Kindergarten Teacher - Huegel - 1.0 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

7h•Onsite

About The Position

The Madison Metropolitan School District (MMSD) is seeking highly motivated and energetic applicants for a Kindergarten Teacher position. Applicants should have a good attitude, willingness to learn, and a passion for impactful work and learning. MMSD is committed to being anti-racist, culturally responsive, and inclusive, with a vision to ensure every school is a thriving school that prepares every student 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. MMSD aims to create a challenging and rewarding work environment that supports employee career paths and fosters a talented workforce reflecting the diversity of its student population.

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.
Must obtain and maintain the necessary license(s) for the position if not already active.
An application for a license must be on file within 30 days of starting employment with MMSD.
High Expectations For Every Student: Demonstrate through actions and words that every student can achieve high standards.
Share a commitment to excellence and equity for all students.
Hold a clear mission and values orientation aligned with Madison's vision.
Quality Instructional Practice: Plan and execute rigorous, engaging units and lessons, including meaningful in-class and out-of-class assignments, and ensure student mastery of content.
Provide necessary scaffolds, interventions, and extensions to meet a range of learning needs and support an inclusive learning environment.
Cultural Competence: Understand and articulate the systems and beliefs that may lead to inequitable outcomes for students of color as well as adapt instruction to meet the needs of each student.
Make links between content and student experiences, perspectives, and personal goals.
Data Proficiency: Use data beyond standardized assessments to diagnose student learning needs and differentiate instruction in the classroom.
Team Collaboration: Collaborate with peers to reflect on student achievement and teacher practice data to continuously plan and improve instruction.
Student & Family Engagement: Take initiative to build relationships with students.
Understand unique family characteristics and find ways to engage all families as full partners in their children's education.
Resilience & Results Orientation: Find challenges exciting and persist in the face of challenges.
Self-Awareness & Growth Mindset: Reflect on strengths and growth areas regularly as well as seek mentors to improve.

Nice To Haves

Fluency in Spanish and/or Hmong (for potential bilingual positions).

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.
Collaborate with all staff in support of student learning, e.g., team planning and co-teaching.