Special Education Teacher (Cross Categorical) - Gompers - 1.0 FTE - 26-27 SY

Madison Metropolitan School District • Madison, WI

4d • Onsite

About The Position

The Madison Metropolitan School District (MMSD) is hiring a full-time Special Education Teacher (Cross Categorical) at Gompers Elementary for the 2026–27 school year. This is a 1.0 FTE, exempt position with a 192-day contract and a minimum annual compensation of $53,525, according to the 2026–27 TE Salary Schedule. The school-based position is in person unless otherwise directed by the building principal. Work may require travel within the district and to off-site meetings, and may include evenings, nights, and some weekends.

The teacher plans and delivers instruction that supports student growth toward mastery of learning standards. They use knowledge of students’ backgrounds, interests, cultures, languages, individual needs, and assessment data to plan and adapt instruction. The role includes assessing student learning, providing feedback, analyzing data, establishing classroom routines, engaging with families, and collaborating with staff through activities such as team planning and co-teaching.

MMSD serves more than 25,000 students and describes its commitment as anti-racist, culturally responsive, and inclusive. It aims to ensure that every school is thriving and that students graduate ready for college, career, and community. The district seeks staff committed to student achievement, equity, inclusion, and ongoing professional growth.

Requirements

• Bachelor’s degree; official transcripts are required for formal employment.
• Wisconsin Department of Public Instruction (DPI) teaching license in Special Education. Candidates without an active Wisconsin teaching license must obtain and maintain the license(s) required for the position.
• If hired without a license, the candidate must apply for a One-Year License with Stipulations with DPI; the job description states that an unlicensed candidate must be hired by a school district to apply.
• An application must be on file within 30 days of starting employment; failure to do so will result in the contract being voided.
• 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 systems and beliefs that may contribute to inequitable outcomes and adapting instruction to students’ needs.
• Ability to use varied data to diagnose student learning needs and differentiate instruction.
• Ability to collaborate with peers and engage students and families.
• Resilience, a results orientation, self-awareness, and a growth mindset.

Nice To Haves

• Fluency in Spanish and/or Hmong; candidates indicating fluency may be invited to apply for bilingual positions and would complete language-proficiency assessments.

Responsibilities

• Use CCSS, SELS, and Language standards to identify shared learning targets.
• Use knowledge of students’ backgrounds, interests, learning styles, cultures, languages, individual needs, and assessment data to inform planning.
• Develop daily and weekly plans to support student progress toward mastery of standards.
• Develop year-long or course plans identifying essential questions and resources for learning.
• 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.
• Provide opportunities for students to explain their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning.
• Plan formative assessments that provide evidence of learning.
• Check for student understanding and clarify, reteach, or adjust instruction based on the information gathered.
• Give meaningful feedback that reinforces effort, recognizes students, and promotes their involvement and progress.
• Provide oral and written feedback opportunities among teachers and students.
• Analyze student achievement, observation, and teacher-practice data and adjust instruction accordingly.
• Establish behavior rules and procedures for maintaining order among students.
• Meet with parents and guardians to discuss student progress and determine priorities and resource needs.
• Collaborate with staff in support of student learning, including team planning and co-teaching.
• Build relationships with students and engage families as partners in their children’s education.
• Reflect on instructional practice and student achievement with peers to continuously plan and improve instruction.

Benefits

• The job posting refers applicants to the district’s benefits page and compensation page for information about its compensation package; specific benefits are not listed.

What This Job Offers

• Job Type: Full-time
• Career Level: Entry Level