Special Education Teacher (47196)

Position Title: Special Education Teacher

Reports to: Principal - Catholic East and Prince of Peace

School Locations: Split between Catholic East and Prince of Peace

Employment Classification: Full-Time, 10 month Salary, Non-Exempt

Join the Transformation of Catholic Education in Milwaukee

Seton Catholic Schools is a transformational educational system committed to overcoming social and academic challenges, empowering students, families, and educators to attain their God-given potential through a faith-filled Catholic education.

We are seeking a compassionate, organized, and relationship-driven Special Education Teacher who will serve as a vital connection between the school, students, and families. This role is focused on improving student attendance, strengthening family engagement, increasing student enrollment, and ensuring all families experience exceptional customer service and care from inquiry through enrollment and beyond.

The ideal candidate is passionate about serving families, building meaningful relationships, solving problems, and helping every child thrive through consistent school attendance and active family partnership.

Student Case Management & ICEP Oversight

Provide oversight of assigned students’ Individualized Catholic Education Plans (ICEPs) to ensure services, goals, and accommodations are implemented effectively.

ICEP Management 

• Monitor and maintain Individualized Catholic Education Plans (ICEPs) within the AbleSpace online ICEP information system for assigned students.
• Ensure ICEPs are updated annually and following evaluations.
• Develop goals that are measurable, data-driven, and aligned with student needs.
• Ensure accommodations and modifications are clearly documented and implemented.

Student Case Management

• Serve as the primary case manager for assigned students.
• Track academic progress and skill development.
• Identify students who may require additional supports or services.
• Maintain accurate student documentation in AbleSpace.

Progress Monitoring

• Collect and review progress monitoring data related to ICEP goals.
• Ensure service providers contribute relevant progress data when applicable.
• Prepare quarterly progress reports for families.
• Communicate student progress with teachers, providers, and school leadership.

Academic Intervention & Student Support

Support students through targeted academic interventions and collaboration with classroom teachers.

Intervention Planning

• Use MAP and i-Ready data to identify students requiring additional academic support.
• Support the development of reading and math intervention groups.
• Monitor student progress and adjust supports as needed.
   

Referral Process Support

• Assist in collecting academic and behavioral data for students being considered for referral.
• Support documentation of interventions and progress monitoring prior to referral discussions.
• Participate in student support discussions with school teams.

Staff Collaboration

• Support paraprofessionals and educational assistants in implementing accommodations and inclusive support for students. 

Instructional Support & Inclusive Practices

Provide direct instructional support and promote inclusive practices within general education classrooms.

Instructional Support

• Provide push-in or small-group instruction for students with learning needs.
• Support teachers in implementing differentiated instruction.
• Model instructional strategies that support diverse learners.

Accommodation Implementation

• Support the development of accommodations based on student learning needs and educational data.
• Ensure accommodations outlined in ICEPs are consistently implemented.
• Assist teachers in establishing classroom systems that support accommodations.
• Provide guidance to teachers regarding appropriate accommodations and supports.
• Collaborate with teachers and school teams to review the effectiveness of accommodations and recommend adjustments when appropriate.

Inclusive Practices

• Advocate for inclusive classroom environments.
• Support teachers in implementing Universal Design for Learning (UDL) strategies to increase access to grade-level instruction.

Evaluation & Referral Collaboration

Support evaluation processes by contributing student data and instructional insights.

Evaluation Support

• Participate in evaluation and IEP meetings when appropriate.
• Share instructional observations and student performance data.
• Collaborate with school teams to ensure evaluations reflect accurate student needs.

Data Collection

• Assist in gathering academic and behavioral data needed for evaluation discussions.
• Ensure intervention documentation and progress monitoring data are available when referrals are considered.

PLOAAFP Development

Contribute to the development of Present Levels of Academic Achievement and Functional Performance (PLOAAFP) by gathering information from:

• Classroom teachers
• Service providers
• Interventionists
• Counselors

Ensure present levels clearly describe student strengths, needs, and learning priorities.

Collaboration & Communication

School Collaboration

• Work collaboratively with classroom teachers to support student success.
• Participate in student support meetings or culture team meetings when appropriate.
• Communicate regularly with school leadership regarding student progress.
   

Family Communication

• Maintain communication with families regarding student progress and support services.
• Share Quarterly progress reports and respond to family questions regarding student learning needs.

Professional Responsibilities

Meetings

• Meet weekly with a member of the Special Education team.
• Attend student support meetings and evaluation meetings as needed.

Professional Learning

Engage in ongoing professional development including:

• PIE Modules
• Professional book studies
• Network professional development opportunities

Qualifications:

• Education:
  • Bachelor’s degree in Special Education or a related field required.
  • Master’s degree in Education, Special Education, or a related field preferred.
• Experience:
  • Minimum of 2 years of classroom teaching experience.
  • Experience with MTSS processes and implementing academic interventions preferred.
  • Experience with Evaluation and IEP Processes preferred
• Skills:
  • Ability to collaborate effectively with a diverse team of educators and support staff.
  • Strong communication and interpersonal skills.
  • Proficiency in using technology and educational software for assessment and instruction.

Working Conditions:

• This position involves working in a school environment with students, teachers, and other staff members.
• The Special Education Teacher may work with students in various settings, including classrooms, intervention rooms, and small group areas
• The Special Education Teacher will travel daily between two schools

The Special Education Teacher will be evaluated on:

• Goals being met for students with special needs
• Timeliness of completion of deadlines and tasks as pertains to Special Needs Scholarship Program expectations
• Attendance and professionalism at meetings in regard to students with special needs and their accommodations, services, and supports