Bilingual Resource Teacher (Spanish) - Whitehorse - 0.333 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

1d•Hybrid

About The Position

The Madison Metropolitan School District (MMSD) is seeking a highly motivated and energetic Bilingual Resource Teacher (Spanish) for Whitehorse Middle School. This position is 0.333 FTE for the 26-27 SY. MMSD is committed to being anti-racist, culturally responsive, and inclusive, with a vision to ensure every student graduates high school ready for college, career, and community. The district serves a diverse population of over 25,000 students, with a significant number of students of color, from low-income households, and English Language Learners (ELLs). The district aims to create a challenging and rewarding work environment that supports employee career paths and reflects the diversity of its student population.

Requirements

Bachelor’s degree. Official transcripts are required for formal employment.
Native-like fluency in Spanish and English.
Wisconsin Department of Public Instruction (DPI) teaching license in: High School Core content (Math, Science, English, Language Arts, or Social Studies) OR Middle School Regular Education inclusive of grades 6-8 OR Elementary School Regular Education inclusive of elementary grade levels.
Bilingual/Bi-Cultural ESL (preferred) for any of the above license types.
Must obtain and maintain the necessary license(s) for the position if not already licensed.
An application must be on file within 30 days of starting your employment with MMSD.

Nice To Haves

Bilingual/Bi-Cultural ESL license is preferred for High School Core content, Middle School Regular Education, and Elementary School Regular Education licenses.

Responsibilities

Provide supplementary instruction for targeted English Language Development within or outside of the classroom to English Learners (ELs) in general education environments across program types.
Provide English language development instruction for EL students who have been in US schools for less than one calendar year for key content areas.
Establish consistent communication with, and guidance to, Bilingual Resource Specialists (BRS) regarding student needs, instructional support, and family outreach.
Help to create school-wide welcoming environments and support inclusion of EL students in instructional settings.
Work with the building administrator and Multilingual Services and Programs staff to coordinate service delivery for English language learners.
Serve as an integral member of the school-based team responsible for student placement and scheduling to ensure compliance with state and federal law regarding ESL services.
Work with librarian and/or Instructional Coach to purchase culturally and linguistically relevant materials.
Participate as active team members in discussions of academic, transition, secondary options, graduation and career/vocational post-secondary planning for ELs.
Serve on the Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices.
Participate as active team members in IEP meetings for ELs to represent the student’s language development needs.
Administer English language proficiency assessments and screeners including WIDA Kindergarten Screener, WIDA Screener Online, and ACCESS 2.0.
Monitor students’ ability to access grade level curriculum through ongoing formative assessment in collaboration with general education staff.
Collaborate with non-ESL staff to ensure that ELs have appropriate and adequate assessment scaffolds in assessments of core content learning.
Provide professional learning to colleagues to ensure that content-related language growth is measured and reported.
Support classroom teachers in understanding how to use the English Language Development observation tools, and how to use data to guide instructional planning.
Collaborate with School Testing Coordinators to ensure appropriate testing accommodations are provided for ELs in district and state-mandated assessments.
Serve as one of the communication links among student, families, and school staff in collaboration with classroom teachers.
Participate in parent-teacher conferences that include ELs served by the BRT/ESL teachers in collaboration with the general education classroom teacher.
Collaborate with Bilingual Resource Specialists (BRS) and other staff to coordinate communication with families.
Provide families of ELs with information related to MMSD and the U.S. educational system.
Provide support for the development of social language in a play-based environment for students whose parents have indicated the presence of another language.
Provide support with routines related to instructional activities.
Collect anecdotal notes under the observational assessment framework while interacting with the children.
Review and use the 4K benchmarks.
Collaborate with classroom teachers during planning time to embed language strategies to support students whose guardian has indicated the presence of another language.
Serve as Case Managers for ELs to provide a school-based contact/advocate for parents and students.
Explain EL Data Management forms to parents to keep them informed of their student’s academic status.
Document EL Data and file paperwork for ELs.
Identify potential ELs from information provided by families on Home Language Survey.
Gather information to determine whether a student should be assessed for English language proficiency.
Communicate with families.
Assess students who meet criteria for language screening.
Report WIDA Screener Online/WIDA Kindergarten Screener scores of qualifying students.
Contact the previous WI or WIDA school district of any new EL to MMSD to obtain the most recent ACCESS for ELLs scores.
Create Individualized Learning Plan (ILP) forms to notify parents of the school’s plan to provide English language support services to students.
Present plan for parent/guardian approval/acceptance.
Archive signed ILP forms in EL data management system.
Notify parents whose student has tested Proficient on the ACCESS for ELLs assessment that student will be placed on two-year monitoring status.
Notify parents who have refused EL language support services of student’s most recent ACCESS scores and that student’s academic and language growth will continue to be monitored.
Monitor ELs’ academic and language learning throughout the school year.
Serve as consultant to non-ESL staff to ensure ELs receive language-attentive instruction.
Notify parents in the fall of a monitored student’s level of academic success without language support services; move student to second year of monitoring or exit, as appropriate.
Assist building clerical staff with maintenance electronic cumulative files.
Work with parents of misidentified ELs, and Multilingual Services and Programs Central Office staff to remove the student’s EL status.
Promote a teaming model during common planning times and through participation in regularly-scheduled team meetings.
Consult with general education staff to integrate targeted language instruction within the core and implement language scaffolds to meet individual student needs.
Provide guidance to general education staff to monitor, measure, and report language development.
Provide resources pertaining to the distinction between disability and second language/literacy development.
Collaborate with Special Education staff to meet both the language development and academic learning needs of ELs with Individual Education Plans.
Collaborate with building coaches to provide professional development at the building level, in best practices for ELs, bilingual education, and second language acquisition.
Other duties as assigned.