Extended Long Term Sub (ELTS) Avid Teacher - East - 0.2 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

6d•Hybrid

About The Position

The Madison Metropolitan School District (MMSD) is seeking highly motivated and energetic applicants for an Extended Long Term Sub (ELTS) Avid Teacher position. This role is 0.2 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 student population and aims to create a challenging and rewarding work environment that supports employee career paths and reflects student diversity. This position is part of a commitment to making MMSD a thriving, welcoming environment for all students, families, and staff.

Requirements

Bachelor’s degree. Official transcripts are required for formal employment.
Wisconsin Department of Public Instruction (DPI) teaching license in Regular Education and/or Secondary Core Content Area.
Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning.
Commitment to being anti-racist, culturally responsive, and inclusive.
Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury.
Ability to lift up to 25 pounds occasionally.
Manual dexterity is necessary for completing general tasks while operating office equipment.
Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.

Nice To Haves

Candidates who have indicated fluency in Spanish and/or Hmong are invited to apply for our bilingual positions as well.

Responsibilities

Use standards (CCSS, SELS, Language) to identify common learning targets that represent what all students should know, do and understand as a result of the instruction
Use knowledge of students’ background, interest, style, culture, language, individual needs, and assessment data to inform planning
Develop daily and weekly plans to support student growth towards mastery of standards
Develop common year-long/course plans that identify the essential questions and resources to support student learning
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations to build student engagement, collaboration, and independence with complex tasks
Adapt teaching methods and instructional materials to meet students' varying needs and interests
Provide daily opportunities for students to describe their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning
Define and plan formative assessments to show evidence of learning
Use multiple ways to check for student understanding and clarify, reteach and/or make adjustments to instruction based on information gathered
Provide students with meaningful feedback that reinforces effort, provides recognition and promotes student involvement and progress in the learning process
Provide opportunities for teacher–to-student, student-to-student and student-to-teacher feedback both orally and written
Analyze data and adjust instruction based on student achievement, observation, and teacher practice data
Establish rules for behavior and procedures for maintaining order among the students for whom they are responsible
Meet with parents/guardians to discuss their student's progress and to determine priorities for their children and their resource needs
Collaborating with all staff in support of student learning, e.g., team planning and co-teaching.