SETON CATHOLIC SCHOOLS INC·Milwaukee, Wisconsin
The Special Education Teacher will manage Individualized Catholic Education Plans (ICEPs) and provide targeted academic interventions for assigned students. They will also collaborate with classroom teachers to implement inclusive practices and monitor student progress through data-driven assessments.
Catholic East - Milwaukee, WI 53211
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 Family Enrollment Specialist 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
Education: Bachelor’s degree in Special Education or a related field required. Master’s degree in Education, Special Education, or a related field preferred.
Candidates must hold at least a bachelor's degree in Special Education or a related field. A minimum of two years of classroom teaching experience is required, with preference given to those experienced in MTSS processes and IEP management.
Market context
In Wisconsin, classroom teacher roles are typically in steady demand as schools staff for core instruction and student support. These positions can be competitive because employers often look for a strong commitment to children’s learning, a high school diploma or GED, and any required state licensing, with ECE coursework preferred. Review the AI-summarized requirements and benefits here to save research time, then confirm your licensure fit and highlight any child-focused experience in your application.