Advanced Learning Teacher - Elvehjem - 0.5 FTE - 26-27 SY

Minimum Annual Compensation: $53,525 (26-27 TE Salary Schedule) | Length of Contract: 192 days | Employment Type: Exempt

About the District

The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin, serving a 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 over 100 languages are represented. MMSD is committed to being anti-racist, culturally responsive, and inclusive, with a vision to ensure every school is a thriving school that prepares every student for college, career, and community.

About the Role

The Advanced Learning (AL) Teacher role includes direct coaching and teaching to support students’ Advanced Learning needs across all content areas at two MMSD Middle Schools (locations TBD). The position is split evenly between coaching/teaching duties, with a flexible daily schedule. The role involves collaboration with principals, instructional coaches, and teachers under the direction of the Director of Advanced Learning.

The primary focus is supporting students with advanced learning needs through coaching, professional development, and direct intervention to ensure systemic access to advanced curriculum and instruction in five domains: General Intellectual; Specific Academic; Leadership; Creativity; and Visual & Performing Arts. A key aspect of the work is identifying students with potential for Talent Development.

Responsibilities

• Support staff in interpreting data to inform instruction, including differentiation, scaffolding, and talent development. Data review includes:
  • Identifying the purpose of data review and selecting relevant data sources.
  • Using cross-group and in-group analysis of qualitative and quantitative data.
  • Considering historical marginalization and intersectionality.
• Create a climate of trust and critical reflection to engage colleagues in challenging conversations about student data, leading to actionable solutions for improving teaching and learning.
• Ensure data review with an equity lens proactively identifies student strengths and assets, particularly for historically marginalized students.
• Provide guidance to principals and staff to ensure compliance with State legal requirements for "gifted and talented" programs and complete all documentation requirements.
• Develop and lead school-based coaching and professional development on assessment, instructional practices, interventions, legal requirements, and district policies for students with advanced learning needs.
• Address matters of race, language acquisition, and unique student learning needs to ensure equitable access to high-quality education rooted in the Common Core State Standards. Integrate pedagogical strategies such as:
  • Disciplinary Literacy
  • Gradual Release of Responsibility
  • Culturally and Linguistically Responsive Practices
  • Universal Design for Learning
  • Differentiation
• Provide constructive feedback to teachers to strengthen classroom practices and promote equity-focused instructional strategies.
• Collaborate with families, communities, and colleagues to develop a shared understanding of cultural and linguistic assets and educational needs, with targeted outreach to families from historically marginalized backgrounds.
• Engage in personal examination of implicit biases and facilitate colleagues’ self-examination of their understanding of community, culture, and diversity.
• Provide AL services aligned with a Multi-tiered System of Supports (MTSS), including participation in School-Based Leadership Teams, Student Support and Intervention Teams (SSIT), and other student support planning/problem-solving teams.

Requirements

• Bachelor’s degree (official transcripts required for employment).
• Wisconsin Department of Public Instruction (DPI) teaching license in Regular Education and/or Secondary Core Content Area. Applications from fully licensed candidates will be prioritized. If unlicensed, you must obtain and maintain the necessary license(s) within 30 days of employment. The district does not provide financial support for certification programs.
• Minimum of three years of classroom teaching experience in a secondary setting.
• Experience in coaching or other leadership roles working with teachers to develop and implement standards-based curriculum, instruction, and assessment practices.
• Demonstrated commitment to supporting staff with anti-racist, culturally responsive, and inclusive teaching.

Desired Qualifications

• Supplemental Gifted and Talented licensure.
• Teacher Certification in Mathematics, Secondary Level (DPI license 1400).
• ESL Teacher Certification (DPI license 1395).
• Leadership experience across grades K-12.
• Bilingual language proficiency (Spanish and/or Hmong).
• Training with QTEL strategies for supporting English language learners.
• Training with AVID strategies for supporting disciplinary literacy.

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

Skills

• Ability to manage numerous priorities across multiple work locations.
• Collaborative skills to work with principals, staff, and families to solve challenges and implement change.
• Knowledge of Common Core State Standards and experience planning assessments aligned with these standards.
• Knowledge of supports for academic, social, emotional, and behavioral needs of students with advanced learning needs.
• Excellent written and oral communication skills.

Working Conditions

• Work may require travel to different locations within the district and to off-site meetings.
• Position may require working evenings, nights, and some weekends.
• Hybrid work flexibility may be available for a portion of the schedule, depending on position needs (discussed during the interview process).
• School-based positions are required to be in-person unless otherwise directed by the building principal.

Physical Requirements

• Ability to work under generally safe conditions with minimal exposure to environmental risks.
• Occasional lifting of up to 25 pounds; may involve walking, sitting, stooping, or reaching.
• Manual dexterity for operating office equipment.
• Ability to remain stationary for extended periods.
• Ability to work in various indoor and outdoor environments, including spaces without air conditioning and areas with fluctuating temperatures.