Bilingual Resource Teacher (Spanish) - Anana - 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 role

The Madison Metropolitan School District (MMSD) is seeking highly motivated and energetic applicants with a good attitude, willingness to learn, and passion for impactful work and learning. We welcome applicants who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families, and staff.

MMSD is the second-largest school district in Wisconsin, serving 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. Our vision is to ensure that every school is a thriving school, preparing every student to graduate ready for college, career, and community.

Our strategy 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. We seek staff committed to being anti-racist, culturally responsive, and inclusive.

Responsibilities

• Instructional Supports & Service Delivery
  • Provide supplementary instruction for targeted English Language Development within or outside of the classroom to English Learners (ELs) in general education environments across program types (e.g., ELI, DLI-DBE, Hmong Heritage Programs).
  • Provide English language development instruction for EL students who have been in US schools for less than one calendar year (i.e., Newcomers per DPI) for key content areas in high school.
  • Establish consistent communication with, and guidance to, Bilingual Resource Specialists (BRS) regarding student needs, instructional support, and family outreach.
  • Help create school-wide welcoming environments and support inclusion of EL students in instructional settings.
  • Coordinate service delivery with building administrators and Multilingual Services and Programs staff to ensure compliance with district protocols and requirements for English language learners.
  • Serve as an integral member of the school-based team responsible for student placement and scheduling to ensure compliance with state and federal law regarding ESL services.
  • Collaborate with librarians and/or Instructional Coaches to purchase culturally and linguistically relevant materials.
  • Participate in discussions of academic, transition, secondary options, graduation, and career/vocational post-secondary planning for ELs.
  • Serve on Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process for ELs.
  • Participate as active team members (not as interpreters) in IEP meetings for ELs to represent the student’s language development needs.
• Assessment Support
  • Administer English language proficiency assessments and screeners including WIDA Kindergarten Screener, WIDA Screener Online, and ACCESS 2.0 (including bilingual screeners when applicable).
  • Monitor students’ ability to access grade-level curriculum through ongoing formative assessment in collaboration with general education staff.
  • Collaborate with non-ESL staff to ensure ELs have appropriate and adequate assessment scaffolds in assessments of core content learning (formative, interim, and summative).
  • Provide professional learning to colleagues to ensure content-related language growth is measured and reported.
  • Support classroom teachers in understanding how to use English Language Development observation tools and how to use data to guide instructional planning.
  • Collaborate with School Testing Coordinators to ensure appropriate testing accommodations are provided for ELs in district and state-mandated assessments.
• Family Involvement
  • Serve as a communication link among students, families, and school staff in collaboration with classroom teachers.
  • Participate in parent-teacher conferences that include ELs served by the BRT/ESL teachers in collaboration with general education classroom teachers.
  • Collaborate with Bilingual Resource Specialists (BRS) and other staff to coordinate communication with families.
  • Provide families of ELs with information related to MMSD and the U.S. educational system, including the process of identifying ELs.
• Bilingual Resource Teachers in 4K Environments
  • Provide support for the development of social language in a play-based environment for students whose parents have indicated the presence of another language as part of the Home Language Survey.
  • Support routines related to instructional activities.
  • Collect anecdotal notes under the observational assessment framework while interacting with children (no individualized or standardized testing or pull-out).
  • Review and use the 4K benchmarks.
  • Collaborate with classroom teachers during planning time to embed language strategies to support students whose guardian has indicated the presence of another language in the Home Language Survey.
• EL Case Management
  • Serve as Case Managers for ELs to provide a school-based contact/advocate for parents and students.
  • Explain EL Data Management forms to parents to keep them informed of their student’s academic status.
  • Document EL Data and file paperwork for ELs, including:
    • Identifying potential ELs from information provided by families on the Home Language Survey.
    • Gathering information to determine whether a student should be assessed for English language proficiency.
    • Communicating with families and assessing students who meet criteria for language screening.
    • Reporting WIDA Screener Online/WIDA Kindergarten Screener scores of qualifying students.
    • Contacting previous WI or WIDA school districts of new ELs to obtain the most recent ACCESS for ELLs scores.
  • Create Individualized Learning Plan (ILP) forms to notify parents of the school’s plan to provide English language support services; present plan for parent/guardian approval/acceptance.
  • Archive signed ILP forms in the EL data management system.
  • Notify parents whose student has tested Proficient on the ACCESS for ELLs assessment that the student will be placed on two-year monitoring status.
  • Notify parents who have refused EL language support services of their student’s most recent ACCESS scores and that the student’s academic and language growth will continue to be monitored.
  • Monitor ELs’ academic and language learning throughout the school year.
  • Serve as a consultant to non-ESL staff to ensure ELs receive language-attentive instruction.
  • Notify parents in the fall of a monitored student’s level of academic success without language support services; move student to second year of monitoring or exit, as appropriate.
  • Assist building clerical staff with maintenance of electronic cumulative files by ensuring the student’s file contains original EL records and assessment results (e.g., ACCESS score reports, annual EL Individualized Learning Plan (ILP) forms).
  • Work with parents of misidentified ELs and Multilingual Services and Programs Central Office staff to remove the student’s EL status in MMSD and from state databases.
• Capacity Building
  • Promote a teaming model during common planning times and through participation in regularly-scheduled team meetings.
  • Consult with general education staff to integrate targeted language instruction within the core and implement language scaffolds to meet individual student needs.
  • Provide guidance to general education staff to monitor, measure, and report language development.
  • Provide resources pertaining to the distinction between disability and second language/literacy development.
  • Collaborate with Special Education staff to meet both the language development and academic learning needs of ELs with Individual Education Plans.
  • Collaborate (co-plan, co-facilitate, share resources, etc.) with building coaches to provide professional development at the building level in best practices for ELs, bilingual education, and second language acquisition.
• Other duties as assigned.

Requirements

• Bachelor’s degree. Official transcripts are required for formal employment.
• Native-like fluency in Spanish and English. For Bilingual Resource Teacher and Dual Language Immersion positions, a Spanish language proficiency assessment is required.
• Wisconsin Department of Public Instruction (DPI) teaching license in one of the following:
  • High School Core content (Math, Science, English, Language Arts, or Social Studies) with Bilingual/Bi-Cultural ESL (preferred).
  • Middle School Regular Education inclusive of grades 6-8 (e.g., 1-8, K-9, MC/EA, 4-12 core content in Math, Science, English, Language Arts, or Social Studies) with Bilingual/Bi-Cultural ESL (preferred).
  • Elementary School Regular Education inclusive of elementary grade levels (e.g., PK-3, K-6, 1-8, EC-MA) with Bilingual/Bi-Cultural ESL (preferred).

Applications are considered on a rolling basis. MMSD will consider applicants who are fully licensed before considering applicants who are not yet licensed. If you do not already have an active Wisconsin teaching license, you must obtain and maintain the necessary license(s) for the position. An application must be on file within 30 days of starting employment with MMSD.

Skills

• High Expectations For Every Student
• Quality Instructional Practice
• Cultural Competence
• Data Proficiency
• Team Collaboration
• Student & Family Engagement
• Resilience & Results Orientation
• Self-Awareness & Growth Mindset

Benefits

MMSD offers a great compensation package. Visit our benefits page and compensation page for more information.