classroom culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels valued. Teachers encourage student voice, promote independent thinking, and encourage students to take risks academically and socially

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