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Madison Metropolitan School District is Hiring a 23-24 - Anana - LMTS Teacher - 0.1 FTE Near Madison, WI
Anana Elementary Anana Elementary 23-24 - Anana - LMTS Teacher - 0.1 FTE Great Teaching Framework MMSD 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, that prepares every student to graduate from high school ready for college, career and community. 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 strive to provide, encourage, grow, develop and retain a talented workforce that better supports and represents the diversity of our student population. 1. Set high and clear expectations for all students
Demonstrate through actions and words the belief that each and every student can achieve high standards
Commit to understanding and addressing assumptions and deficit thinking
Provide needed scaffolds and accelerated support to ensure equitable access to grade level content and materials
2. Acknowledge all students
Use proximity and eye contact while also demonstrating awareness of students' cultural expectations
Use affirming or clarifying language
Be consistent and positive in delivery and approach
3. Develop Self-Efficacy
Nurture students' sense of agency around their learning
Provide students with the criteria and standards for successful task completion
Explain and model positive self-talk
4. Connect to students' lives
Make links between content and student experiences, perspectives and personal goals
Connect purpose for learning to students' current and possible selves
Create equitable opportunities for all students to access culturally and linguistically responsive materials
Build meaningful relationships
5. Apply academic press
Create engagement and community among learners
Monitor students understanding and offer timely, meaningful feedback
Ask students for feedback on effectiveness of instruction
Understand deeply and love the subject matter
6. Address racial and cultural identity
Create cultural conversations in a safe space that are sensitive and productive
Deepen understanding and create community
Understand cultural and linguistic behavior patterns
Value and welcome home culture and language as assets
PLAN for student learning Use standards to identify common learning targets for all students
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
Plan how progress toward student learning goals will be measured and monitored
Define standards-based interim and summative assessments
Plan formative assessments for learning
Determine ways to communicate feedback to students on their progress toward learning targets
Plan coherent standards-based instruction using the Gradual Release of Responsibility Framework
Engage in long-term planning:
Develop common year-long/course plans that identify the essential questions and resources to support student learning
Develop unit plans that include the knowledge, skills, assessments and learning activities
Engage in short-term planning:
Develop weekly and daily plans that support students growth toward mastery of standards
Identify differentiation strategies to address a variety of learners while ensuring rigor for all students
TEACH to advance student learning Deliver coherent standards-based instruction
Use student-friendly language to communicate the lesson purpose and student learning targets
Deliver instruction using the Gradual Release of Responsibility Framework
Provide instruction that builds student engagement, collaboration and independence with complex tasks
Provide multiple opportunities and methods to show evidence of learning
Make adjustments in instruction based on frequent checks for understanding
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 in the learning process
Provide opportunities for teacher-to-student, student-to-student and student-to-teacher feedback both orally and written
Provide daily opportunities for students to engage in academic language
Provide daily opportunities for students to describe their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning
Scaffold literacy and language skills to promote student agency and self-efficacy
Attend to language and literacy instruction across disciplines
REFLECT AND ADJUST to support student learning Analyze data based on student achievement, observation and teacher practice data
Engage in regular routines to reflect on student achievement and teacher practice data
Use summative, interim and formative data at appropriate times to make instructional decisions
Identify student growth patterns, skill mastery and root cause of misconceptions
Use student achievement and teacher practice data to identify areas for teacher professional learning
Adjust instruction based on student achievement, observation and teacher practice data
Use data to flexibly group students
Adjust instructional moves related to strategies, product, or content
Provide the necessary scaffolds, interventions and extensions to support teaching and learning for all students
License to teach - Wisconsin Department of Public Instruction (DPI) teaching license in:Initial Instructional Library Media Specialist Professional Library Media Specialist Library Media Supervisor Your Wisconsin teaching license must be active, or issued prior to the start of your contract. However, you are eligible for consideration prior to your license being issued. The district does not provide financial support for the continued education that is required to achieve the certification. The district does not select or endorse any particular certification program that leads to the required Wisconsin teaching license. A candidate must be hired by a school district in order to apply for a One-Year License with Stipulations with DPI For more information about the One Year with Stipulations licensing process: https://dpi.wi.gov/tepdl/licensing/types/license-with-stipulationsTo search DPI-approved certification programs: https://apps4.dpi.wi.gov/TepdlUiEppLkp/