Middle School Special Education Teacher/ Sign on Bonus $1,500

Job DetailsJob Location

• Acosta
• Middle
• School -
• Milwaukeee,
• WI 53204Position
• Type:
• Full
• TimeEducation
• Level: 4
• Year
• DegreeJob
• Shift:
• DayJob
• Category:
• EducationPOSITION
• SUMMARY: Special Education Teachers will support the academic, social, emotional, and behavioral needs of students with disabilities by creating individualized learning plans, collaborating with general education teachers and families, and ensuring compliance with all special education laws and guidelines. Special Education Teachers provide direct educational services to the identified students according to their Individual Education Program using professionally and educationally acceptable methods and techniques. UCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achievement, where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines. This role includes planning and delivering standards-aligned instruction, assessing student learning, managing classroom behavior, and building strong relationships with students, families, and colleagues. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.
• Essential
• DUTIES
• AND
• Responsibilities:
• Child
• Growth &
• Development: Uses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders. Implements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities. Addresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills, and partnering with families to support the child at home. Uses observations of children and anecdotal notes to document children’s progress and individualize curriculum. Creates partnerships with families to establish positive interaction patterns in program, school, and home.
• Curriculum
• Development and
• Implementation: Develop and implement Individualized Education Programs (IEPs) for students with disabilities in collaboration with families, school staff, and other service providers that are aligned with each student’s IEP goals using evidence-based strategies and accommodations. Modify and adapt general education curriculum to meet the needs of students with diverse and varying backgrounds, learning styles and special needs. Support students with IEPs including curricular and behavioral needs. Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level. Implement all school curriculum and instructional practices with fidelity, following the guidelines of the school, district, and state and to provide developmentally and linguistically appropriate experience appropriate to the age, language, and culture of the children served. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Provide instructional support through concept development, fostering children’s analysis and reasoning, engaging in feedback loops, and modeling and supporting high-quality language. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development, and key experiences. Assists in assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum’s scopes & sequences & guidelines.
• Student
• Assessment: Conduct regular assessments to evaluate students’ progress and understanding of the curriculum. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Implements accommodations, modifications, and provides other necessary support for students during assessments and school testing. Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Identify learning challenges and develop strategies to support students with diverse needs. Assumes responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performance, achievement, and growth over time. Prepares students for local, state, and national assessments as required by the school and grade level.
• Classroom
• Management: Provides a positive, safe, nursing, and inclusive classroom environment in which students are encouraged to be actively engaged in the learning process. Establishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior. Uses proactive, positive reinforcement strategies to encourage appropriate behavior. Recognizes and celebrates student successes to build confidence and motivation. Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students. Provide positive guidance and discipline supporting students as they acquire readiness for skills. Foster classroom productivity and maximize learning time, while engaging children with a variety of modalities and materials. Provide emotional support through establishing a positive climate, being aware of and responsive to children, and encouraging child expression and autonomy. Use strategies for behavior management, such as clear behavior expectations, being proactive, and redirecting misbehavior. Implement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate. Maintain a well-organized, structured, inviting, and culturally responsive physical space. Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Provide supervision and ensure safety and security of children at all times.
• Communication &
• Family
• Engagement: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Communicate with the teaching team and parents regarding student progress per IEP goals. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year. Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities.
• Professional
• Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership.
• Collaboration and
• Teamwork: Work collaboratively with special education staff, teachers, pupil services staff, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to provide inclusive and individualized support for students with special needs. Participate in IEP meetings, parent-teacher conferences, and multidisciplinary team meetings. Provide supervision, direction, support and professional guidance to paraprofessionals and instructional aides working in the special education setting. Outline and articulate daily schedule for paraprofessional and instructional aides that align to student IEP and required support services. Work collaboratively with a teaching team to identify strategies and supports for each learner as indicated. Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
• Records and
• Documentation: Maintain IEP in compliance according to district, state, and federal mandates and regulations regarding special education services. Monitor student progress, maintain accurate records, and report on goal attainment regularly. Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. Social-Emotional Learning & Student Relationships Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making
• Intended
• Outcomes
• AND
• SUCCESS
• MEASURES: Students with IEPs make measurable academic and/or behavioral progress based on their individual goals as evidenced through progress monitoring data. IEPs are implemented with fidelity, and services are delivered as documented. IEPs are developed, updated, and reviewed in accordance with timelines and legal standards. Documentation is thorough, accurate, and submitted on time. (100% of IEPs completed by due dates) IEPs include clear, measurable goals aligned to student needs Services and accommodations documented as being delivered Regular, productive communication with general education teachers, related service providers, and families. Co-planning and support are evident in inclusive settings. General education teachers report consistent support and communication with Special Education staff. Instruction is tailored to student needs using individualized strategies, accommodations, modifications, and evidence-based strategies. Evidence-based practices (e.g., direct instruction, scaffolding) are used regularly Students receive proactive behavioral interventions and supports that foster growth and independence. Behavior intervention plans (BIPs) are followed and monitored Families feel informed and included in the IEP process (via surveys or meeting feedback) Professional learning and training practices provided by the school and/or district are applied and implemented with fidelity. Teachers are responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs. Effective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.
• Knowledge,
• SKILLS,
• AND
• ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Bachelor’s Degree and current Wisconsin DPI teacher licensure with a certification in Early Childhood Special Education (1809) or Crosscatagorical Special Education License (1801). Prefer at least one year of teaching/working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy and ready to be part of a team. Must possess an understanding of Special Education IEP development. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver’s license and reliable transportation.
• Physical
• REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication.
• WORKING
• CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.