Whitehorse - Cross Categorical Teacher - FTE

Job Title and Details

25-26 - Whitehorse - Cross Categorical Teacher – 1.0 FTE at Madison Metropolitan School District

• Student Services
• Whitehorse Middle
• Minimum Annual Compensation: $52,154
• Length of

Contract:

192 days
•

Employment Type:

Exempt

The Madison Metropolitan School District is the second‑largest district in Wisconsin, serving over 25,000 diverse students. The district is committed to anti‑racism, cultural responsiveness, and inclusion, with a vision to prepare every student for college, career, and community.

• 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
• Collaborate with all staff in support of student learning, e.g., team planning and co‑teaching

• 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 and 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, ensuring student mastery of content. They should provide scaffolds, interventions, and extensions to meet a range of learning needs and support an inclusive learning environment.
• Cultural Competence
  • Teachers should understand and articulate systems and beliefs that may lead to inequitable outcomes for students of color and adapt instruction to meet each student’s needs. They should link content to student experiences, perspectives, and personal goals.
• Data Proficiency
  • Teachers should use data beyond standardized assessments to diagnose student learning needs and differentiate instruction in the classroom.
• Team Collaboration
  • Teachers should collaborate with peers to reflect on student achievement and teacher practice data, continuously planning and improving instruction.
• Student & Family Engagement
  • Teachers should build relationships with students, understand unique family characteristics, and engage all families as full partners in their children’s education.
• Resilience & Results Orientation
  • Teachers should find challenges exciting and persist in the face of obstacles.
• Self‑Awareness &…