Advanced Learning Teacher - Elvehjem - 0.5 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

2d•Hybrid

About The Position

The Madison Metropolitan School District (MMSD) is seeking a highly motivated and energetic Advanced Learning Teacher for Elvehjem Elementary, a 0.5 FTE position for the 26-27 school year. This role involves direct coaching and teaching to support students’ Advanced Learning needs across all content areas at two MMSD Middle Schools (locations TBD). The position requires collaboration with principals, instructional coaches, and teachers under the direction of the Director of Advanced Learning. The primary role is to support the education of students with advanced learning needs through coaching, professional development, and direct intervention, focusing on systemic access to advanced curriculum and instruction in the five domains outlined by the State of Wisconsin: General Intellectual; Specific Academic; Leadership; Creativity; Visual & Performing Arts. A key focus is also on identifying students with potential for Talent Development. MMSD is committed to being anti-racist, culturally responsive, and inclusive, aiming to ensure every school is a thriving school that prepares every student for college, career, and community. The district values a diverse workforce and encourages applications from individuals who will contribute to a welcoming environment for all students, families, and staff.

Requirements

Bachelor’s degree.
Wisconsin Department of Public Instruction (DPI) teaching license in Regular Education and/or Secondary Core Content Area.
Minimum of three years classroom teaching experience in secondary setting.
Experience in coaching or other leadership role working with teachers to develop and implement standards-based curriculum, instruction, and assessment practices.
Demonstrated commitment to supporting staff with anti-racist, culturally responsive, and inclusive teaching.
Ability to manage numerous priorities within and across multiple work locations.
Ability to work collaboratively with principals, staff and families in order to solve challenges and implement change in accordance with department and district initiatives.
Knowledge of the Common Core State Standards and experience planning assessment for learning with these standards.
Knowledge of supports for academic, social, emotional, and behavioral issues for students with advanced learning needs.
Excellent written and oral communication skills.

Nice To Haves

Supplemental Gifted and Talented licensure
Teacher Certification in Mathematics, Secondary Level (DPI license 1400)
ESL Teacher Certification (DPI license 1395)
Leadership experience across grades levels K-12
Bilingual language proficiency
Training with QTEL strategies for supporting English language learners
Training with AVID strategies for supporting disciplinary literacy

Responsibilities

Provide support to staff to interpret data to inform instruction, including opportunities for differentiation, scaffolding, and talent development.
Create a climate of trust and critical reflection to engage colleagues in challenging conversations about student data.
Provide guidance for the Principal and staff of the assigned middle school to ensure compliance with all State legal requirements for “gifted and talented” and ensure timely completion of all documentation requirements.
Provide school-based coaching and professional development related to assessment, instructional practices, interventions, legal requirements, and district policies & procedures for students with advanced learning needs.
Address matters of race, language acquisition, and unique student learning needs to ensure that all students have equal access to a high quality education, rooted in the Common Core State Standards.
Integrate a variety of pedagogical strategies into instruction, including Disciplinary Literacy, Gradual Release of Responsibility, Culturally and Linguistically Responsive Practices, Universal Design for Learning, and Differentiation.
Promote instructional strategies that address issues of equity in schools and ensure that individual student learning needs remain the central focus of instruction.
Collaborate with families, communities, and colleagues to develop a shared understanding of the diverse cultural and linguistic assets and educational needs of the community.
Intentionally engage families of students from historically marginalized backgrounds through targeted outreach.
Engage in personal examination of own implicit biases, and facilitate colleagues’ self-examination of their own understandings of community, culture, and diversity.
Provide comprehensive, flexible support to students with AL needs utilizing the MTSS model.
Participate in School Based Leadership Team, Student Support and Intervention Team (SSIT), and/or other student support planning/problem solving teams.
Collaborate with principals and school staff to plan for service delivery, progress monitoring, and data analysis.