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

Madison Metropolitan School District•Madison, WI

4d•Onsite

About The Position

The Madison Metropolitan School District (MMSD) is hiring a 0.5 FTE Cross Categorical Special Education Teacher at Lapham Elementary for the 2026–27 school year. The position is in Elementary School Operations, has a 192-day contract, and is exempt. The minimum annual compensation is $53,525 according to the 2026–27 TE Salary Schedule. The teacher plans and delivers standards-based instruction that supports student growth and mastery. They use knowledge of students’ backgrounds, interests, cultures, languages, individual needs, and assessment data to guide instruction, differentiate teaching, assess learning, and provide feedback. The role also involves establishing classroom expectations, engaging families, and collaborating with staff through activities such as team planning and co-teaching. MMSD seeks educators committed to high expectations, equity, culturally responsive and inclusive practice, data-informed instruction, collaboration, student and family engagement, and ongoing professional growth. School-based positions are in person unless otherwise directed by the building principal. The role may require travel to district locations and off-site meetings, as well as evenings, nights, and some weekends. Any hybrid flexibility depends on the position and work-unit needs and may 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 Special Education. Applicants without an active Wisconsin teaching license must obtain and maintain the license(s) required for the position.
An application must be on file within 30 days of starting employment; failure to do so will void the contract.
Ability to lift up to 25 pounds occasionally.
Ability to perform work in indoor and outdoor environments throughout the year, including inclement weather, spaces without air conditioning, and areas with uncomfortable or rapidly fluctuating temperatures.
Manual dexterity to complete general tasks while operating office equipment.
Ability to work under generally safe and comfortable conditions with minimal exposure to environmental factors posing risk of injury.

Nice To Haves

Fluency in Spanish and/or Hmong; candidates indicating fluency may be invited to apply for bilingual positions and complete reading, writing, and oral language proficiency assessments.
Applicants who are fully licensed are considered before applicants who are not yet licensed; an unlicensed candidate may be considered if hired by a school district and eligible to apply for a One-Year License with Stipulations with DPI.

Responsibilities

Use standards (CCSS, SELS, Language) to identify common learning targets for students.
Use students’ backgrounds, interests, learning styles, cultures, languages, individual needs, and assessment data to inform planning.
Develop daily and weekly plans that support student progress toward mastery of standards.
Develop common year-long or course plans identifying essential questions and resources for learning.
Establish clear objectives for lessons, units, and projects and communicate them to students.
Teach students individually and in groups using varied methods, including lectures, discussions, and demonstrations, to build engagement, collaboration, and independence with complex tasks.
Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
Provide opportunities for students to explain their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning.
Define and plan formative assessments that provide evidence of learning.
Check for understanding in multiple ways 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 to support student learning, including team planning and co-teaching.