The Teaching & Learning Coordinator – PK-12 Literacy is responsible for working with a team to provide curricular leadership across subject areas under the direction of the Directors of Teaching & Learning with a specific focus on literacy. The Literacy program includes reading, English Language Arts, and disciplinary literacy. The Teaching & Learning Coordinator – PK-12 Literacy, in collaboration with other district departments, assists with the implementation and development of the District Equitable Multi-Level Systems of Supports (EMLSS) framework across all schools and provides knowledge, guidance, and support to braid academic and behavioral systems at the universal tier, selective, and intensive levels to increase student achievement for all students. Position objectives include studying, evaluating, and implementing research-based Literacy curriculum and instruction; providing leadership in the development, articulation, and implementation of instructional programming; improving instructional programming by assisting with program evaluation; assisting in the coordination of relevant professional development; assisting with coordination of Tier II/III supports and services; and coordinating post-secondary readiness opportunities for students.
Wisconsin
Teacher – Language Arts (7th Grade)
JOB GOAL:
To enable the District to provide quality education for all students in the District.
ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.
Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.
The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.
Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
School Social Worker
JOB GOAL:
To provide family systems assessment, interventions, and referral to community resources, and act as liaison between the school and human services agencies regarding specific student issues.
ESSENTIAL FUNCTIONS:
SERVICES TO STUDENTS:
Performs casework management for the individual student with the objective of improvement of personal, social, and emotional adjustment.
Specifically addresses student issues surrounding chronic truancy, alcohol/drug abuse, school age parenting, behavioral difficulties, family difficulties, emotional/mental health problems, suicidal behaviors, and other at risk conditions.
Coordinates alcohol and other drug abuse screening, referral, interventions, and aftercare for students with alcohol and other drug abuse issues.
Provides individual and group counseling as needed. (In depth clinical counseling will be provided outside the school setting and will not be done by school personnel).
SERVICES TO FAMILIES:
Performs casework service with families as an integral component for helping students with adjustment difficulties.
Coordinates and provides parent support activities for families in crisis, for families in need of parenting skills, and for families of special needs students.
Conducts home visits.
Acts as a family resource for referrals to outside agencies.
COLLABORATIVE RESPONSIBILITIES:
Performs case consultation and collaboration with other school personnel.
Collaborates on behalf of the school with social agencies and mental health agencies.
Collaborates, consults with, and serves as a member of the student support services team.
INTERPERSONAL RELATIONSHIPS:
Demonstrates positive interpersonal relations with students, staff, families and outside agencies.
PROFESSIONAL RESPONSIBILITIES:
Attends conferences and meetings to keep updated in areas of responsibility.
Participates in various community, county, and state activities when available and appropriate.
Maintains association with local and state organizations for School Social Workers.
Represents the school district on relevant interagency committees and projects.
Promotes and provides conditions of confidentiality that relate to privileged information.
Follows the policies and procedures of the school district.
Demonstrates a sense of professional responsibility and continuous improvement efforts.
Assumes agreed upon professionally appropriate responsibilities as they relate to the school.
Attends work regularly.
Communicates effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Performs other related duties as assigned by supervisor.
Teacher – Special Education (18-21 Year Old, Community Program)
JOB GOAL: To provide quality, community based education and IEP implementation for 18-21 year old students.
ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
Collaborating with the District Transition Coordinator to develop student programming.
Providing direct, specialized instruction to students with disabilities in the community setting.
Executing varied and appropriate instructional techniques to accomplish predetermined instructional objectives/IEP goals.
Managing the IEP process focused on transition skills and post secondary success (evaluation, IEP development and implementation, progress report and related paperwork).
Developing student’s independent work habits and functional skills.
Managing, training, directing, and supervising the work of assigned paraprofessional staff.
Communicating effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Planning and organizing effectively.
Demonstrating competency in his/her area.
Creating and maintaining a safe atmosphere conducive to learning.
Providing opportunities for individual success
Making provisions for individual differences.
Modeling appropriate language for students to model.
Attending work regularly.
Ability to transport students in the community as needed.
Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
Encouraging respect for the rights, opinions, property, and contributions of others.
Being sensitive to factors which affect pupil achievement and behavior.
Being available for extra help.
Using methods of management that result in desired changes in behavior.
Communicating and maintaining a working relationship with parents.
Maintaining confidentiality with respect to students and their records.
Refraining from personal criticisms of staff and students with students.
Avoiding use of position for commercial gain.
The teacher is expected to establish and maintain a professional relationship with fellow staff members and community partners by:
Demonstrating solution focused approaches in problem solving with staff and community members.
Consulting with co-workers in evaluating and meeting student needs.
Leaving clear and complete instructions for substitutes.
Following curriculum and policies approved by the Board.
Cooperating in the evaluation of the present curriculum and recommending possible revision of the curriculum.
Providing formative feedback to support staff that will improve student learning.
Professional Development: The teacher is expected to demonstrate professional learning and development by:
Seeking out and actively participating in professional learning opportunities.
Keeping abreast of and implementing best practices in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Serving on District committees, task forces, work groups, etc., as requested.
6th Grade Math Teacher
Job Description – Full-Time Math Middle School Teacher beginning in the 2024-25 school year. Applicants with a mathematics certification are strongly encouraged to apply. This position will be primarily 6th grade math instruction. 100% FTE.
Qualifications – Grantsburg School District is seeking applicants with the desire to join a dynamic and engaging staff to be a part of a strong math department. Applicants need to have a Wisconsin Certification or ability to obtain DPI certification. Applicants must possess the dynamics to build relationships with children to create an atmosphere of learning and mutual respect. The ability to interact and be a contributing member of a talented and dedicated teaching faculty is desired. Technology skills, willingness to learn technology skills, and the ability to apply the skills in the classroom are necessary. Applicants with experience using CPM are desirable, but not required. Coaching opportunities may exist for qualified candidates. Strong references for this position are essential.
Middle School Special Education Teacher
Job Description – Full-time Special Education Teacher for the 2024-25 school year. Applicants with certification in Special Education are strongly encouraged to apply. 100% FTE
Qualifications – Appropriate Wisconsin DPI Certification in Cross Categorical Special Education or the ability to obtain a license.