Program Support Teacher CC (for interest) - Schenk - 0.5 FTE - 26-27 SY

Program Support Teacher CC (Schenk) - 0.5 FTE (26-27 SY)
Minimum Annual Compensation: $52,154 (25-26 TE Salary Schedule)

Length of Contract: 192 days

Employment Type: Exempt

Purpose of Position
Under the direction of the Director of Student Services, the Building-Based Program Support Teacher (PST) provides high-level technical assistance, guidance, and instructional support to teachers, administrators, and support staff. The PST leads team collaborations and system-wide initiatives, managing initial special education evaluations, monitoring compliance with legal and district standards, and mentoring teaching staff.

The PST ensures that all students with disabilities receive a Free Appropriate Public Education (FAPE) tailored to their unique needs and prepares them for post‑secondary education, independent living, and future employment.

Supervisory Responsibilities
None

Essential Duties and Responsibilities
Compliance, Legal Procedures & IDEA Alignment

• Assist and guide school-based staff in implementing the Individuals with Disabilities Education Act (IDEA) procedural and substantive requirements.

• Provide technical assistance and support to staff utilizing the electronic eIDEA documentation system.

• Serve as the Local Education Agency (LEA) representative during meetings, sharing administrative responsibilities with designated building or district staff.

Evaluation, Assessment & IEP Development

• Chair new evaluations and serve as an active evaluator when required.

• Train and develop special education staff capacity to conduct high-quality, legally compliant evaluations.

• Assist in drafting, developing, and implementing high-quality Individualized Education Programs (IEPs) for effective progress monitoring.

• Coordinate and support school staff with specialized procedures, including Assistive Technology (AT) assessments, Extended School Year (ESY) planning, Students Moving Across Levels (SMAL), and district support team referrals.

Instructional Support & Academic Assistance

• Assist in planning, executing, and evaluating evidence-based instructional practices and interventions.

• Participate in and provide insight during Student Support and Intervention Team (SSIT) meetings.

• Collaborate on developing school‑wide infrastructure for a Multi‑Tiered System of Supports (MTSS/RtI), including service delivery and staffing models.

• Model, co‑plan, and share instructional strategies and co‑teaching frameworks with teachers.

Data Collection, Analysis & Documentation

• Assist in analyzing student outcome data to identify learning gaps and support School Improvement Plans (SIP).

• Establish, train, and support staff in building-wide progress monitoring practices and data analysis routines.

• Monitor school-wide data related to special education compliance and report findings to leadership.

• Conduct periodic audits of special education files and student documentation for accuracy and regulation compliance.

• Collaborate with principals, School Improvement Partners, and Assistant Directors to integrate special education equity actions into SIP.

• Partner with instructional coaches to drive unified student achievement.

• Serve as liaison between school-based staff and district-level Special Education administration.

Attend all required Student Services meetings and engage in professional development to support district-wide systems change initiatives.

Knowledge, Skills, and Abilities
Instructional Leadership & Collaboration

Deep understanding of evidence-based academic and behavioral interventions.

Mastery of service delivery models and multi-tiered systems of support.

Knowledge of peer coaching cycles, mentoring structures, and staff professional development.

Exceptional ability to facilitate interdisciplinary teams and cultivate partnerships among administrators, teachers, and parents.

Compliance, Assessment & Data Systems

Comprehensive knowledge of IDEA compliance frameworks and current DPI guidance.

Expert-level understanding of initial special education evaluation criteria and tools.

Proficiency in interpreting complex academic, behavioral, and compliance data.

Command of digital compliance tracking and electronic record‑keeping systems (e.g., eIDEA).

Capacity to complete and apply district‑level mandated training.

Required Qualifications
At least five years of experience providing instruction and services to students with disabilities.

Advanced knowledge of IDEA and current DPI guidance.

Ability to complete all district-level mandated training applicable to the role.

License or Certification Requirements
Hold a valid special education teacher license covering the grade levels of the school(s) you support, granted by the Wisconsin Department of Public Instruction. Licensure must be current or obtained within a timeframe determined by the District.

Preferred
Master’s Degree or progressing toward completion of a graduate-level degree.

Working Conditions
Work may require travel to different locations within the district and to off‑site meetings.

Position may require working evenings, nights, and some weekends.

Some positions may allow hybrid work flexibility; details will be discussed during the interview process.

School-based positions are required to be in‑person unless otherwise directed by the building principal.

Physical Requirements
Ability to lift up to 25 pounds occasionally; may involve walking, sitting, stooping or reaching. Manual dexterity required for general tasks while operating office equipment. Position may require being stationary for extended periods.

Work may be performed in indoor and outdoor environments throughout the year, including inclement weather and areas with variable temperatures.

Disclaimer
This position description is subject to change at any time. The description does not limit duties, responsibilities, or skills required; additional tasks may be performed as directed by the supervisor.

Equal Opportunity Employer
The Madison Metropolitan School District is an Equal Opportunity Employer. We encourage veterans, women, people of color, LGBTQIA+, and people with disabilities to apply. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. The District will provide reasonable accommodations to qualified individuals with disabilities in compliance with the Americans with Disabilities Act.

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