24-25 - Marquette - Grade 3 Teacher - 1.0 Fte (40
3 weeks ago
**24-25 - Marquette - Grade 3 Teacher - 1.0 FTE (40 hpw)**
**Marquette Elementary**
**Marquette Elementary**
**Minimum Annual Compensation: $48,656**
**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**
- Use standards (CCSS, SELS, Language) to identify common learning targets that represent what all students should know, do and understand as a result of the instruction
- Use knowledge of students’ background, interest, style, culture, language, individual needs, and assessment data to inform planning
- Develop daily and weekly plans to support student growth towards mastery of standards
- Develop common year-long/course plans that identify the essential questions and resources to support student learning
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students
- Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations to build student engagement, collaboration, and independence with complex tasks
- Adapt teaching methods and instructional materials to meet students' varying needs and interests
- Provide daily opportunities for students to describe their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning
- Define and plan formative assessments to show evidence of learning
- Use multiple ways to check for student understanding and clarify, reteach and/or make adjustments to instruction based on information gathered
- Provide students with meaningful feedback that reinforces effort, provides recognition and promotes student involvement and progress in the learning process
- Provide opportunities for teacher-to-student, student-to-student and student-to-teacher feedback both orally and written
- Analyze data and adjust instruction based on student achievement, observation, and teacher practice data
- Establish rules for behavior and procedures for maintaining order among the students for whom they are responsible
- Meet with parents/guardians to discuss their student's progress and to determine priorities for their children and their resource needs
- Collaborating with all staff in support of student learning, e.g., team planning and co-teaching.
**Position Competencies**
- High Expectations For Every Student
- Teachers should demonstrate through actions and words that every student can achieve high standards. Teachers should share a commitment to excellence and equity for all students. Teachers should hold a clear mission and values orientation aligned with Madison's vision.
- Quality Instructional Practice
- Teachers should plan and execute rigorous, engaging units and lessons, including meaningful in-class and out-of-class assignments, and ensure student mastery of content. Teachers should provide necessary scaffolds, interventions, and extensions to meet a range of learning needs and support an inclusive learning environment.
- Cultural Competence
- Teachers should understand and articulate the systems and beliefs that may lead to inequitable outcomes for students of color as well as adapt instruction to meet the needs of each student. Teachers should make links betwe
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