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

Madison Metropolitan School District•Madison, WI

4d•Onsite

About The Position

The Madison Metropolitan School District is hiring a cross-categorical Special Education Teacher for Franklin Elementary School. The role supports student learning through standards-based planning and instruction, individualized teaching approaches, formative assessment, feedback, and adjustment of instruction based on student needs and achievement data. The teacher collaborates with school staff, including through team planning and co-teaching, and partners with parents and guardians to discuss student progress and priorities. MMSD seeks an energetic, motivated educator committed to high expectations, equity, anti-racism, cultural responsiveness, and inclusion. The position is for the 2026–27 school year, with a 192-day contract and a minimum annual compensation of $53,525 under the 2026–27 Teacher Salary Schedule. 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 require evening, night, or weekend work. The district describes itself as Wisconsin’s second-largest school district, serving more than 25,000 students.

Requirements

Bachelor’s degree; official transcripts are required for formal employment.
Wisconsin Department of Public Instruction teaching license in Special Education. Applicants without an active Wisconsin teaching license must obtain and maintain the necessary license(s); unlicensed candidates may be considered, but must be hired by a school district to apply for a One-Year License with Stipulations.
Commitment to high expectations, excellence, and equity for all students.
Ability to plan and deliver rigorous, engaging instruction and provide scaffolds, interventions, and extensions for diverse learning needs.
Ability to understand inequitable systems and beliefs affecting students of color and adapt instruction to meet each student’s needs.
Ability to use data beyond standardized assessments to diagnose learning needs and differentiate instruction.
Ability to collaborate with colleagues to review student achievement and teaching-practice data and improve instruction.
Ability to build relationships with students and engage families as partners.
Resilience when facing challenges and a commitment to ongoing reflection and professional growth.
An application must be on file within 30 days of starting employment; failure to do so will void the contract.

Nice To Haves

Fluency in Spanish and/or Hmong; candidates indicating fluency may also be invited to apply for bilingual positions, which require reading, writing, and oral-language proficiency assessments.

Responsibilities

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