Home › Companies › CA382F966749E8D17241DC2E78C3B094 › K4 & K5 Special Education Teacher
K4 & K5 Special Education Teacher
CA382F966749E8D17241DC2E78C3B094 · Bruce Guadalupe Preschool - Milwaukee, WI 53204; 1028 South 9th st, Milwaukee, WI, 53204, USA · Active · Paycom ATS
Job facts
| Field | Value |
|---|---|
| Company | CA382F966749E8D17241DC2E78C3B094 |
| Title | K4 & K5 Special Education Teacher |
| Normalized title | - |
| Department / team | Education |
| Location | Milwaukee, WI, United States |
| Work model | - |
| Employment type | Full Time |
| Salary | - |
| Status | active |
| ATS provider | Paycom ATS |
| Posted / first seen | 2026-05-29 / 2026-05-31 |
| Changed / last seen | 2026-05-31 / 2026-06-06 |
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Linked records
| Company | CA382F966749E8D17241DC2E78C3B094 |
| Source | 8fb05460-40f1-4301-b315-f384db9ae206 |
| ATS provider | Paycom ATS |
Description
Description
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 Cross-Categorical 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.
Full job record
| Job ID | 8dbb303fccfc541ac7ea7605b8670160edaca5e1 |
| Org ID | 73f6c27b-3727-4cc5-8d99-a365b5c4d9b0 |
| Source ID | 8fb05460-40f1-4301-b315-f384db9ae206 |
| Board ID | 8fb05460-40f1-4301-b315-f384db9ae206 |
| Provider | paycom |
| Provider Job Key | 232062 |
| Title | K4 & K5 Special Education Teacher |
| Normalized Title | — |
| Status | active |
| Active | yes |
| Location Text | Bruce Guadalupe Preschool - Milwaukee, WI 53204; 1028 South 9th st, Milwaukee, WI, 53204, USA |
| Department | Education |
| Team | — |
| Employment Type | full_time |
| Workplace Type | — |
| Remote Policy | — |
| Country | United States |
| Region | WI |
| City | Milwaukee |
| Salary Raw | Description 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 Cross-Categorical 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. |
| Salary Min | — |
| Salary Max | — |
| Salary Currency | — |
| Salary Period | day |
| Source URL | https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=232062&clientkey=CA382F966749E8D17241DC2E78C3B094 |
| Apply URL | https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=232062&clientkey=CA382F966749E8D17241DC2E78C3B094 |
| First Seen At | 2026-05-31 19:07:09Z |
| Last Seen At | 2026-06-06 09:53:38Z |
| Last Checked At | 2026-06-06 09:53:38Z |
| Last Changed At | 2026-05-31 19:07:09Z |
| Inactive At | — |
| Source Posted At | 2026-05-29 00:00:00Z |
| Source Updated At | — |
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"description": "<p style=\"text-indent:-0.1pt;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span>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.</span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>ESSENTIAL DUTIES AND RESPONSIBILITIES:</u></b></span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Child Growth & Development:</b> </span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uses observations of children and anecdotal notes to document children’s progress and individualize curriculum.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Creates partnerships with families to establish positive interaction patterns in program, school, and home.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Curriculum Development and Implementation:</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Modify and adapt general education curriculum to meet the needs of students with diverse and varying backgrounds, learning styles and special needs.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Support students with IEPs including curricular and behavioral needs.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide instructional support through concept development, fostering children’s analysis and reasoning, engaging in feedback loops, and modeling and supporting high-quality language. </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Integrate technology and innovative teaching methods to enhance classroom learning experiences.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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. </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assists in assessing changing curricular needs and offers plans for improvement. </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ensures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum’s scopes & sequences & guidelines.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Student Assessment:</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Conduct regular assessments to evaluate students’ progress and understanding of the curriculum.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Promote student ownership of learning through goal-setting, self-assessment, and reflection.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implements accommodations, modifications, and provides other necessary support for students during assessments and school testing.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Identify learning challenges and develop strategies to support students with diverse needs.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assumes responsibility for meeting student performance goals, IEP goals, etc.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates gains in student performance, achievement, and growth over time.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Prepares students for local, state, and national assessments as required by the school and grade level.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Classroom Management:</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provides a positive, safe, nursing, and inclusive classroom environment in which students are encouraged to be actively engaged in the learning process.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Establishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uses proactive, positive reinforcement strategies to encourage appropriate behavior.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Recognizes and celebrates student successes to build confidence and motivation.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide positive guidance and discipline supporting students as they acquire readiness for skills.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster classroom productivity and maximize learning time, while engaging children with a variety of modalities and materials. </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide emotional support through establishing a positive climate, being aware of and responsive to children, and encouraging child expression and autonomy. </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Use strategies for behavior management, such as clear behavior expectations, being proactive, and redirecting misbehavior.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a safe and supportive atmosphere where students feel valued and encouraged to participate.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain a well-organized, structured, inviting, and culturally responsive physical space.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide supervision and ensure safety and security of children at all times.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Communication & Family Engagement:</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Communicate with the teaching team and parents regarding student progress per IEP goals.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Models professional and ethical standards when dealing with students, parents, peers and community. </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Establishes and maintains cooperative working relationships with students, parents and other professionals.</span></span></span></span></li>\n</ul>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in family-teacher conferences and contribute to school events or family engagement opportunities.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Professional Development:</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participates in all required training and meetings, as well as school and UCC training, and meetings.</span></span></span></span></li>\n</ul>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reflect on teaching practices and seek opportunities for continuous improvement.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Engage in professional learning communities and schoolwide initiatives.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uphold ethical practices and professional conduct.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with colleagues, support staff, and administration to support student success.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Contribute to a positive school culture and shared leadership.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Collaboration and Teamwork:</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in IEP meetings, parent-teacher conferences, and multidisciplinary team meetings.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide supervision, direction, support and professional guidance to paraprofessionals and instructional aides working in the special education setting.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Outline and articulate daily schedule for paraprofessional and instructional aides that align to student IEP and required support services.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work collaboratively with a teaching team to identify strategies and supports for each learner as indicated.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Records and Documentation:</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain IEP in compliance according to district, state, and federal mandates and regulations regarding special education services.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Monitor student progress, maintain accurate records, and report on goal attainment regularly.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Social-Emotional Learning & Student Relationships</b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>INTENDED OUTCOMES AND SUCCESS MEASURES:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students with IEPs make measurable academic and/or behavioral progress based on their individual goals as evidenced through progress monitoring data.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>IEPs are implemented with fidelity, and services are delivered as documented.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>IEPs are developed, updated, and reviewed in accordance with timelines and legal standards.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Documentation is thorough, accurate, and submitted on time. (100% of IEPs completed by due dates)</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>IEPs include clear, measurable goals aligned to student needs</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Services and accommodations documented as being delivered</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Regular, productive communication with general education teachers, related service providers, and families.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Co-planning and support are evident in inclusive settings.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>General education teachers report consistent support and communication with Special Education staff.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Instruction is tailored to student needs using individualized strategies, accommodations, modifications, and evidence-based strategies.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Evidence-based practices (e.g., direct instruction, scaffolding) are used regularly</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students receive proactive behavioral interventions and supports that foster growth and independence.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Behavior intervention plans (BIPs) are followed and monitored</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Families feel informed and included in the IEP process (via surveys or meeting feedback)</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Professional learning and training practices provided by the school and/or district are applied and implemented with fidelity.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Teachers are responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Effective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.</b></span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>KNOWLEDGE, SKILLS, AND ABILITIES:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates leadership in the classroom.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates attention to detail and problem-solving skills</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to adapt to any situation inside and outside the classroom.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates organizational skills for the classroom and school environment.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to multitask and prioritize work.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to self- reflect, and seek feedback to improve practices.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates a growth mindset committed to continuous learning, growth, and development.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to work as a team as well as independently.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates respect towards the students, parents, colleagues, and administrators.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates knowledge to work with students’ special needs and parents.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Handle sensitive information in a confidential manner’ </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to listen to others and remain receptive to new ideas.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate sustained effort and enthusiasm in the quality and quantity of work.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate motivation, initiative, flexibility, and the ability to work independently.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate excellent human relations and interpersonal skills.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.</span></span></span></span></li>\n</ul>\n\n<p> </p>",
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"googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"K4 & K5 Special Education Teacher\",\"identifier\":\"J0PA54232062\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/CA382F966749E8D17241DC2E78C3B094/jobs/232062\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\",\"datePosted\":\"2026-05-29\",\"description\":\"Job DetailsJob Location: Bruce Guadalupe Preschool - Milwaukee, WI 53204Position Type: Full TimeEducation Level: 4 Year DegreeJob Shift: DayJob Category: EducationSpecial 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.\\n\\n \\n\\nUCC 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.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nChild Growth & Development: \\n\\n\\n\\tUses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.\\n\\tImplements 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.\\n\\tAddresses 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.\\n\\tUses observations of children and anecdotal notes to document children’s progress and individualize curriculum.\\n\\tCreates partnerships with families to establish positive interaction patterns in program, school, and home.\\n\\n\\nCurriculum Development and Implementation:\\n\\n\\n\\tDevelop 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.\\n\\tModify and adapt general education curriculum to meet the needs of students with diverse and varying backgrounds, learning styles and special needs.\\n\\tSupport students with IEPs including curricular and behavioral needs.\\n\\tDemonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level.\\n\\tImplement 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.\\n\\tPlan and deliver effective lessons that facilitate active learning and accommodate different learning styles.\\n\\tProvide instructional support through concept development, fostering children’s analysis and reasoning, engaging in feedback loops, and modeling and supporting high-quality language. \\n\\tIntegrate technology and innovative teaching methods to enhance classroom learning experiences.\\n\\tImplements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.\\n\\tImplement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development, and key experiences. \\n\\tAssists in assessing changing curricular needs and offers plans for improvement. \\n\\tEnsures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum’s scopes & sequences & guidelines.\\n\\n\\n \\n\\nStudent Assessment:\\n\\n\\n\\tConduct regular assessments to evaluate students’ progress and understanding of the curriculum.\\n\\tPromote student ownership of learning through goal-setting, self-assessment, and reflection.\\n\\tImplements accommodations, modifications, and provides other necessary support for students during assessments and school testing.\\n\\tCollects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction.\\n\\tProvide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.\\n\\tIdentify learning challenges and develop strategies to support students with diverse needs.\\n\\tAssumes responsibility for meeting student performance goals, IEP goals, etc.\\n\\tDemonstrates gains in student performance, achievement, and growth over time.\\n\\tPrepares students for local, state, and national assessments as required by the school and grade level.\\n\\n\\n \\n\\nClassroom Management:\\n\\n\\n\\tProvides a positive, safe, nursing, and inclusive classroom environment in which students are encouraged to be actively engaged in the learning process.\\n\\tEstablishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior.\\n\\tUses proactive, positive reinforcement strategies to encourage appropriate behavior.\\n\\tRecognizes and celebrates student successes to build confidence and motivation.\\n\\tFoster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.\\n\\tProvide positive guidance and discipline supporting students as they acquire readiness for skills.\\n\\tFoster classroom productivity and maximize learning time, while engaging children with a variety of modalities and materials. \\n\\tProvide emotional support through establishing a positive climate, being aware of and responsive to children, and encouraging child expression and autonomy. \\n\\tUse strategies for behavior management, such as clear behavior expectations, being proactive, and redirecting misbehavior.\\n\\tImplement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior.\\n\\tFoster a safe and supportive atmosphere where students feel valued and encouraged to participate.\\n\\tMaintain a well-organized, structured, inviting, and culturally responsive physical space.\\n\\tMaintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.\\n\\tProvide supervision and ensure safety and security of children at all times.\\n\\n\\n \\n\\nCommunication & Family Engagement:\\n\\n\\n\\tCommunicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events.\\n\\tBuilds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.\\n\\tCommunicate with the teaching team and parents regarding student progress per IEP goals.\\n\\tCounsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year.\\n\\tConduct parent-teacher conferences to discuss individual student performance and set goals for improvement.\\n\\tCollaborate with parents to support students’ learning at home and encourage parental involvement in school activities.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community. \\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\n\\n\\n\\tShare academic and behavioral updates in a clear, empathetic, and strengths-based manner.\\n\\tCollaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.\\n\\tParticipate in family-teacher conferences and contribute to school events or family engagement opportunities.\\n\\n\\n \\n\\nProfessional Development:\\n\\n\\n\\tEngage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings.\\n\\n\\n\\n\\tReflect on teaching practices and seek opportunities for continuous improvement.\\n\\tEngage in professional learning communities and schoolwide initiatives.\\n\\tUphold ethical practices and professional conduct.\\n\\tCollaborate with colleagues, support staff, and administration to support student success.\\n\\tContribute to a positive school culture and shared leadership.\\n\\n\\n \\n\\nCollaboration and Teamwork:\\n\\n\\n\\tWork 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.\\n\\tParticipate in IEP meetings, parent-teacher conferences, and multidisciplinary team meetings.\\n\\tProvide supervision, direction, support and professional guidance to paraprofessionals and instructional aides working in the special education setting.\\n\\tOutline and articulate daily schedule for paraprofessional and instructional aides that align to student IEP and required support services.\\n\\tWork collaboratively with a teaching team to identify strategies and supports for each learner as indicated.\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\n\\n \\n\\nRecords and Documentation:\\n\\n\\n\\tMaintain IEP in compliance according to district, state, and federal mandates and regulations regarding special education services.\\n\\tMonitor student progress, maintain accurate records, and report on goal attainment regularly.\\n\\tMaintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.\\n\\tPrepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.\\n\\tArranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.\\n\\n\\n \\n\\nSocial-Emotional Learning & Student Relationships\\n\\n\\n\\tModels and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.\\n\\tFoster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.\\n\\tIdentify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed.\\n\\tModel and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making\\n\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\n\\n\\tStudents with IEPs make measurable academic and/or behavioral progress based on their individual goals as evidenced through progress monitoring data.\\n\\tIEPs are implemented with fidelity, and services are delivered as documented.\\n\\tIEPs are developed, updated, and reviewed in accordance with timelines and legal standards.\\n\\tDocumentation is thorough, accurate, and submitted on time. (100% of IEPs completed by due dates)\\n\\tIEPs include clear, measurable goals aligned to student needs\\n\\tServices and accommodations documented as being delivered\\n\\tRegular, productive communication with general education teachers, related service providers, and families.\\n\\tCo-planning and support are evident in inclusive settings.\\n\\tGeneral education teachers report consistent support and communication with Special Education staff.\\n\\tInstruction is tailored to student needs using individualized strategies, accommodations, modifications, and evidence-based strategies.\\n\\tEvidence-based practices (e.g., direct instruction, scaffolding) are used regularly\\n\\tStudents receive proactive behavioral interventions and supports that foster growth and independence.\\n\\tBehavior intervention plans (BIPs) are followed and monitored\\n\\tFamilies feel informed and included in the IEP process (via surveys or meeting feedback)\\n\\tProfessional learning and training practices provided by the school and/or district are applied and implemented with fidelity.\\n\\tTeachers are responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs.\\n\\tEffective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time.\\n\\n\\n \\n\\nPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n \\n\\nKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\n\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates leadership in the classroom.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’ \\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\n\\n\\n Qualifications\\n\\tBachelor’s Degree and current Wisconsin DPI teacher licensure with a certification in Early Childhood Special Education (1809) or Cross-Categorical 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.\\n\\tMust 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.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility 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.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork 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.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork 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).\\n\\tNoise 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) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\\n\\n \",\"responsibilities\":\"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.\\n\\n \\n\\nUCC 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.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nChild Growth & Development: \\n\\n\\n\\tUses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.\\n\\tImplements 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.\\n\\tAddresses 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.\\n\\tUses observations of children and anecdotal notes to document children’s progress and individualize curriculum.\\n\\tCreates partnerships with families to establish positive interaction patterns in program, school, and home.\\n\\n\\nCurriculum Development and Implementation:\\n\\n\\n\\tDevelop 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.\\n\\tModify and adapt general education curriculum to meet the needs of students with diverse and varying backgrounds, learning styles and special needs.\\n\\tSupport students with IEPs including curricular and behavioral needs.\\n\\tDemonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level.\\n\\tImplement 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.\\n\\tPlan and deliver effective lessons that facilitate active learning and accommodate different learning styles.\\n\\tProvide instructional support through concept development, fostering children’s analysis and reasoning, engaging in feedback loops, and modeling and supporting high-quality language. \\n\\tIntegrate technology and innovative teaching methods to enhance classroom learning experiences.\\n\\tImplements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.\\n\\tImplement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development, and key experiences. \\n\\tAssists in assessing changing curricular needs and offers plans for improvement. \\n\\tEnsures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum’s scopes & sequences & guidelines.\\n\\n\\n \\n\\nStudent Assessment:\\n\\n\\n\\tConduct regular assessments to evaluate students’ progress and understanding of the curriculum.\\n\\tPromote student ownership of learning through goal-setting, self-assessment, and reflection.\\n\\tImplements accommodations, modifications, and provides other necessary support for students during assessments and school testing.\\n\\tCollects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction.\\n\\tProvide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.\\n\\tIdentify learning challenges and develop strategies to support students with diverse needs.\\n\\tAssumes responsibility for meeting student performance goals, IEP goals, etc.\\n\\tDemonstrates gains in student performance, achievement, and growth over time.\\n\\tPrepares students for local, state, and national assessments as required by the school and grade level.\\n\\n\\n \\n\\nClassroom Management:\\n\\n\\n\\tProvides a positive, safe, nursing, and inclusive classroom environment in which students are encouraged to be actively engaged in the learning process.\\n\\tEstablishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior.\\n\\tUses proactive, positive reinforcement strategies to encourage appropriate behavior.\\n\\tRecognizes and celebrates student successes to build confidence and motivation.\\n\\tFoster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.\\n\\tProvide positive guidance and discipline supporting students as they acquire readiness for skills.\\n\\tFoster classroom productivity and maximize learning time, while engaging children with a variety of modalities and materials. \\n\\tProvide emotional support through establishing a positive climate, being aware of and responsive to children, and encouraging child expression and autonomy. \\n\\tUse strategies for behavior management, such as clear behavior expectations, being proactive, and redirecting misbehavior.\\n\\tImplement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior.\\n\\tFoster a safe and supportive atmosphere where students feel valued and encouraged to participate.\\n\\tMaintain a well-organized, structured, inviting, and culturally responsive physical space.\\n\\tMaintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.\\n\\tProvide supervision and ensure safety and security of children at all times.\\n\\n\\n \\n\\nCommunication & Family Engagement:\\n\\n\\n\\tCommunicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events.\\n\\tBuilds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.\\n\\tCommunicate with the teaching team and parents regarding student progress per IEP goals.\\n\\tCounsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year.\\n\\tConduct parent-teacher conferences to discuss individual student performance and set goals for improvement.\\n\\tCollaborate with parents to support students’ learning at home and encourage parental involvement in school activities.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community. \\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\n\\n\\n\\tShare academic and behavioral updates in a clear, empathetic, and strengths-based manner.\\n\\tCollaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.\\n\\tParticipate in family-teacher conferences and contribute to school events or family engagement opportunities.\\n\\n\\n \\n\\nProfessional Development:\\n\\n\\n\\tEngage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings.\\n\\n\\n\\n\\tReflect on teaching practices and seek opportunities for continuous improvement.\\n\\tEngage in professional learning communities and schoolwide initiatives.\\n\\tUphold ethical practices and professional conduct.\\n\\tCollaborate with colleagues, support staff, and administration to support student success.\\n\\tContribute to a positive school culture and shared leadership.\\n\\n\\n \\n\\nCollaboration and Teamwork:\\n\\n\\n\\tWork 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.\\n\\tParticipate in IEP meetings, parent-teacher conferences, and multidisciplinary team meetings.\\n\\tProvide supervision, direction, support and professional guidance to paraprofessionals and instructional aides working in the special education setting.\\n\\tOutline and articulate daily schedule for paraprofessional and instructional aides that align to student IEP and required support services.\\n\\tWork collaboratively with a teaching team to identify strategies and supports for each learner as indicated.\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\n\\n \\n\\nRecords and Documentation:\\n\\n\\n\\tMaintain IEP in compliance according to district, state, and federal mandates and regulations regarding special education services.\\n\\tMonitor student progress, maintain accurate records, and report on goal attainment regularly.\\n\\tMaintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.\\n\\tPrepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.\\n\\tArranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.\\n\\n\\n \\n\\nSocial-Emotional Learning & Student Relationships\\n\\n\\n\\tModels and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.\\n\\tFoster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.\\n\\tIdentify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed.\\n\\tModel and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making\\n\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\n\\n\\tStudents with IEPs make measurable academic and/or behavioral progress based on their individual goals as evidenced through progress monitoring data.\\n\\tIEPs are implemented with fidelity, and services are delivered as documented.\\n\\tIEPs are developed, updated, and reviewed in accordance with timelines and legal standards.\\n\\tDocumentation is thorough, accurate, and submitted on time. (100% of IEPs completed by due dates)\\n\\tIEPs include clear, measurable goals aligned to student needs\\n\\tServices and accommodations documented as being delivered\\n\\tRegular, productive communication with general education teachers, related service providers, and families.\\n\\tCo-planning and support are evident in inclusive settings.\\n\\tGeneral education teachers report consistent support and communication with Special Education staff.\\n\\tInstruction is tailored to student needs using individualized strategies, accommodations, modifications, and evidence-based strategies.\\n\\tEvidence-based practices (e.g., direct instruction, scaffolding) are used regularly\\n\\tStudents receive proactive behavioral interventions and supports that foster growth and independence.\\n\\tBehavior intervention plans (BIPs) are followed and monitored\\n\\tFamilies feel informed and included in the IEP process (via surveys or meeting feedback)\\n\\tProfessional learning and training practices provided by the school and/or district are applied and implemented with fidelity.\\n\\tTeachers are responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs.\\n\\tEffective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time.\\n\\n\\n \\n\\nPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n \\n\\nKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\n\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates leadership in the classroom.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’ \\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\n\\n\\n \",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"UNITED COMMUNITY CENTER\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"1028 South 9th st\",\"addressLocality\":\"Milwaukee\",\"addressRegion\":\"WI\",\"postalCode\":53204,\"addressCountry\":\"USA\"}},\"qualifications\":\"\\n\\tBachelor’s Degree and current Wisconsin DPI teacher licensure with a certification in Early Childhood Special Education (1809) or Cross-Categorical 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.\\n\\tMust 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.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility 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.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork 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.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork 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).\\n\\tNoise 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) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\\n\\n \",\"experienceRequirements\":\"\\n\\tBachelor’s Degree and current Wisconsin DPI teacher licensure with a certification in Early Childhood Special Education (1809) or Cross-Categorical 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.\\n\\tMust 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.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility 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.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork 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.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork 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).\\n\\tNoise 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) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\\n\\n \",\"industry\":\"Education\",\"validThrough\":\"-0001-11-30\",\"workHours\":\"Day\",\"educationRequirements\":\"4 Year Degree\"}",
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"qualifications": "<ul>\n\t<li><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span>Bachelor’s Degree and current Wisconsin DPI teacher licensure with a certification in Early Childhood Special Education (1809) or Cross-Categorical 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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must have a valid driver’s license and reliable transportation.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>PHYSICAL REQUIREMENTS:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Visual and auditory acuity to supervise students and respond to classroom needs.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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). </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to receive and respond to oral communication.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>WORKING CONDITIONS:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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.).</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Frequent contact with students, parents/guardians, support staff, and school administration. </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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).</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>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) </span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May be required to operate a motor vehicle during the course of duties.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reasonable accommodations may be made to help perform essential functions.</span></span></span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>UCC provides reasonable accommodation to qualified individuals with disabilities. </span></span></span></span></li>\n</ul>\n\n<p style=\"text-align:justify;text-indent:-0.1pt;\"> </p>",
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