Special Education Teacher (Cross Categorical) - Sandburg - 0.5 FTE - 26-27 SY

Madison Metropolitan School District•Madison, WI

22h•Onsite

About The Position

The Madison Metropolitan School District (MMSD) is seeking highly motivated and energetic applicants for a Special Education Teacher (Cross Categorical) position at Sandburg Elementary for the 26-27 school year, working 0.5 FTE. 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 part of a dynamic team dedicated to fostering student growth and creating a thriving, welcoming environment for all. The district serves a diverse student population and is dedicated to supporting staff in their career paths while developing a talented workforce that reflects the student body.

Requirements

Bachelor’s degree. Official transcripts are required for formal employment.
Wisconsin Department of Public Instruction (DPI) teaching license in Special Education.
Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning.
Staff who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families and staff.
High Expectations For Every Student: Teachers should demonstrate through actions and words that every student can achieve high standards. Teachers should share a commitment to excellence and equity for all students. Teachers should hold a clear mission and values orientation aligned with Madison's vision.
Quality Instructional Practice: Teachers should plan and execute rigorous, engaging units and lessons, including meaningful in-class and out-of-class assignments, and ensure student mastery of content. Teachers should provide necessary scaffolds, interventions, and extensions to meet a range of learning needs and support an inclusive learning environment.
Cultural Competence: Teachers should 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. Teachers should make links between content and student experiences, perspectives, and personal goals.
Data Proficiency: Teachers should use data beyond standardized assessments to diagnose student learning needs and differentiate instruction in the classroom.
Team Collaboration: Teachers should collaborate with peers to reflect on student achievement and teacher practice data to continuously plan and improve instruction.
Student & Family Engagement: Teachers should take initiative to build relationships with students. Teachers should understand unique family characteristics and find ways to engage all families as full partners in their children's education.
Resilience & Results Orientation: Teachers should find challenges exciting and persist in the face of challenges.
Self-Awareness & Growth Mindset: Teachers should reflect on strengths and growth areas regularly as well as seek mentors to improve.

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.