High School German Teacher

Sun Prairie Area School District; Town of Sun Prairie (WI); On-site; USD 49,000 - 60,000; Full time

Benefits offered by this job

Paid time off

Benefits eligible

Job summary

Sun Prairie Area School District seeks a Professional Educator - Secondary/ German Teacher to teach at Sun Prairie East and Sun Prairie West. The role is full-time, district-wide, with a starting salary of $54,310 based on experience and access to paid time off and benefits.

The incumbent will foster a safe, engaging classroom climate and implement standards-aligned instruction while collaborating with staff, families, and students to support each learner’s success.

Qualifications

• Bachelor's Degree in Education or licensure in the content area.
• Must possess Wisconsin DPI license or be eligible for licensure.
• Ability to create supportive, equitable, standards-aligned classrooms.
• Commitment to equity and culturally responsive instruction.

Responsibilities

• Create emotionally, intellectually, and physically safe learning environments.
• Implement equitable, standards-aligned curriculum and instruction.
• Meet diverse learner needs with differentiated learning paths.
• Collaborate with families and colleagues to support student success.
• Engage in ongoing professional learning and school/community involvement.

Skills

Safe learning environments

Equitable instruction

Standards-aligned curriculum

Education

Bachelor's Degree in Education/licensure

Job description

• Position Type: Professional Educator - Secondary/ German Teacher
• Date Posted: 11/6/2026
• Location: District Wide

STARTING SALARY: $54,310 + (based on experience)

This position is full time split between our two high Schools, Sun Prairie East and Sun Prairie West. The position comes with paid time off and is benefit eligible.

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:

1. 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

2. Implement Equitable, Culturally Responsive, and Standards-Aligned Curriculum and Instruction

• 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

3. Meet the Diverse Needs of Every Learner

• 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

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.

• 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

EDUCATION and/or EXPERIENCE:

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