Grade 8 Teacher

Sun Prairie Area School District; Sun Prairie (WI); On-site; USD 51,000 - 60,000; Part time

Job summary

Join a leading school district as a Grade 8 Teacher, focusing on Literacy and Social Studies. This role emphasizes creating a safe and engaging learning environment, implementing a culturally responsive curriculum, and fostering student growth through innovative teaching practices. Ideal candidates will possess a Bachelor's Degree in Education and a commitment to professional development.

Qualifications

• Create emotionally and physically safe environments.
• Implement district based, standards-aligned curriculum.
• Foster cultural competence and curiosity.

Responsibilities

• Implement equitable and culturally responsive curriculum.
• Assess student progress using formative and summative tools.
• Collaborate with content specialists to meet diverse learner needs.

Skills

Culturally Responsive Teaching

Classroom Management

Communication

Education

Bachelor’s Degree in Education

Job description

Join to apply for the Grade 8 Teacher role at Sun Prairie Area School District

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Join to apply for the Grade 8 Teacher role at Sun Prairie Area School District

STARTING SALARY: $51,402 + (based on experience)

This position is for 8th grade Literacy and Social Studies.

Our Mission: Futures depend on us to inspire and prepare every child, every day, by providing relevant, engaging, and innovative learning experiences in and out of the classroom.

Summary

To create a learning environment supported by a positive instructionally focused school climate and provide intellectually and emotionally safe, engaging classroom communities growing towards a culture personalized and co-constructed with students and adults to support the success of each and every learner.

ESSENTIAL SKILLS, DUTIES, AND RESPONSIBILITIES Include The Following 2. Implement Equitable, Culturally Responsive, and Standards-Aligned Curriculum and Instruction 3. Meet the Diverse Needs of Every Learner 4. Professional Responsibilities – These include, but are not limited to, self-assessment and reflection, communication with parents, participating in on-going professional learning, and contributing to the school and district environment. EDUCATION and/or EXPERIENCE:

• Create Emotionally, Intellectually, and Physically Safe Environments
• Create positive relationships that are kind, caring, and respectful
• Nurture self-awareness, identity development, and sense of purpose
• Emphasize effort, supported risk-taking, and strategies for emotional growth
• Support safe and engaged interactions with co-created procedures, routines, and classroom design
• Encourage developmentally appropriate and culturally relevant strategies for the expression of emotions and conflict resolution
• Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
• Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
• Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
• Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
• Foster cultural competence and curiosity to seek others’ perspectives
• Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
• Assess student progress using a variety of formative and summative tools using the information to inform instruction and feedback to students
• Leverage individual strengths to support academic, social, and emotional growth
• Create multiple pathways to learn and demonstrate learning
• Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
• Scaffold instruction and feedback for every learner to meet expectations of the standards through practices such as modeling, strategic grouping, individual conferring, sequenced questioning, timely feedback, sound assessment (formative and summative), and practice opportunities
• Collaborate with content specialists (i.e. Advanced Learner Specialist, Special Education Teacher, English Learner Teacher) to plan and implement instruction tied to meeting the needs of all learners
• Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
• Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
• Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
• Participates in school-wide and district events and school improvement projects.
• Pursues professional learning opportunities and initiates activities to contribute to the profession and are aligned with building and district goals and initiatives while seeking and using feedback from supervisors and colleagues.
• Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
• Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
• Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
• Punctual and regular attendance
  
  

Bachelor’s Degree in Education or a core subject area with course work that leads to licensure in the content area at an appropriate age level.

PHYSICAL ATTRIBUTES: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Regularly required to sit, stand (for prolonged time frames up to 6-8 hours), walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds.

Certificates, Licenses

Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction license at the level and the content they are teaching.

Physical Requirements

Shall complete a physical examination as required by Wisconsin Statute 118.25. All requirements are subject to possible modification to reasonably accommodate individuals with a disability.

Collaborative Source: New Teacher Center, Optimal Learning Environment

Seniority level

• Seniority level

  Entry level

Employment type

• Employment type

  Part-time

Job function

• Job function

  Education and Training

• Industries

  Primary and Secondary Education

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