Special Education Teacher (Cross Categorical) - Shabazz - 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 0.5 FTE Special Education Teacher (Cross Categorical) at Shabazz High School for the 2026–27 school year. This is a school-based position with a 192-day contract. The stated minimum annual compensation is $53,525, based on the 2026–27 Teacher Salary Schedule. The position is exempt. The teacher plans and delivers instruction aligned with standards, using knowledge of students’ backgrounds, interests, cultures, languages, needs, and assessment data. The role includes adapting teaching methods and materials, assessing learning, providing feedback, adjusting instruction, maintaining classroom procedures, communicating with families, and collaborating with staff to support student learning. MMSD seeks educators committed to high expectations, equitable and inclusive education, cultural competence, data-informed instruction, collaboration, student and family engagement, resilience, and continuous professional growth. 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. Any available hybrid flexibility depends on position and work-unit needs and is discussed during the interview process.

Requirements

Bachelor’s degree; official transcripts are required for formal employment.
Wisconsin Department of Public Instruction teaching license in Special Education. Candidates without an active Wisconsin teaching license must obtain and maintain the required license. An unlicensed candidate 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 support student mastery of content.
Ability to provide scaffolds, interventions, and extensions to support a range of learning needs and an inclusive learning environment.
Cultural competence, including understanding systems and beliefs that may contribute to inequitable outcomes for students of color and adapting instruction to student needs.
Ability to use data beyond standardized assessments to diagnose learning needs and differentiate instruction.
Ability to collaborate with peers to review student achievement and teacher-practice data and improve instruction.
Ability to persist through challenges and reflect on one’s practice and professional growth.

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, including CCSS and SELS, to identify common learning targets for students.
Use knowledge of 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.
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 daily opportunities for students to explain their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning.
Define and plan formative assessments to provide 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 student achievement, observation, and teacher-practice data and adjust instruction accordingly.
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 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 regularly on strengths and areas for growth and seek support to improve practice.