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Available Job Openings at CentroNía

The substitute teacher will work collaboratively with the other Teacher (s) to ensure the operation of the classroom and the implementation of the Creative Curriculum for Infant/Toddlers to achieve outcomes for all children.
The purpose of this position is to teach English to English Language Learners and support the school with the coordination of the ELL Program, including through professional development, coaching of teachers, testing, scheduling of service, reporting and program implementation.
Primary Purpose of the Job: Assist in the implementation of a development plan that will generate national and local support from foundations, corporations, public sector sources, and individuals. The Senior Grant Writer will be an integral member of the six-person Development, Communications, and Outcomes team, and work closely with the Executive Team, Director of Development & Communications, and other CentroNía staff to execute the development strategy.
DC Bilingual Public Charter School is looking for an individual to manage the transition of our school to a new building. The Project Manager (PM) will be responsible for the process and activity of planning, organizing, motivating, and controlling resources, procedures and protocols to achieve specific goals in scientific or daily problems. The PM ensures the project is effectively resourced and manages relationships with a wide range of groups (including all project contributors).
DC Bilingual is recruiting an intervention teacher that specializes in literacy or math to provide academic services to students with special needs and to students within the Response to Intervention process that are in the pre-referral stage. They will also support DC Bilingual’s mission through the implementation of an inclusion/resource model and support of our dual language program. All inclusion teachers are expected to work jointly with the General Education Teachers and to plan for instruction based on content, data, and IEP goals of students.
DC Bilingual is recruiting English or Spanish-speaking elementary teachers to provide effective instruction to students in the elementary grades. Teachers will support DC Bilingual’s mission through the collaborative implementation of our dual immersion bilingual program. DC Bilingual is seeking motivated staff that is committed to the school’s vision and will bring rigor, urgency, and dedication to the classroom. All co-teachers are expected to work jointly with their co-teacher and classroom assistant.
DC Bilingual is recruiting Special Education Inclusion Teachers to act a case managers and teachers for students with Individualized Education Plans (IEPs) in two adjacent grade levels. Inclusion Teachers will support DC Bilingual’s mission through the collaborative implementation of our dual immersion bilingual program. DC Bilingual is seeking motivated staff that is committed to the school’s vision and will bring rigor, urgency, and dedication to the classroom.
DC Bilingual is recruiting English-speaking and Spanish-speaking Elementary Master Teachers to provide highly effective instruction to students in the elementary grades. Teachers will support DC Bilingual’s mission through the collaborative implementation of our dual immersion bilingual program. DC Bilingual is seeking motivated staff that is committed to the school’s vision and will bring rigor, urgency, and dedication to the classroom. All English teachers are expected to work jointly with the Special Education Inclusion Teacher assigned to the same classroom for part of the day.
DC Bilingual Public Charter School is recruiting a PE Dance Instructor to provide learning opportunities to our students. This instructor will support DC Bilingual’s mission through the collaborative implementation of our dual immersion bilingual program. DC Bilingual is seeking motivated staff that is committed to the school’s vision and will bring rigor, urgency, and dedication to instruction.
School Receptionist will act as the front line to school families, community, staff, and partners. Must maintain professional demeanor and exemplary customer service skills. Must work to support a school-wide culture of respect and achievement and a team culture grounded in common goals, mutual respect, empathy towards others, and an appreciation of diversity. This position will also support in classroom when substitute teachers are needed.
DC Bilingual is recruiting an Elementary School TA and Library Specialist to establish and maintain a library for the school. The DCB Library is a bilingual (English and Spanish) resource center with books, educational materials, and technological equipment that serves the school community. Additionally, the DCB Library is a Teaching Library that plans and conducts student group lessons that are connected to classroom themes and develops library skills.
DC Bilingual is recruiting an Elementary School Librarian to establish and maintain a library for the school. The school Librarian will support DC Bilingual’s mission through the collaborative support of our dual immersion bilingual program. DC Bilingual is seeking motivated staff that is committed to the school’s vision and will bring rigor, urgency, and dedication to the classroom.
The Evaluation Associate will work with the Outcomes Manager, Program Supervisors, and Administration throughout CentroNía in order to develop, conduct and monitor a variety of outcome measures across all the programs in the organization. The individual will integrate the use of outcomes data for program analysis, problem-solving, planning and to strengthen program quality and integration of program delivery. The Evaluation Associate will conduct interviews with key stakeholders, including leadership, parents, staff and children.
DC Bilingual is recruiting English or Spanish-speaking Early Childhood Education (ECE) assistant teachers to provide effective instructional support to students in the Pre-K 3 and Pre-K 4 grades. Teachers will support DC Bilingual’s mission through the collaborative implementation of our dual immersion bilingual program. DC Bilingual is seeking motivated staff that is committed to the school’s vision and will bring rigor, urgency, and dedication to the classroom. All teachers are expected to work jointly with their lead teachers.
The Proposal Writer is primarily responsible for developing and writing fundraising materials including letters of intent, grant proposals, and campaign appeal language. He/she will also assist in the implementation of a robust calendar of proposal writing, stewardship, and events in support of a development plan that will generate local, regional, and national resources. The Junior Grant Writer will play a significant role in the expansion of our stewardship outreach and assist in the implementation of a development plan that will generate support from individuals and institutional supporters. The individual will be an integral member of the six-person Development, Communications, and Outcomes team. The Proposal Writer will work closely with the Director of Development, other members of the Development, Communications, and Outcomes teams, as well as program staff to execute the development strategy.
The primary responsibility of the Early Childhood Teacher Assistant is to participate in planning and implementation of a developmentally appropriate Bilingual curriculum for children ages 3 months to four years of age (infants, toddlers and preschoolers) in conjunction with the Early Childhood Teacher. The Early Childhood Teacher Assistant implements this curriculum by supervising and working collaboratively with Early Childhood Lead Teacher, Volunteers and Parents in the classroom setting.
Under the leadership of the EHS Director Directly supervise the work activities of the Early Head Start program classroom teachers and assistant teachers to ensure the implementation of high quality program services and effective management systems in accordance with federal and state regulations, requirements, and guidelines. In conjunction with CentroNía education staff and parents; design, implement, and assist in evaluating an individualized curriculum for all enrolled children based on ongoing observations, screenings, assessments, and parents desires.
The primary responsibility of the Early Childhood Teacher Assistant is to participate in planning and implementation of a developmentally appropriate Bilingual curriculum for children ages 3 months to four years of age (infants, toddlers and preschoolers) in conjunction with the Early Childhood Teacher. The Early Childhood Teacher Assistant implements this curriculum by supervising and working collaboratively with Early Childhood Lead Teacher, Volunteers and Parents in the classroom setting.
The EHS Outcomes Specialist will work with the Outcomes Manager, Early Head Start Directors and Institute staff to gather, analyze and report on data and outcomes on children and families being served by these programs. Other data points such as school readiness, family engagement, as determined by specific needs and requirements may be included for analysis. The Outcomes Specialist will present data reports and information to Directors and staff who will use this information for monitoring and assessment as well as to strengthen program quality and integration of program delivery.
This is a position for a new or recent graduate from a Speech Therapy masters program interested in beginning or completing the Clinical Fellowship Year. This is a full-time position where you will be working in a Dual Language PreK3 to 5th grade students and be supervised by a licensed Speech and Language Pathologists. This position will support DC Bilingual’s mission through the collaborative implementation of our dual immersion bilingual program. DC Bilingual is seeking motivated staff that is committed to the school’s vision and will bring rigor, urgency, and dedication to the services provided.
The RBT is a paraprofessional who practices under the close, ongoing supervision of a BCBA or BCaBA (“designated RBT supervisor”). The RBT is primarily responsible for the direct implementation of skill-acquisition and behavior-reduction plans developed by the supervisor. The RBT may also collect data and conduct certain types of assessments (e.g., stimulus preference assessments).
Under the direction of the Family Center Director, program support works to provide administrative/clerical and program support. He/she ensures the efficient day-to-day operation of the office, to contribute to the growth of CentroNia’s Family Center into a family support organization by endorsing CentroNía’s mission of creating a community of learning that cultivates the development, care and education of children and their families.