24-25 - Crestwood - PST CC Teacher - 0.5 FTE (20 hpw)

MMSD is seeking highly motivated and energetic teacher applicants for openings for the 2024-2025 school year.  

Becoming a Model School District

The Madison Metropolitan School District  is committed to being anti-racist, culturally responsive, and inclusive. We have a simple but bold vision — to ensure that every school is a thriving school, fostering the growth of every student so they graduate from high school ready for college, career and community. 

Our strategy is captured in our strategic framework, and centers on three major goals: that all children achieve academically, that our schools are places where children and adults thrive, and that our Black youth excel at school. To achieve this vision, we seek to retain staff in all positions, who are committed to being anti-racist, culturally responsive, and inclusive. Staff who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families and staff. 

We firmly believe and are here to create a work environment that is challenging and rewarding, while supporting you in your career path. We aim to foster, cultivate, and retain a skilled workforce that supports and mirrors the diversity of our student population.

We know this vision doesn't come to life without dynamic leaders in every school. For more information on our teacher screening and selection process, please visit our TEACH Madison webpage.

About Our District

The Madison Metropolitan School District is the second largest school district in Wisconsin. The district serves a beautifully diverse population of more than 27,000 students. More than half are students of color. Almost half come from low income households. Nearly one third are English Language Learners, and more than 100 languages are represented in our schools. Madison schools are committed to making this district a place where every child thrives.

Essential Duties

• Provides ongoing professional development, including coaching and modeling to develop the capacity of Cross Categorical teachers and instructional teams to:

  • Develop and deliver universally designed and differentiated curriculum and instruction

  • Use student level formative and summative performance data to guide and modify instruction to increase student achievement.design and implement accommodations within the regular & special education environments

  • Design and implement modifications to the core curriculum and instructional practices when needed

  • Match instruction to student need

  • Implement necessary accommodations for statewide and districtwide assessments for students with disabilities

  • Mentor new CC Teachers

• Assist special education staff in planning for /evaluating impact of high quality/effective instruction and intervention practices for students with disabilities (e.g., implementing evidence-based academic and behavioral interventions, assessment/data collection, and analysis of student learning to improve instruction)

• Participate in and provide input regarding problem-solving the needs of struggling learners within student support and intervention team (SSIT) meetings

• Assist school-based staff in successfully implementing the Individuals with Disabilities Education Act (IDEA) procedural/substantive requirements

• Coach staff in the creating/implementing effective Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIPs)

• Work collaboratively with principals and other staff to develop school infrastructure to support a multi-tiered system of support (Response to Instruction & Intervention practices), including service delivery models, progress monitoring practices, staff roles/responsibilities and data analysis practice

• Collaborate with principal and School Improvement Partner, and Assistant Director to identify key actions/strategies which improve the outcomes of students with disabilities, and integrate into School Improvement Plan (SIP)

• Assist principal and leadership team in analyzing data to identify gaps/growth areas, SIP goals, and professional development plans/activities

• Proactively support and be involved in systems change efforts and District areas of emphasis. 

• Collaborate with principal and instructional coaches (Instructional Resource Teacher, Learning Coordinator, Literacy Coach) to improve student achievement building-wide

• Chair new evaluations for students referred for special education evaluation and may serve as evaluator

• Develop special education staff capacity to conduct quality evaluations that meet legal requirements, District policy, and that inform instruction and interventions

• Assist special education staff in developing and implementing quality IEPs that guide instruction, services and that allow for effective progress monitoring and goal completion

• Support staff to ensure compliance with all legal requirements of IDEA

• Support staff in using the eIDEA system

• Serve as Local Education Agency (LEA) representative, sharing this responsibility with other school or District staff who may also serve as LEA

• Serve as liaison between school staff and Special Education administration

• Facilitate manifestation determination (MD) for students recommended for expulsion

• In collaboration with district-level staff, support school staff in completion of Assistive Technology assessment process, Extended School Year planning/projection process, students moving across levels (SMAL), and referrals to district support teams (e.g., Intensive Support Team)

• Attend regular meetings and professional development sessions as determined by Student Services

• Other duties as assigned by the Executive Director or Assistant Director of Student Services

Required Knowledge, Skills, and Abilities

• Detailed knowledge related to IDEA compliance and quality practices

• Knowledge of and capacity to provide school-based leadership in planning & implementing a vast array of special education service delivery approaches across the full continuum of environments

• In depth knowledge of district-supported academic and behavioral interventions

• Capacity and willingness to lead formal and informal school-based professional learning on a regular basis

• Capacity to learn to coach peers through the use of coaching cycles

• Provide support and technical assistance to School Based Leadership Teams related to action steps for students with disabilities

• Demonstrated ability to work collaboratively with staff, administration, and parents in order to solve challenges and implement change in accordance with department and district initiatives  

• Documented ability to apply MTSS principles, including development and implementation of data collection systems, and analysis of data to inform instruction

• Ability to analyze building level data to inform instructional practices

• Ability to develop and lead professional learning for building-based staff

• Excellent written and oral communication skills

Position Competencies

• High Expectations For Every Student

• Quality Instructional Practice

• Cultural Competence

• Data Proficiency

• Team Collaboration

• Student & Family Engagement

• Resilience & Results Orientation

• Self-Awareness & Growth Mindset