DIVISION: Lower School

REPORTS TO: Lower School Principal

SUPERVISES: N/A

DATE: August 17, 2026

FLSA: Exempt

TYPE OF ROLE: Full-time

COMPENSATION: Salaried (based on experience)

BENEFITS: Eligible

Note: Applications will be reviewed on a rolling basis.

Georgetown Day School seeks a Lower School homeroom teacher for the 2026-2027 school year. Rich content, creative pedagogy, and authentic relationships are essential components of a GDS classroom. The ability to provide those elements, work collaboratively with colleagues, and place students’ interests and experiences at the heart of the classroom are essential components of the job. The Lower School homeroom teacher is responsible for teaching math, language arts, and social studies, as well as being the primary point person for students and their families. As a diverse and inclusive school dedicated to preparing our students to live and work in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting.

Primary Duties And Responsibilities

Creates a safe, collaborative learning environment that aligns with the school’s equity-driven mission.
Works collaboratively with colleagues to design and implement high-quality, engaging learning experiences.
Fulfills duties of the homeroom teacher
- Delivers math, literacy, and social studies lessons to approximately 16 students
- Assesses student work using standards-based grading
- Leads daily Morning Meeting and other aspects of Responsive Classroom
- Emails weekly homeroom newsletter to families
- Attends weekly grade level planning, student support, and faculty meetings
- Assists the class with transitions from one class to the next
- Provides supervision and activities during Choice Time
- Attends Assembly with assigned homeroom class
- Ensures attendance is taken and communicates clear dismissal plans for students
- Supervises students during assigned duties
- Understands different communication styles and modifies classroom interactions accordingly.
- Uses positive behavior interventions and support practices.
- Uses observations/assessment data to inform teaching and improve learning, and to set individual learning goals.
- Leverages technology, in support of the learning community.
- Responds positively and restoratively to student needs and to student interactions.
- Engages the parent community through consistent and clear communication about curriculum, school life, and each child’s personal learning journey.

Secondary Duties And Responsibilities

Chaperone field experiences which may include an Outdoor Education overnight
Additional duties outside this description may be assigned as necessary.

D.C. Wage Transparency Act Disclosure

Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year, and each year of experience equates to approximately $1000 to 1500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability).

For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds

Qualifications

Education and Experience

A B.A. in elementary education, early childhood education, or a similar discipline is required.
A Master’s degree is preferred.
2 years or more of teaching experience at the elementary school level is required.
Responsive Classroom training and experience implementing the approach are preferred.
Orton Gillingham training preferred.
Writing Revolution training preferred.
Experience supporting students receiving special education services is preferred.

Skills

Create a safe and collaborative learning environment that aligns with the school’s equity-driven mission.
The ability to work collaboratively with colleagues to design and implement high-quality, engaging learning experiences.
Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability) and experience working with a diverse student population and incorporating that knowledge into their culturally and historically relevant instruction.
Familiar with, and committed to, standards-based assessment, grading, and reporting.
Familiar with, and committed to, the use of positive behavior interventions and supports.
The ability to continually use diagnostic (e.g. Fountas and Pinnell), standardized, formative, and summative assessment data to inform teaching and improve learning, and to set individual learning goals.
The ability to respond positively and restoratively to student needs.
Flexible, innovative, and solution-focused.
Committed to leveraging technology in support of learning.
A shared commitment to ongoing professional learning.

Americans with Disability Specifications

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.

To Apply

Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

Georgetown Day School

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Lower School Homeroom Teacher (26-27)