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

Madison Metropolitan School District•Madison, WI

18h•Onsite

About The Position

The Madison Metropolitan School District (MMSD) is seeking highly motivated and energetic applicants for a Kindergarten Teacher position at Hawthorne Elementary. This is a 1.0 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 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 role involves developing and implementing curriculum, instructing students, assessing progress, and collaborating with staff and families to support student learning and growth.

Requirements

Bachelor’s degree.
Official transcripts are required for formal employment.
Wisconsin Department of Public Instruction (DPI) teaching license in Regular Education (1777, 1088, 2088) to cover the grade level(s) being taught.
Applications are considered on a rolling basis.
MMSD will consider applicants who are fully licensed before considering applicants who are not yet licensed.
If you do not already have an active Wisconsin teaching license, you must obtain and maintain the necessary license(s) for the position.
An application must be on file within 30 days of starting your employment with MMSD.
Failure to do so will result in your contract being voided.
The district does not provide financial support for the continued education that is required to achieve the certification.
The district does not select or endorse any particular certification program that leads to the required Wisconsin teaching license.
An unlicensed candidate can be considered, but they must be hired by a school district in order to apply for a One-Year License with Stipulations with DPI.

Nice To Haves

Fluency in Spanish and/or Hmong

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.