25-26 - Mendota - Extended Long Term Sub Cross ...

25-26 - Mendota - Extended Long Term Sub Cross Categorical Teacher/Reach Teacher/PBS Coach - 1.0 FTEStudent ServicesMendota Elementary Minimum Annual Compensation: $52,154Length of Contract: 192 daysEmployment Type: ExemptMMSD is seeking highly motivated and energetic applicants for openings for the 2025-2026 school year. Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning. Why You Should Work with MMSD!The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin. 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. We welcome applicants who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families, and staff.In addition, we have a great compensation package. Visit our benefits page and compensation page for more information. Becoming a Model School DistrictThe 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 in and are here to create a work environment that is challenging and rewarding, while supporting employees in their career path. We strive to provide, encourage, grow, and develop a talented workforce that better supports and represents the diversity of our student population. We know this vision doesn't come to life without dynamic leaders and support staff in every school. For more information on our teacher screening and selection process, please visit our TEACH Madison webpage.About Our DistrictThe Madison Metropolitan School District is the second largest school district in Wisconsin. The district serves a beautifully diverse population of more than 25,000 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.Cross Categorical Teacher - Essential Duties and Responsibilities: 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 Quality Instructional Practice Cultural Competence Data Proficiency Team Collaboration Student & Family Engagement Resilience & Results Orientation Self-Awareness & Growth Mindset Minimum Qualifications: Bachelor's degree. Official transcripts are required for formal employment. Wisconsin Department of Public Instruction (DPI) teaching license in Special Education (1801, 1811, 2801, 1810, 1809, 1830) to cover the grade level(s) being taught. Reach Teacher - Essential Duties and Responsibilities: 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 Quality Instructional Practice Cultural Competence Data Proficiency Team Collaboration Student & Family Engagement Resilience & Results Orientation Self-Awareness & Growth Mindset Minimum Qualifications: Bachelor's degree. Official transcripts are required for formal employment. Wisconsin Department of Public Instruction (DPI) teaching license to cover the grade level(s) within the school. PBS Coach - Purpose of Position: The purpose of the PBIS Internal Coach is to provide leadership in the development and monitoring of universal (schoolwide and classroom) systems and practices to promote the engagement of all students. The Universal PBIS Coach works collaboratively with principals to lead the development and monitoring of a restorative school culture and climate. This individual participates as a critical member of the School-Based Leadership Team. Depending on school's PBIS Coach allocation (> .2) this individual may work closely with the Instructional Coaches and other appropriate staff (secondary may include: ACP / SEL Coordinator, AVID Coordinator and On Track MTSS Coordinator) to develop structures and provide professional learning that supports a well-rounded instructional core. Supervisory Responsibilities: NoneEssential Duties and Responsibilities: Developing and monitoring a school-wide restorative culture and climate. Contributing to planning and facilitating school culture and climate teams. Having experience and leadership in the appropriate setting (i.e. elementary, middle, high). Possessing a commitment to the philosophy and organization of the school and district outlined in the Strategic Framework and Behavior Education Plan. Leading short term and long term planning to develop and monitor a restorative universal school culture and climate. Having evidence of and ability to articulate commitment to equity-focused work. Having evidence of exceptional organizational and leadership skills and evidence of exceptional interpersonal and communication skills. Participating as a member of School-Based Leadership Team Leading development of a plan for professional learning for staff to gain necessary knowledge/skills to use a restorative approach and reflect through the use of data. Demonstrating evidence of strong understanding of use of data as it relates to universal and classroom systems fidelity, climate data, and student behavioral data Leading development of a communication plan related to culture and climate that includes staff, students, families, and community. Developing and monitoring a school-wide restorative culture and climate. Leading short term and long term planning to develop and monitor a restorative universal school culture and climate. Coordinating activities that build trust and community among staff and contributing to planning and facilitating school culture and climate team. Providing opportunities for staff, students, and families to build understanding of and exercise agency in decision-making related to school culture and climate practices. Monitoring and analyzing PBIS fidelity assessments, climate survey, student discipline, and qualitative staff data to inform decision making. Providing job-embedded coaching to behavior response staff to increase / refine use of restorative practices with school-wide behavior response process. Developing structures and providing professional learning to implement a well-rounded instructional core that is attentive to task, content, and students. Collaborating with Instructional Coaches and SLBT to monitor classroom and instructional practices (through walk through data, deep dives, etc.) to inform professional learning and improvement planning. Providing leadership in the development of systems and structures to promote teacher capacity to integrate engagement strategies that promote student growth on SEL standards (also ACP/SEL outcomes for secondary schools). Contributing to planning and delivery of professional learning related to use of the restorative approach with the classroom, SEL, and instructional engagement strategies (i.e. Developmental Designs or Responsive Classrooms). Knowledge and experience with Positive Behavior Support, Restorative Practices, Developmental Designs or Responsive Classroom, and Social Emotional Learning. Partnering with instructional coaches to increase the capacity of the coaching team in the areas of engagement / SEL. Facilitating integration within a school's multi-tiered system of support through coordination with other school teams, including using data to inform behavioral and social emotional interventions. Participating as member of school-level and district-level professional learning community with other schools' PBIS Internal Coaches and Instructional Coaches (for secondary also ACP / SEL Coordinators and AVID Coordinators) Collaborating with ACP / SEL Coordinator to monitor ACP / SEL implementation to inform professional learning and improvement planning at secondary level onlyKnowledge, Skills, and Abilities Required to Perform Essential Job Functions: Knowledge and experience supporting student's positive behavior and ability to complete duties described above Required Qualifications: Bachelor's Degree. Official transcripts are required for formal employment. License Requirements: Wisconsin Department of Public Instruction (DPI) valid teaching license to cover the grade level(s) within the school.Physical Requirements: Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time. Ability to sustain prolonged visual concentration. Ability to determine characteristics, similarities and differences between colors and sounds of job-related objects, tasks and materials. Ability to operate a variety of office equipment such as personal computer, telephone, fax machine, calculator, computer printer, photocopier.Working Conditions: Work requires travel to different locations within the district and to off-site meetings. Position requires working evenings, nights, and some weekends. Certain positions within the District may allow remote/work from home flexibility for a portion of their work schedule, depending on the needs of the position and the work unit. This topic and any remote work flexibility that may be available will be discussed in more detail in the interview process School-based positions are required to be in-person unless otherwise directed by the building principal. The above statements are intended to describe the general nature and level of work being performed by the person(s) assigned to this position. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of the individual so classified.Next Steps: Upon submitting, your application will be reviewed by the hiring manager. Based on your application materials, a hiring manager may reach out to you to schedule an interview. Candidates who have indicated fluency in Spanish and/or Hmong are invited to apply for our bilingual positions as well. If interested in a bilingual position, candidates would be asked to complete reading, writing, and oral language proficiency assessments. Physical Requirements: Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time. Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly. Working Conditions: Work requires travel to different locations within the district and to off-site meetings. Position requires working evenings, nights, and some weekends. School-based positions are required to be in-person unless otherwise directed by the building principal. Environmental Adaptability: Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly. The above statements are intended to describe the general nature and level of work being performed by the person(s) assigned to this position. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of the individual so classified.Disclaimer: This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job-related tasks as directed by the supervisor.The Madison Metropolitan School District is an Equal Opportunity Employer. We continue to seek a diverse and talented workforce. We encourage veterans, women, people of color, LGBTQIA+, and people with disabilities to apply. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities.This position is not eligible for sponsorship. You must apply on our career page to be considered for this opportunity.

Created: 2026-04-02