Frontline Applicant Tracking - Sun Prairie Area School District

Openings as of 4/11/2025
Professional Educator - Elementary

2025 Summer School Teacher

JobID: 2674

Position Type:
  Professional Educator - Elementary


Date Posted:
  11/13/2024


Location:
  District Wide


Date Available:
  06/23/2025


  Additional Information:  Show/Hide
Summer School 2025 will be held (following dates do not include specialized programs)
• JUNE 23 (staff only orientation, prep day - 6 hours)
  • Due to maintenance and cleaning schedules, staff may NOT be in rooms used for Summer School prior to JUN 23. Please do not request early entrance to sites/rooms.
• JUNE 25-JULY 24 Student Contact Days
  • NO Summer School - JULY 3rd
• JULY 25 (staff only wrap up - 6 hours).
• Monday thru Thursday
  • No School on Fridays (No School on JUL 3)
• Staff Time (for majority of staff, there may be some exceptions)
  • ? 7:30 am - 1:30 pm - 6 hours paid daily
    • includes student contact time, supervision, & planning time
• Student Contact Time (for majority of staff, there may be some exceptions)
  • 8:00 am - 12:50/1:00 pm
    • Times may be adjusted slightly 
Summer School Teacher Pay (Drivers Education included)
The summer school teacher pay is calculated by using the base salary for the school year just completed (2024-2025 base pay is $48,002) to the nearest .25 rounding up.
• $31.58 to $38.58 (+$7 for the ceiling wage for current employees using the Professional Educator’s current per diem amount)
• $31.58 came from $48,002/190 (days) and then divided by 8 (hours in a day)
• Overload 9-12 level Credit Recovery/Initial Credit Classes only
  • If a staff member teaches an initial credit course and a credit recovery or 2 credit recovery classes a .5 overload of the average base level pay (2024-2025 rate= $32.90/hour*.5=$16.45/hour added to the regular summer school rate of employee) will be provided in addition to the regular summer school hourly rate.
 
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
 
1. Create positive relationships that are kind, caring, and respectful
2. Nurture self-awareness, identity development, and sense of purpose
3. Emphasize effort, supported risk-taking, and strategies for emotional growth
4. Support safe and engaged interactions with co-created procedures, routines, and classroom design
5. 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
1. Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
2. Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
3. Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
4. Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
5. Foster cultural competence and curiosity to seek others’ perspectives
6. Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
7. 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
1. Leverage individual strengths to support academic, social, and emotional growth
2. Create multiple pathways to learn and demonstrate learning
3. Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
4. 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
5. 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.
1. Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
2. Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
3. Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
4. Participates in school-wide and district events and school improvement projects.
5. 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. 
6. Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
7. Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
8. Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
9. 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.
 
Short Term Substitute Licenses issued by the Wisconsin Department of Public Instruction are applicable and accepted for teaching in Summer School.
 
Collaborative Source: New Teacher Center, Optimal Learning Environment

?The Sun Prairie Area School District is an Equal Opportunity Employer.
 * Please make sure your application is submitted.  The hiring authority won't have access to your application until it is fully submitted. If you are missing letters of recommendation or other parts that are not "required" please submit the application without it and we will connect with you so we can collect the missing documents.




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Openings as of 4/11/2025
Professional Educator - Elementary

Bilingual Summer School Teacher - Grade 1

JobID: 2750

Position Type:
  Professional Educator - Elementary


Date Posted:
  1/24/2025


Location:
  District Wide


Date Available:
  06/23/2025


  Additional Information:  Show/Hide
Bilingual Spanish/English proficiency is required.  This is part of our Dual Languague Imemersion program.

Summer School 2025 will be held (following dates do not include specialized programs)
• JUNE 23 (staff only orientation, prep day - 6 hours)
  • Due to maintenance and cleaning schedules, staff may NOT be in rooms used for Summer School prior to JUN 23. Please do not request early entrance to sites/rooms.
• JUNE 25-JULY 24 Student Contact Days
  • NO Summer School - JULY 3rd
• JULY 25 (staff only wrap up - 6 hours).
• Monday thru Thursday
  • No School on Fridays (No School on JUL 3)
• Staff Time (for majority of staff, there may be some exceptions)
  • ? 7:30 am - 1:30 pm - 6 hours paid daily
    • includes student contact time, supervision, & planning time
• Student Contact Time (for majority of staff, there may be some exceptions)
  • 8:00 am - 12:50/1:00 pm
    • Times may be adjusted slightly 
Summer School Teacher Pay (Drivers Education included)
The summer school teacher pay is calculated by using the base salary for the school year just completed (2024-2025 base pay is $48,002) to the nearest .25 rounding up.
• $31.58 to $38.58 (+$7 for the ceiling wage for current employees using the Professional Educator’s current per diem amount)
• $31.58 came from $48,002/190 (days) and then divided by 8 (hours in a day)
• Overload 9-12 level Credit Recovery/Initial Credit Classes only
  • If a staff member teaches an initial credit course and a credit recovery or 2 credit recovery classes a .5 overload of the average base level pay (2024-2025 rate= $32.90/hour*.5=$16.45/hour added to the regular summer school rate of employee) will be provided in addition to the regular summer school hourly rate.
 
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
 
1. Create positive relationships that are kind, caring, and respectful
2. Nurture self-awareness, identity development, and sense of purpose
3. Emphasize effort, supported risk-taking, and strategies for emotional growth
4. Support safe and engaged interactions with co-created procedures, routines, and classroom design
5. 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
1. Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
2. Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
3. Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
4. Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
5. Foster cultural competence and curiosity to seek others’ perspectives
6. Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
7. 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
1. Leverage individual strengths to support academic, social, and emotional growth
2. Create multiple pathways to learn and demonstrate learning
3. Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
4. 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
5. 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.
1. Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
2. Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
3. Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
4. Participates in school-wide and district events and school improvement projects.
5. 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. 
6. Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
7. Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
8. Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
9. 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.
 
Short Term Substitute Licenses issued by the Wisconsin Department of Public Instruction are applicable and accepted for teaching in Summer School.
 
Collaborative Source: New Teacher Center, Optimal Learning Environment
?The Sun Prairie Area School District is an Equal Opportunity Employer.
 * Please make sure your application is submitted.  The hiring authority won't have access to your application until it is fully submitted. If you are missing letters of recommendation or other parts that are not "required" please submit the application without it and we will connect with you so we can collect the missing documents.




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Openings as of 4/11/2025
Professional Educator - Elementary

.5 K-3 AGR

JobID: 2826

Position Type:
  Professional Educator - Elementary/Achievement Gap Reduction - Grade 3


Date Posted:
  3/24/2025


Location:
  CH Bird Elementary


Date Available:
  08/18/2025


  Additional Information:  Show/Hide
STARTING SALARY: $25,701 + (based on experience)

This position is part time (0.5 FTE); 4 hours per day.

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
1. Create positive relationships that are kind, caring, and respectful
2. Nurture self-awareness, identity development, and sense of purpose
3. Emphasize effort, supported risk-taking, and strategies for emotional growth
4. Support safe and engaged interactions with co-created procedures, routines, and classroom design
5. 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
1. Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
2. Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
3. Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
4. Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
5. Foster cultural competence and curiosity to seek others’ perspectives
6. Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
7. 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
1. Leverage individual strengths to support academic, social, and emotional growth
2. Create multiple pathways to learn and demonstrate learning
3. Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
4. 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
5. 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.
1. Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
2. Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
3. Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
4. Participates in school-wide and district events and school improvement projects.
5. 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. 
6. Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
7. Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
8. Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
9. 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




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Openings as of 4/11/2025
Professional Educator - Elementary

Cross Categorical Teacher-Meadow View

JobID: 2828

Position Type:
  Professional Educator - Elementary/Cross Categorical Teacher - Elementary


Date Posted:
  3/31/2025


Location:
  Meadow View Elementary


Date Available:
  08/18/2025


  Additional Information:  Show/Hide
STARTING SALARY: $51,402+ annually (based on experience)

Meadow View Elementary is a 4K-5 Elementary school within the Sun Prairie Area School District and is seeking a dedicated and student-centered Cross-Categorical Special Education Teacher to join our team for the 2025-2026 school year. Meadow View is a vibrant, inclusive learning community that will be home to a Dual Language Immersion (DLI) program, and bilingual candidates are encouraged to apply. 
 
The Sun Prairie Area School District is one of the fastest-growing public school districts in Wisconsin, currently serving over 8,400 students in grades 4K-12. We have 15 state-of-the-art schools, including nine elementary schools, three middle schools, two comprehensive high schools, and an alternative high school. Additionally, we offer a 4K program at four of our elementary schools and at several partner childcare and preschool sites in the Sun Prairie community. Our 1,300 amazing staff members educate and support our diverse student body by providing them with relevant and innovative learning experiences in and out of the classroom.
SUMMARY:  Provides support and learning to students with Specific Learning Disabilities (SLD), Emotional Behavioral Disabilities (EBD) and Cognitive Disabilities (CD) needs.  Responsible for planning instruction and/or adaptation of the educational program, based on Individual Education Program (IEP) goals and objectives, to enable students to benefit from and maximize their educational experiences.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
1. Plans, implements, reviews, and modifies curriculum to meet the individual needs, interests, and abilities of the students.
2. Instructs students individually and in-group settings in both the special education classroom and the regular education environment.
3. Participates in the IEP team process to develop, review, evaluate, and implement IEPs for students with disabilities.
4. Responsible for informing regular education teachers of the IEP.
5. Provides support to staff regarding curriculum modifications and behavior plans.
6. Collaborates, plans, models, and teaches in a team environment with regular education and special education teachers.
7. Monitors and evaluates students work and progress based on tests, reports, work samples, and observations and keeps appropriate records and prepares progress reports.
8. Assists with diagnosis (testing/evaluation) of SLD, EBD, and CD students and writes related reports.
9. Provides qualitative and quantitative feedback to students and parents, participates in parent/teacher conferences, and open houses.
10. Establishes and maintains standards of pupil behavior to achieve an effective and safe learning environment.
11. Participates in building, content area, and grade level meetings as required.
12. Continues professional growth.
13. Acts as an advocate for the student with special education staff, regular education staff, supervisors, administrators, community resources, and parents.
 
SUPERVISORY RESPONSIBILITIES: This position supervises the following positions:
Supervises students and paraprofessionals.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:
Bachelor’s degree in education.
 
COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret professional journals, technical procedures, or governmental regulations.  Ability to effectively present information and respond to questions from students, staff, administrators, and parents.
 
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as probability and statistical inference.  Ability to apply concepts such as fractions, percentages, ratios and proportions to practical solutions.
 
ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS AND ABILITIES:
Ability to apply knowledge of current research and theory to instructional program; ability to apply lessons based on building and district objectives and the needs and abilities of the students.  Ability to establish and maintain effective working relationships with students, staff, parents, and community; Ability to communicate effectively.  Ability to use computers and other technology to accomplish job responsibilities.
 
TEMPERAMENTS:
Ability to deal with people, direct others, and influence people in their attitudes, opinions, and judgments.  Directly responsible for the safety and well being of others.
 
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.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job the employee is regularly required to talk or hear, and use hands to finger, handle, or feel, frequently required to walk and stand, and the employee may frequently bend or twist at the neck and back.  Specific vision abilities required by this job include close vision, distance vision and peripheral vision.  The employee may occasional lift up to 45 pounds.
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to loud.  The employee is frequently required to interact with public and staff.  The employee is directly responsible for the safety, well being, and work output of students.
CERTIFICATES, LICENSES:
Must possess, maintain or be eligible to obtain a Wisconsin Department of Public Instruction license to teach cross-categorical special education (#801) or a combination of any two licenses to teach SLD, EBD or CD.  Must possess valid driver’s license.
 
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25.
Are there barriers keeping you from being gainfully employed? 
 
Shelter From The Storm Ministries can help.  
 
From child care help, reliable transportation, help with licensing fees (3 year sub permit, Special education Assistant license, CPR, Nursing assistant training cost among others) this program will help you get back on your feet.
 
Call (608)301-6612 to learn more about the help they provide.  Make an appointment today!
 
Available to people who earn 80% or less than the area median household income.
 
Open to the Dane County Area (except the city of Madison)



Attachment(s):
• 2025-26 190 DAY CALENDAR.pdf



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Openings as of 4/11/2025
Professional Educator - Elementary

Cross Categorical Teacher- Northside Elementary

JobID: 2807

Position Type:
  Professional Educator - Elementary/Cross Categorical Teacher - Elementary


Date Posted:
  3/7/2025


Location:
  Northside Elementary


Date Available:
  08/18/2025


  Additional Information:  Show/Hide
STARTING SALARY: $51,402+ annully (based on experience)

Northside Elementary is a 4K-5 Elementary school within the Sun Prairie Area School District and is seeking a dedicated and student-centered Cross-Categorical Special Education Teacher to join our team for the 2025-2026 school year. Northside is a vibrant, inclusive learning community that is home to a Dual Language Immersion (DLI) program, and we are seeking a candidate who is ideally bilingual in Spanish to support our diverse student population.
 
The Sun Prairie Area School District is one of the fastest-growing public school districts in Wisconsin, currently serving over 8,400 students in grades 4K-12. We have 15 state-of-the-art schools, including nine elementary schools, three middle schools, two comprehensive high schools, and an alternative high school. Additionally, we offer a 4K program at four of our elementary schools and at several partner childcare and preschool sites in the Sun Prairie community. Our 1,300 amazing staff members educate and support our diverse student body by providing them with relevant and innovative learning experiences in and out of the classroom.
SUMMARY:  Provides support and learning to students with Specific Learning Disabilities (SLD), Emotional Behavioral Disabilities (EBD) and Cognitive Disabilities (CD) needs.  Responsible for planning instruction and/or adaptation of the educational program, based on Individual Education Program (IEP) goals and objectives, to enable students to benefit from and maximize their educational experiences.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
1. Plans, implements, reviews, and modifies curriculum to meet the individual needs, interests, and abilities of the students.
2. Instructs students individually and in-group settings in both the special education classroom and the regular education environment.
3. Participates in the IEP team process to develop, review, evaluate, and implement IEPs for students with disabilities.
4. Responsible for informing regular education teachers of the IEP.
5. Provides support to staff regarding curriculum modifications and behavior plans.
6. Collaborates, plans, models, and teaches in a team environment with regular education and special education teachers.
7. Monitors and evaluates students work and progress based on tests, reports, work samples, and observations and keeps appropriate records and prepares progress reports.
8. Assists with diagnosis (testing/evaluation) of SLD, EBD, and CD students and writes related reports.
9. Provides qualitative and quantitative feedback to students and parents, participates in parent/teacher conferences, and open houses.
10. Establishes and maintains standards of pupil behavior to achieve an effective and safe learning environment.
11. Participates in building, content area, and grade level meetings as required.
12. Continues professional growth.
13. Acts as an advocate for the student with special education staff, regular education staff, supervisors, administrators, community resources, and parents.
 
SUPERVISORY RESPONSIBILITIES: This position supervises the following positions:
Supervises students and paraprofessionals.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:
Bachelor’s degree in education.
 
COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret professional journals, technical procedures, or governmental regulations.  Ability to effectively present information and respond to questions from students, staff, administrators, and parents.
 
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as probability and statistical inference.  Ability to apply concepts such as fractions, percentages, ratios and proportions to practical solutions.
 
ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS AND ABILITIES:
Ability to apply knowledge of current research and theory to instructional program; ability to apply lessons based on building and district objectives and the needs and abilities of the students.  Ability to establish and maintain effective working relationships with students, staff, parents, and community; Ability to communicate effectively.  Ability to use computers and other technology to accomplish job responsibilities.
 
TEMPERAMENTS:
Ability to deal with people, direct others, and influence people in their attitudes, opinions, and judgments.  Directly responsible for the safety and well being of others.
 
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.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job the employee is regularly required to talk or hear, and use hands to finger, handle, or feel, frequently required to walk and stand, and the employee may frequently bend or twist at the neck and back.  Specific vision abilities required by this job include close vision, distance vision and peripheral vision.  The employee may occasional lift up to 45 pounds.
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to loud.  The employee is frequently required to interact with public and staff.  The employee is directly responsible for the safety, well being, and work output of students.
CERTIFICATES, LICENSES:
Must possess, maintain or be eligible to obtain a Wisconsin Department of Public Instruction license to teach cross-categorical special education (#801) or a combination of any two licenses to teach SLD, EBD or CD.  Must possess valid driver’s license.
 
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25.
Are there barriers keeping you from being gainfully employed? 
 
Shelter From The Storm Ministries can help.  
 
From child care help, reliable transportation, help with licensing fees (3 year sub permit, Special education Assistant license, CPR, Nursing assistant training cost among others) this program will help you get back on your feet.
 
Call (608)301-6612 to learn more about the help they provide.  Make an appointment today!
 
Available to people who earn 80% or less than the area median household income.
 
Open to the Dane County Area (except the city of Madison)



Attachment(s):
• 2025-26 190 DAY CALENDAR.pdf



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Openings as of 4/11/2025
Professional Educator - Elementary

2nd Grade Dual Language Immersion Teacher (25/26 School Year)

JobID: 2781

Position Type:
  Professional Educator - Elementary/Grade 2 Teacher


Date Posted:
  2/18/2025


Location:
  Northside Elementary


Date Available:
  08/18/2025


  Additional Information:  Show/Hide
STARTING SALARY: $51,402 + (based on experience)

Northside Elementary in Sun Prairie is excited to be growing our Spanish/English Dual Language Immersion (DLI) program.  In the 2025-26 school year, it will enter 2nd grade for the first time.  This particular hiring process will be for the English side of our 2nd grade program.  We are, however, seeking bilingual applicants because knowledge of both languages is an amazing asset to the students and families being served. For questions about the position, please reach out to Jillian Block (Principal) - jeblock@sunprairieschools.org, 608-834-7101.

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
1. Create positive relationships that are kind, caring, and respectful
2. Nurture self-awareness, identity development, and sense of purpose
3. Emphasize effort, supported risk-taking, and strategies for emotional growth
4. Support safe and engaged interactions with co-created procedures, routines, and classroom design
5. 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
1. Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
2. Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
3. Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
4. Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
5. Foster cultural competence and curiosity to seek others’ perspectives
6. Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
7. 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
1. Leverage individual strengths to support academic, social, and emotional growth
2. Create multiple pathways to learn and demonstrate learning
3. Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
4. 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
5. 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.
1. Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
2. Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
3. Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
4. Participates in school-wide and district events and school improvement projects.
5. 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. 
6. Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
7. Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
8. Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
9. 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


Attachment(s):
• 2025-26 190 DAY CALENDAR.pdf



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Openings as of 4/11/2025
Professional Educator - Elementary

4th Grade Classroom Teacher

JobID: 2800

Position Type:
  Professional Educator - Elementary/Grade 4 Teacher


Date Posted:
  2/27/2025


Location:
  CH Bird Elementary


  Additional Information:  Show/Hide
STARTING SALARY: $51,402 + annually (based on experience)

This position is full time for the reminder of the 2024-25 school year only.

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
1. Create positive relationships that are kind, caring, and respectful
2. Nurture self-awareness, identity development, and sense of purpose
3. Emphasize effort, supported risk-taking, and strategies for emotional growth
4. Support safe and engaged interactions with co-created procedures, routines, and classroom design
5. 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
1. Provide relevant, challenging learning experiences aligned to grade-level standards through a curriculum that is adapted and supplemented, if necessary
2. Create an inclusive community where all aspects of diversity and learner variability are understood, expected, and welcomed
3. Engage learners in productive struggle to support perseverance and agency for meeting high expectations of grade-level standards
4. Implement district based, standards-aligned curriculum as adopted and written by the school district based on content area and grade level
5. Foster cultural competence and curiosity to seek others’ perspectives
6. Facilitate expression of reasoned, evidence-based arguments, thoughts, and ideas
7. 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
1. Leverage individual strengths to support academic, social, and emotional growth
2. Create multiple pathways to learn and demonstrate learning
3. Promote learner agency with immediate, goal-oriented feedback and opportunities for self-directed learning
4. 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
5. 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.
1. Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
2. Maintains records (i.e. assessment data) in an accurate, honest, efficient, and effective manner while meeting timelines.
3. Partners with families, inclusive of cultural elements and provides families inviting opportunities to participate in the instructional program.
4. Participates in school-wide and district events and school improvement projects.
5. 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. 
6. Shows professionalism, dedication to the job duties assigned and displays the highest standards of ethical conduct
7. Complies with state laws, district policies, procedures and guidelines, school expectations, and community expectations.
8. Maintains positive collaborative partnerships with all stakeholders (colleagues, supervisors, community members, students) leading to educational excellence for all students.
9. 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


Attachment(s):
• 2024-25 190 DAY PRO ED CALENDAR.pdf



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Openings as of 4/11/2025
Professional Educator - Elementary

.5 Learning Strategist

JobID: 2774

Position Type:
  Professional Educator - Elementary/Learning Strategist


Date Posted:
  2/13/2025


Location:
  CH Bird Elementary


Date Available:
  08/19/2024


  Additional Information:  Show/Hide
STARTING SALARY: $25,701 + annually (based on experience)

This position is part time (0.5 FTE), 20 hours per week.

SUMMARY: 
This position will provide extended, intensive and consistent reading and/or numeracy instruction for identified Tier II & III students who need additional assistance to achieve state and district benchmarks.  Services are provided individually or in small groups based on building and student needs.
 
ESSENTIAL SKILLS, DUTIES, AND RESPONSIBILITIES include the following: Other duties may be assigned.
1. Plans Tier II & III services based on student academic performance
2. Provides delivery of instruction consistent with prescribed intervention
3. Instructs individual students and small groups
4. Conducts assessments, monitors/reports student progress to school staff
5. Consults with classroom teacher to provide qualitative and quantitative feedback
6. Evaluates student progress toward state and district benchmarks
7. Consults with classroom teacher to identify pupil needs
8. Compiles and maintains educational records
9. Establishes and maintains standards of student behavior to achieve an effective and safe learning environment
10. Continues professional growth in literacy, numeracy and instructional pedagogy
QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
1. Bachelor’s degree in elementary education.  Reading Teacher license is required. Bilingual in Spanish and/or Reading Specialist licenses preferred.
2. Must possess and maintain a current Wisconsin Department of Public Instruction license at the teaching grade/age level they are teaching. 
3. Valid Driver’s License.
COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of students, peers, administrators, parents, and the general public.
 
MATHEMATICAL SKILLS:
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in numeracyor diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS AND ABILITIES:
Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on building and district goals and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective relationships with students, peers, parents, administrators, and community.  Ability to communicate clearly and concisely.  Ability to use technology to accomplish job responsibilities that may include basic knowledge of e-mail, word processing, and spreadsheet software.
 
TEMPERAMENTS:
Ability to direct others, deal with people, and influence people in their opinions, attitudes, and judgments.
 
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.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear.  The employee frequently is required to stand; walk; and stoop, kneel, crouch, or crawl.  The employee is occasionally required to sit and climb or balance.  The employee must occasionally lift and/or move up to 50 pounds.  The employee is directly responsible for safety, well-being, or work output of other people.  Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.  The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
 
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.  The noise level in the work environment is usually loud.

CERTIFICATES, LICENSES:
Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction license at the teaching grade/age level they are teaching. Valid Driver’s License.
 
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25.

?The Sun Prairie Area School District is an Equal Opportunity Employer.


Attachment(s):
• 2024-25 190 DAY PRO ED CALENDAR.pdf



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Openings as of 4/11/2025
Professional Educator - Elementary

Multilingual Learner (ML) Teacher (.5 FTE)

JobID: 2599

Position Type:
  Professional Educator - Elementary/Multilingual Learner (ML) Teacher - Elementary


Date Posted:
  9/9/2024


Location:
  Westside Elementary
(High-Needs School)


  Additional Information:  Show/Hide
STARING WAGE: $24,001+ (based on experince and FTE)

SUMMARY:
The ML Teacher provides specialized instruction for the purposes of developing the student's ability to effectively perform courses of study in English and acquire the English language resulting in high levels of learning for students identified as English Language Learners. This includes creating an educational program and classroom environment; establishing effective relationships with students, parents and colleagues to increase the personal and academic growth of each individual student; motivating students to develop skills, attitudes, and knowledge necessary for lifelong learning.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to the following:
1. Planning and Preparation – Comprehensive understanding of language acquisition and its impact on students
   1. Designs effective instruction and assessment based on the understanding of student growth and development as English Language Learners, as well as in district established curriculum and priority goals.
   2. Demonstrates knowledge, skills and dispositions, reflected through a collaborative process that will enable students to access the language of content area. This may be accomplished through planning and practice, knowledge and understanding of prerequisites and/or misconceptions related to knowledge acquisition for English Language Learners.
   3. Seeks information from a variety of sources about students’ backgrounds, cultures, skills, language proficiency, interests, and individual needs.
   4. Develops and uses accessible instructional outcomes reflecting rigorous curriculum and language standards which take into account the differing needs of individual students.
   5. Seeks out instructional resources in and beyond the school and district for use in teaching and to enhance professional learning.
   6. Coordinates knowledge of language acquisition, content and resources to design a series of differentiated learning experiences aligned to instructional outcomes.
   7. Assesses language standards through the WIDA (World-class Instructional Design and Assessment) Standards while simultaneously assessing learning outcomes in various ways using clear criteria or standards, and then uses data collected to plan future instruction.
2. Classroom Environment – Establishes an environment conducive to learning, including both physical and interpersonal aspects.
   1. Creates a caring environment of respect and rapport among students and teacher reflecting responsiveness to students’ varied cultural backgrounds and developmental levels.
   2. Establishes a culture of learning characterized by teacher passion for the subject, high levels of active student engagement, and expectations for high standards of performance.
   3. Manages classroom procedures with students contributing to efficient and seamless operation of routines and transitions.
   4. Manages student behaviors by establishing, with student participation, clear standards of conduct and the expectation that students take an active role in monitoring their own behavior. Monitors behaviors in preventive rather than reactive ways and responds to misbehavior with understanding of students’ individual needs.
   5. Organizes the physical environment to ensure that the classroom is safe and supports the learning and advocacy of all students.
3. Instruction – Skill engaging students in learning, including the wide range of instructional strategies and resources needed for all students to learn well.
   1. Communicates clearly and accurately to students in verbal and written formats, keeping in mind appropriateness to students’ cultures and developmental levels.
   2. Uses varieties of culturally and developmentally appropriate questioning and discussion techniques reflecting high expectations for all. Ensures that all voices in each classroom are heard.
   3. Engages students in learning throughout instruction by continually adapting lessons to meet the needs of each learner and using structures and pacing that allow for student reflection and closure.
   4. Assesses learning in multiple ways that include: student understanding of assessment criteria, formative assessment (monitoring progress by both students and the teacher), and providing high quality feedback to students.
   5. Demonstrates flexibility and responsiveness, seizing opportunities and building on spontaneous events, student backgrounds or interests to enhance learning.
   6. Responsibilities of the position include, but are not limited to the provision of one on one instruction, co-teaching, coaching of students and staff the provision of appropriate and applicable resources to students, assistants and staff.
4. Professional Responsibilities – These include, but are not limited to, self-assessment and reflection, communication with parents, participating in ongoing professional learning, and contributing to the school and district environment, ongoing collaboration with all staff.
   1. Reflects on lessons in a thoughtful, accurate way citing specific evidence and using experiences to suggest alternate and/or improved strategies.
   2. Maintains records in an accurate, honest, efficient, and effective manner. Maintains respect for professional and personal boundaries at all times.
   3. Communicates with families, being sensitive to cultural elements and provides families information and opportunities that will enable them to participate in the instructional and extracurricular activities within the school environment.
   4. Participates in school-wide and district events and school improvement projects related to lifting the level of staff learning around language acquisition and learning progressions.
   5. Pursues professional learning opportunities and initiates activities to contribute to the profession while seeking and using feedback from supervisors and colleagues.
   6. Shows professionalism and displays the highest standards of ethical conduct while complying with state laws, district policies, procedures and guidelines, and school expectations.
SUPERVISORY RESPONSIBILITIES: This position supervises the following positions: Supervises students and paraprofessionals assigned to the EL Department.
 
QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The following statements are intended to describe the general nature and level of work being performed by the person assigned to this position.
 
Essential job functions are intended to describe those functions that are primary to the performance of this job and other job duties include those that are considered secondary to the overall purpose of this job.
 
All requirements are subject to possible modification to reasonably accommodate individuals with a disability.

EDUCATION AND TEACHING/WORK EXPERIENCE:
1. Bachelor’s Degree in Education or a core subject area with additional course work that leads to licensure as English as a Second Language.
2. Valid Wisconsin teaching certificate in the subject area of employment, #395 (ESL Certification is required, Bilingual Certification is preferred).
3. Experience working with a diverse student population preferred (racially, culturally, socioeconomically varied).
4. Experience in identification and assessment of Limited English Proficiency preferred.                                                                 
COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to effectively present information and respond to questions from groups of students, peers, administrators, parents, and the general public. Ability to enter into culturally relevant or culturally specific conversation with groups of students, peers, administrators, parents and the general public.
 
MATHEMATICAL SKILLS:
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables, which may involve the ability to convey this information in multiple modalities to ensure student comprehension.
 
OTHER SKILLS AND ABILITIES:
Ability to apply knowledge of current research around language, language acquisition and learning theory to instructional program; ability to plan and implement lessons based on student, teacher, building and district goals and the needs and abilities of students to whom assigned.
 
Ability to establish and maintain effective relationships with students, peers, parents, administrators, and community. Ability to communicate, clearly and concisely, to convey information in a variety of methods.
 
TEMPERAMENTS:
Ability to direct others, work with people, and influence people in their opinions, attitudes, and judgments.
 
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. Must be able to sit or stand for prolonged periods, up to 6 hours in an eight-hour day, with or without back support. Must be able to perform light physical work, frequently lifting up to 10 pounds and occasionally lifting up to 30 pounds without assistance in an indoor setting. Must be able to move throughout the building and from building to building. Must be able to reach in all directions and bend/stoop to store and retrieve files, use telephone, calculator, computer and other office equipment. Must have dexterity and hand/eye coordination necessary to operate computer keyboard and other office equipment such as fax machine, scanner, etc. Hearing activity requires the ability to participate in numerous conversations throughout the day, both in person and over the telephone. Must be able to complete job duties in an environment where background noise and frequent interruptions are the norm. Must have the ability to maintain concentration and focus on tasks requiring timelines and accuracy.
 
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment may be usually loud.
 
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.
?The Sun Prairie Area School District is an Equal Opportunity Employer.
 


Attachment(s):
• 2024-25 190 DAY PRO ED CALENDAR.pdf



Email To A Friend
Print Version