Bilingual Summer School Teacher

Bilingual Spanish/English proficiency is required. This is part of our Dual Languague Imemersion program.

Summer School 2025 will be held (following dates do not include specialized programs)

• JUNE 23 (staff only orientation, prep day - 6 hours)
• Due to maintenance and cleaning schedules, staff may NOT be in rooms used for Summer School prior to JUN 23. Please do not request early entrance to sites/rooms.
• JUNE 25-JULY 24 Student Contact Days
• NO Summer School - JULY 3rd
• JULY 25 (staff only wrap up - 6 hours).
• Monday thru Thursday
• No School on Fridays (No School on JUL 3)
• Staff Time (for majority of staff, there may be some exceptions)
• 7:30 am - 1:30 pm - 6 hours paid daily
• includes student contact time, supervision, & planning time
• Student Contact Time (for majority of staff, there may be some exceptions)
• 8:00 am - 12:50/1:00 pm
• Times may be adjusted slightly

Summer School Teacher Pay (Drivers Education included)
The summer school teacher pay is calculated by using the base salary for the school year just completed (2024-2025 base pay is $48,002) to the nearest .25 rounding up.

• $31.58 to $38.58 ( $7 for the ceiling wage for current employees using the Professional Educator’s current per diem amount)
• $31.58 came from $48,002/190 (days) and then divided by 8 (hours in a day)
• Overload 9-12 level Credit Recovery/Initial Credit Classes only
• If a staff member teaches an initial credit course and a credit recovery or 2 credit recovery classes a .5 overload of the average base level pay (2024-2025 rate= $32.90/hour*.5=$16.45/hour added to the regular summer school rate of employee) will be provided in addition to the regular summer school hourly rate.

Our Mission: Futures depend on us to inspire and prepare every child, every day, by providing relevant, engaging, and innovative learning experiences in and out of the classroom.

SUMMARY:
To create a learning environment supported by a positive instructionally focused school climate and provide intellectually and emotionally safe, engaging classroom communities growing towards a culture personalized and co-constructed with students and adults to support the success of each and every learner.

ESSENTIAL SKILLS, DUTIES, AND RESPONSIBILITIES include the following:

1. Create Emotionally, Intellectually, and Physically Safe Environments

• Create positive relationships that are kind, caring, and respectful
• Nurture self-awareness, identity development, and sense of purpose
• Emphasize effort, supported risk-taking, and strategies for emotional growth
• Support safe and engaged interactions with co-created procedures, routines, and classroom design
• Encourage developmentally appropriate and culturally relevant strategies for the expression of emotions and conflict resolution

2. Implement Equitable, Culturally Responsive, and Standards-Aligned Curriculum and Instruction

• Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
• Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
• Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
• Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
• Foster cultural competence and curiosity to seek others’ perspectives
• Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
• Assess student progress using a variety of formative and summative tools using the information to inform instruction and feedback to students

3. Meet the Diverse Needs of Every Learner

• Leverage individual strengths to support academic, social, and emotional growth
• Create multiple pathways to learn and demonstrate learning
• Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
• Scaffold instruction and feedback for every learner to meet expectations of the standards through practices such as modeling, strategic grouping, individual conferring, sequenced questioning, timely feedback, sound assessment (formative and summative), and practice opportunities
• Collaborate with content specialists (i.e. Advanced Learner Specialist, Special Education Teacher, English Learner Teacher) to plan and implement instruction tied to meeting the needs of all learners

4. Professional Responsibilities – These include, but are not limited to, self-assessment and reflection, communication with parents, participating in on-going professional learning, and contributing to the school and district environment.

• Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
• Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
• Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
• Participates in school-wide and district events and school improvement projects.
• Pursues professional learning opportunities and initiates activities to contribute to the profession and are aligned with building and district goals and initiatives while seeking and using feedback from supervisors and colleagues.
• Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
• Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
• Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
• Punctual and regular attendance

EDUCATION and/or EXPERIENCE:
Bachelor’s Degree in Education or a core subject area with course work that leads to licensure in the content area at an appropriate age level.

PHYSICAL ATTRIBUTES: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Regularly required to sit, stand (for prolonged time frames up to 6-8 hours), walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds.

CERTIFICATES, LICENSES:
Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction license at the level and the content they are teaching.

Short Term Substitute Licenses issued by the Wisconsin Department of Public Instruction are applicable and accepted for teaching in Summer School.

Collaborative Source: New Teacher Center, Optimal Learning Environment
?The Sun Prairie Area School District is an Equal Opportunity Employer.

* Please make sure your application is submitted. The hiring authority won't have access to your application until it is fully submitted. If you are missing letters of recommendation or other parts that are not "required" please submit the application without it and we will connect with you so we can collect the missing documents.

Job Types: Full-time, Temporary

Pay: From $31.58 per hour

Schedule:

• Monday to Friday
• Morning shift

Work Location: In person

Salary : $16 - $33