- 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.
- High Expectations For Every Student Teachers should demonstrate through actions and words that every student can achieve high standards. Teachers should share a commitment to excellence and equity for all students. Teachers should hold a clear mission and values orientation aligned with Madison's vision.
- Quality Instructional Practice Teachers should plan and execute rigorous, engaging units and lessons, including meaningful in-class and out-of-class assignments, and ensure student mastery of content. Teachers should provide necessary scaffolds, interventions, and extensions to meet a range of learning needs and support an inclusive learning environment.
- Cultural Competence Teachers should understand and articulate the systems and beliefs that may lead to inequitable outcomes for students of color as well as adapt instruction to meet the needs of each student. Teachers should make links between content and student experiences, perspectives, and personal goals.
- Data Proficiency Teachers should use data beyond standardized assessments to diagnose student learning needs and differentiate instruction in the classroom.
- Team Collaboration Teachers should collaborate with peers to reflect on student achievement and teacher practice data to continuously plan and improve instruction.
- Student & Family Engagement Teachers should take initiative to build relationships with students. Teachers should understand unique family characteristics and find ways to engage all families as full partners in their children's education.
- Resilience & Results Orientation Teachers should find challenges exciting and persist in the face of challenges.
- Self-Awareness & Growth Mindset Teachers should reflect on strengths and growth areas regularly as well as seek mentors to improve.
- Bachelor's degree. Official transcripts are required for formal employment.
- Wisconsin Department of Public Instruction (DPI) teaching license in Physical Education and Adaptive Physical Education to cover the grade level(s) being taught. 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.
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Madison Metropolitan School District Madison, United StatesEssential Duties · 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 need ...
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Madison Metropolitan School District Madison, United StatesEssential Duties · 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 need ...
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24-25 - Gillespie - PE Teacher - 0.5 FTE (20 hpw) - Madison, United States - Madison Metropolitan School District
Description
Essential Duties
Position Competencies
Minimum Qualifications