24-25 - Lincoln - English as a Second Language (ESL) Teacher - 0.688 FTE (27.52 hpw)
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Posted : Monday, June 17, 2024 12:57 AM
24-25 - Lincoln - English as a Second Language (ESL) Teacher - 0.
688 FTE (27.
52 hpw) Lincoln Elementary Minimum Annual Compensation: $48,656 MMSD is seeking highly motivated and energetic teacher applicants for openings for the 2024-2025 school year.
The Madison Metropolitan School District actively seeks and encourages women and candidates of color to apply.
Becoming a Model School District The 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 and are here to create a work environment that is challenging and rewarding, while supporting you in your career path.
We aim to foster, cultivate, and retain a skilled workforce that supports and mirrors the diversity of our student population.
We know this vision doesn't come to life without dynamic leaders in every school.
For more information on our teacher screening and selection process, please visit our TEACH Madison webpage.
About Our District The Madison Metropolitan School District is the second largest school district in Wisconsin.
The district serves a beautifully diverse population of more than 27,000 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.
Essential Duties Instructional Supports & Service Delivery - 75% 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 (i.
e.
ELI, DLI-DBE, Hmong Heritage Programs.
) * in addition to or supplemental to an instructional program/service that would otherwise be provided to ELs ** activities outside of the classroom should be for a limited duration and should target the academic language development needs of the ELs in the group Provide English language development instruction in sheltered environments 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 to create school-wide welcoming environments and support inclusion of EL students in instructional settings, e.
g.
, Work with the building administrator and Multilingual Services and Programs staff to coordinate service delivery that is inclusive and conforms to 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 Work with librarian and/or Instructional Coach to purchase culturally and linguistically relevant materials Participate as active team members in discussions of academic, transition, secondary options, graduation and career/vocational post-secondary planning for ELs Serve on the Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process when student in question is an EL Participate as active team members (not as interpreters) in IEP meetings for ELs to represent the student’s language development needs Provide assessment support, e.
g.
, 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 that ELs have appropriate and adequate assessment scaffolds in assessments of core content learning (formative, interim, and summative) Provide professional learning to colleagues to ensure that content-related language growth is measured and reported Support classroom teachers in understanding how to use the 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.
(The testing environment should include the scaffolds, supports, and differentiation that reflect routine classroom instruction and assessment.
) Family Involvement, e.
g.
, Serve as one of the communication links among student, 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 the general education classroom teacher 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 provide English Language Development support in general education environments across program types (i.
e.
ELI, DLI-DBE, Hmong Heritage Programs).
Bilingual Resource Teachers working 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 Provide support with routines related to instructional activities Collect anecdotal notes under the observational assessment framework while interacting with the 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 students’ Home Language Survey.
EL Case Management - 10% 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 by performing the following tasks: Identify potential ELs from information provided by families on Home Language Survey section of the MMSD Enrollment process; gather information to determine whether a student should be assessed for English language proficiency; communicate with families; assess students who meet criteria for language screening Report WIDA Screener Online/WIDA Kindergarten Screener scores of qualifying students to widascreener@madison.
k12.
wi.
us Contact the previous WI or WIDA school district of any new EL to MMSD to obtain the most recent ACCESS for ELLs scores and report those to Multilingual Services and Programs Central Office staff (in lieu of WIDA Screener Online/WIDA Kindergarten Screener ) Create Individualized Learning Plan (ILP) forms to notify parents of the school’s plan to provide English language support services to students; present plan for parent/guardian approval/acceptance Archive signed ILP forms in EL data management system Notify parents whose student has tested Proficient on the ACCESS for ELLs assessment that student will be placed on two-year monitoring status Notify parents who have refused EL language support services of student’s most recent ACCESS scores and that student’s academic and language growth will continue to be monitored Monitor ELs’ academic and language learning throughout the school year Serve as 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 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 - 15% 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 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.
Native-like fluency in Spanish and English.
For Bilingual Resource Teacher and Dual Language Immersion positions, a Spanish language proficiency assessment is required.
NEED: Wisconsin Department of Public Instruction (DPI) teaching license in: Elementary School Regular Education inclusive of elementary grade levels (e.
g.
, PK-3, K-6, 1-8, EC-MA, etc.
) ESL Bilingual/Bi-Cultural (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 your employment with MMSD.
Failure to do so will result in your contract being voided.
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.
An unlicensed candidate can be considered, but they 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-stipulations To search DPI-approved certification programs: https://dpi.
wi.
gov/licensing/pathways-licensure
688 FTE (27.
52 hpw) Lincoln Elementary Minimum Annual Compensation: $48,656 MMSD is seeking highly motivated and energetic teacher applicants for openings for the 2024-2025 school year.
The Madison Metropolitan School District actively seeks and encourages women and candidates of color to apply.
Becoming a Model School District The 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 and are here to create a work environment that is challenging and rewarding, while supporting you in your career path.
We aim to foster, cultivate, and retain a skilled workforce that supports and mirrors the diversity of our student population.
We know this vision doesn't come to life without dynamic leaders in every school.
For more information on our teacher screening and selection process, please visit our TEACH Madison webpage.
About Our District The Madison Metropolitan School District is the second largest school district in Wisconsin.
The district serves a beautifully diverse population of more than 27,000 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.
Essential Duties Instructional Supports & Service Delivery - 75% 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 (i.
e.
ELI, DLI-DBE, Hmong Heritage Programs.
) * in addition to or supplemental to an instructional program/service that would otherwise be provided to ELs ** activities outside of the classroom should be for a limited duration and should target the academic language development needs of the ELs in the group Provide English language development instruction in sheltered environments 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 to create school-wide welcoming environments and support inclusion of EL students in instructional settings, e.
g.
, Work with the building administrator and Multilingual Services and Programs staff to coordinate service delivery that is inclusive and conforms to 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 Work with librarian and/or Instructional Coach to purchase culturally and linguistically relevant materials Participate as active team members in discussions of academic, transition, secondary options, graduation and career/vocational post-secondary planning for ELs Serve on the Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process when student in question is an EL Participate as active team members (not as interpreters) in IEP meetings for ELs to represent the student’s language development needs Provide assessment support, e.
g.
, 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 that ELs have appropriate and adequate assessment scaffolds in assessments of core content learning (formative, interim, and summative) Provide professional learning to colleagues to ensure that content-related language growth is measured and reported Support classroom teachers in understanding how to use the 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.
(The testing environment should include the scaffolds, supports, and differentiation that reflect routine classroom instruction and assessment.
) Family Involvement, e.
g.
, Serve as one of the communication links among student, 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 the general education classroom teacher 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 provide English Language Development support in general education environments across program types (i.
e.
ELI, DLI-DBE, Hmong Heritage Programs).
Bilingual Resource Teachers working 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 Provide support with routines related to instructional activities Collect anecdotal notes under the observational assessment framework while interacting with the 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 students’ Home Language Survey.
EL Case Management - 10% 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 by performing the following tasks: Identify potential ELs from information provided by families on Home Language Survey section of the MMSD Enrollment process; gather information to determine whether a student should be assessed for English language proficiency; communicate with families; assess students who meet criteria for language screening Report WIDA Screener Online/WIDA Kindergarten Screener scores of qualifying students to widascreener@madison.
k12.
wi.
us Contact the previous WI or WIDA school district of any new EL to MMSD to obtain the most recent ACCESS for ELLs scores and report those to Multilingual Services and Programs Central Office staff (in lieu of WIDA Screener Online/WIDA Kindergarten Screener ) Create Individualized Learning Plan (ILP) forms to notify parents of the school’s plan to provide English language support services to students; present plan for parent/guardian approval/acceptance Archive signed ILP forms in EL data management system Notify parents whose student has tested Proficient on the ACCESS for ELLs assessment that student will be placed on two-year monitoring status Notify parents who have refused EL language support services of student’s most recent ACCESS scores and that student’s academic and language growth will continue to be monitored Monitor ELs’ academic and language learning throughout the school year Serve as 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 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 - 15% 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 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.
Native-like fluency in Spanish and English.
For Bilingual Resource Teacher and Dual Language Immersion positions, a Spanish language proficiency assessment is required.
NEED: Wisconsin Department of Public Instruction (DPI) teaching license in: Elementary School Regular Education inclusive of elementary grade levels (e.
g.
, PK-3, K-6, 1-8, EC-MA, etc.
) ESL Bilingual/Bi-Cultural (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 your employment with MMSD.
Failure to do so will result in your contract being voided.
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.
An unlicensed candidate can be considered, but they 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-stipulations To search DPI-approved certification programs: https://dpi.
wi.
gov/licensing/pathways-licensure
• Phone : NA
• Location : Madison, WI
• Post ID: 9143046281
