Literacy Interventionist - Kennedy - 0.5 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

4d•Onsite

About The Position

The Madison Metropolitan School District is hiring a Literacy Interventionist at Kennedy Elementary for the 2026–27 school year. This is a 0.5 FTE position with a 192-day contract and exempt employment status. The position focuses on supporting student learning through standards-based instruction, assessment, intervention, and collaboration with students, families, and school staff. The district seeks applicants who are motivated, energetic, open to learning, and committed to impactful work. MMSD is committed to being anti-racist, culturally responsive, and inclusive, and to ensuring that every school is a thriving environment where students are prepared for college, career, and community. School-based positions are in person unless otherwise directed by the building principal. Work may involve travel within the district and to off-site meetings; some positions may have hybrid flexibility depending on position and work-unit needs, to be discussed during the interview process.

Requirements

Bachelor’s degree; official transcripts are required for formal employment.
Wisconsin Department of Public Instruction (DPI) teaching license in Regular Education and/or a Secondary Core Content Area. Candidates without an active Wisconsin teaching license must obtain and maintain the necessary license(s) for the position.
If not already licensed, an application for the required license must be on file within 30 days of starting employment; failure to do so will void the contract.
Commitment to high expectations, excellence, and equity for every student.
Ability to plan and deliver rigorous, engaging instruction and provide scaffolds, interventions, and extensions for varied learning needs.
Cultural competence, including understanding inequitable outcomes and adapting instruction to students’ needs and experiences.
Ability to use student data to diagnose learning needs and differentiate instruction.
Ability to collaborate with peers to reflect on student achievement and improve instruction.
Resilience and persistence when facing challenges, and willingness to reflect and grow professionally.
Ability to work under generally safe and comfortable conditions with minimal exposure to environmental risks.
Ability to lift up to 25 pounds occasionally; the role may involve walking, sitting, stooping, reaching, manual dexterity, and remaining stationary for extended periods.
Ability to work in indoor and outdoor environments throughout the year, including inclement weather, spaces without air conditioning, and locations with uncomfortable or fluctuating temperatures.

Nice To Haves

Fluency in Spanish and/or Hmong; candidates who indicate fluency may be invited to apply for bilingual positions and complete reading, writing, and oral-language proficiency assessments.

Responsibilities

Use standards (CCSS, SELS, and Language) to identify common learning targets for student learning.
Use knowledge of students’ backgrounds, interests, learning styles, cultures, languages, individual needs, and assessment data to inform planning.
Develop daily and weekly plans and common year-long or course plans that support student growth toward mastery of standards.
Establish and communicate clear objectives for lessons, units, and projects.
Teach students individually and in groups using varied methods to build engagement, collaboration, and independence with complex tasks.
Adapt teaching methods and instructional materials to students’ varying needs and interests.
Give students opportunities to explain their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning.
Define and plan formative assessments that show evidence of learning.
Check for student understanding and clarify, reteach, or adjust instruction based on gathered information.
Provide meaningful feedback that reinforces effort, recognizes progress, and promotes student involvement in learning.
Provide opportunities for oral and written feedback among teachers and students.
Analyze data and adjust instruction based on student achievement, observations, and teacher-practice data.
Establish behavior rules and procedures for maintaining order among students.
Meet with parents or guardians to discuss student progress, priorities, and resource needs.
Collaborate with staff, including through team planning and co-teaching.
Build relationships with students and engage families as partners in their children’s education.
Reflect on strengths and areas for growth and seek support or mentorship to improve instructional practice.