Bilingual Resource Teacher (Spanish) - Anana - 0.5 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

11h•Hybrid

About The Position

The Madison Metropolitan School District (MMSD) is seeking a highly motivated and energetic Bilingual Resource Teacher (Spanish) for Anana Elementary, a 0.5 FTE position for the 26-27 school year. MMSD is committed to being anti-racist, culturally responsive, and inclusive, with a vision to ensure every student graduates ready for college, career, and community. This role is crucial in supporting English Learners (ELs) by providing supplementary instruction, facilitating communication, and ensuring culturally and linguistically responsive practices throughout the school. The district offers a competitive compensation package and is dedicated to creating a challenging, rewarding, and supportive work environment that 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 one of the following: 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.
Must obtain and maintain the necessary Wisconsin teaching license(s) for the position if not already licensed.
An application must be on file within 30 days of starting employment with MMSD.

Nice To Haves

Bilingual/Bi-Cultural ESL (preferred) for High School Core content license.
Bilingual/Bi-Cultural ESL (preferred) for Middle School Regular Education license.
Bilingual/Bi-Cultural ESL (preferred) for Elementary School Regular Education license.

Responsibilities

Provide supplementary instruction for targeted English Language Development within or outside of the classroom to English Learners (ELs) across various 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 create school-wide welcoming environments and support the inclusion of EL students in instructional settings.
Coordinate service delivery with building administrators and Multilingual Services and Programs staff to ensure inclusivity and compliance with district protocols for English language learners.
Serve as a member of the school-based team responsible for student placement and scheduling to ensure compliance with state and federal law regarding ESL services.
Collaborate with librarians and/or Instructional Coaches to purchase culturally and linguistically relevant materials.
Participate as active team members in academic, transition, secondary options, graduation, and post-secondary planning for ELs.
Serve on Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process for EL students.
Participate as active team members (not as interpreters) 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 ELs have appropriate and adequate assessment scaffolds in assessments of core content learning.
Provide professional learning to colleagues on measuring and reporting content-related language growth.
Support classroom teachers in understanding how to use English Language Development observation tools and data for instructional planning.
Collaborate with School Testing Coordinators to ensure appropriate testing accommodations for ELs in district and state-mandated assessments.
Serve as a communication link among students, families, and school staff in collaboration with classroom teachers.
Participate in parent-teacher conferences that include ELs served by the BRT/ESL teachers.
Collaborate with 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 English Language Development support in general education environments across program types.
Provide support for the development of social language in a play-based environment for 4K students whose parents have indicated the presence of another language.
Collect anecdotal notes under the observational assessment framework while interacting with 4K children.
Review and use 4K benchmarks.
Collaborate with classroom teachers during planning time to embed language strategies for students with indicated home languages.
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.
Identify potential ELs from Home Language Survey information during the MMSD Enrollment process.
Gather information to determine if a student should be assessed for English language proficiency.
Communicate with families and assess students who meet criteria for language screening.
Report WIDA Screener Online/WIDA Kindergarten Screener scores of qualifying students.
Contact previous WI or WIDA school districts to obtain recent ACCESS for ELLs scores for new ELs.
Create Individualized Learning Plan (ILP) forms to notify parents of the school’s plan to provide English language support services.
Archive signed ILP forms in the EL data management system.
Notify parents whose student has tested Proficient on the ACCESS for ELLs assessment about the two-year monitoring status.
Notify parents who have refused EL language support services of their student’s most recent ACCESS scores and that academic and language growth will continue to be monitored.
Monitor ELs’ academic and language learning throughout the school year.
Serve as a 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.
Assist building clerical staff with maintaining electronic cumulative files by ensuring the student’s file contains original EL records and assessment results.
Work with parents of misidentified ELs and Central Office staff to remove the student’s EL status in MMSD and from state databases.
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.
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.
Perform other duties as assigned.