mmsd
Program Support Teacher CC (for interest) - 0.8 Hamilton/0.2 Van Hise - 1.0 FTE - 26-27 SY
Job description
Program Support Teacher CC (for interest) - 0.8 Hamilton/0.2 Van Hise - 1.0 FTE - 26-27 SY
Student Services
Hamilton Middle/Van Hise Elementary
Annual Salary
Minimum Annual Compensation: $52,154 (25-26 TE Salary Schedule)
Length of Contract: 192 days
Employment Type: Exempt
MMSD is seeking highly motivated and energetic applicants! Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning.
Why You Should Work with MMSD!
The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin. We have a simple but bold vision — to ensure that every school is a thriving school, that prepares every student to graduate from high school ready for college, career, and community. We welcome applicants who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families, and staff.
In addition, we have a great compensation package. Visit our benefits page and compensation page for more information.
Becoming a Model School District
The Madison Metropolitan School District is committed to being anti-racist, culturally responsive, and inclusive. We have a simple but bold vision — to ensure that every school is a thriving school, fostering the growth of every student so they graduate from high school ready for college, career and community.
Our strategy is captured in our strategic framework , and centers on three major goals: that all children achieve academically, that our schools are places where children and adults thrive, and that our Black youth excel at school. To achieve this vision, we seek to retain staff in all positions, who are committed to being anti-racist, culturally responsive, and inclusive. Staff who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families and staff.
We firmly believe in and are here to create a work environment that is challenging and rewarding, while supporting employees in their career path. We strive to provide, encourage, grow, and develop a talented workforce that better supports and represents the diversity of our student population. We know this vision doesn't come to life without dynamic leaders and support staff in every school.
About Our District
The Madison Metropolitan School District is the second largest school district in Wisconsin. The district serves a beautifully diverse population of more than 25,000 students. More than half are students of color. Almost half come from low income households. Nearly one third are English Language Learners, and more than 100 languages are represented in our schools. Madison schools are committed to making this district a place where every child thrives.
Purpose of Position
Under the direction of the Director of Student Services, the primary role of the Building-Based Program Support Teacher (PST) is to provide high-level technical assistance, guidance, and instructional support to teachers, administrators, and support staff. A key component of this position is leading team collaborations and system-wide initiatives, which include managing and conducting initial special education evaluations, monitoring compliance with legal and district standards, and monitoring and mentoring teaching staff.
The PST ensures that all students with disabilities receive a Free Appropriate Public Education (FAPE) tailored to their unique needs, effectively preparing them for post-secondary education, independent living, and future employment. In alignment with the Madison Metropolitan School District’s commitment to inclusive education, special education services are integrated across a diverse continuum of environments—including general education, community-based, specialized, and home-based settings—to deliver the richest possible learning experience for every student.
Supervisory Responsibilities: None
Essential Duties and Responsibilities
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Compliance, Legal Procedures, & IDEA Alignment
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Ensure IDEA Compliance: Assist and guide school-based staff in successfully implementing the Individuals with Disabilities Education Act (IDEA) procedural and substantive requirements.
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System Support: Provide technical assistance and support to staff utilizing the electronic eIDEA documentation system.
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LEA Representation: Serve as the Local Education Agency (LEA) representative during meetings, sharing this administrative responsibility with designated building or district staff.
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Evaluation, Assessment, & IEP Development
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Lead Evaluation Teams: Chair new evaluations for students referred for special education services, and serve as an active evaluator when required.
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Staff Capacity Building: Train and develop special education staff capacity to conduct high-quality, legally compliant evaluations that directly inform instruction and interventions.
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IEP Quality Assurance: Assist special education staff in drafting, developing, and implementing high-quality Individualized Education Programs (IEPs) that allow for effective progress monitoring.
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Specialized District Processes: 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.
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Instructional Support & Academic Assistance
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Evidence-Based Practices: Assist special education staff in planning, executing, and evaluating the impact of high-quality instructional practices and evidence-based academic and behavioral interventions.
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Problem-Solving Teams: Participate in and provide specialized insight regarding the needs of struggling learners within Student Support and Intervention Team (SSIT) meetings.
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Infrastructure & MTSS Development: Collaborate with building principals and staff to develop school-wide infrastructure for a Multi-Tiered System of Supports (MTSS/RtI), including service delivery and staffing models.
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Instructional Coaching: Model, co-plan, and share specialized instructional strategies and co-teaching frameworks with teachers to maximize classroom accessibility and programming in the least restrictive environment for students with disabilities.
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Data Collection, Analysis, & Documentation
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Data-Driven Improvement: Assist the principal and school leadership team in analyzing student outcome data to identify learning gaps, growth areas, and targets for School Improvement Plans (SIP).
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Progress Monitoring Guidance: Establish, train, and support staff in building-wide progress monitoring practices, reliable data collection tools, and data analysis routines.
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Compliance Reporting: Regularly monitor school-wide data related to special education compliance, timelines, and student achievement metrics to report findings to building and district leadership.
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Audit Readiness: Audit and review special education files and student documentation periodically to ensure accurate data entry, proper record maintenance, and state regulation compliance.
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Leadership, Collaboration, & System Logistics
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School Improvement Alignment: Collaborate with the principal, School Improvement Partner, and Assistant Director to identify and integrate key special education equity actions into the School Improvement Plan (SIP).
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Interdisciplinary Collaboration: Partner closely with building instructional coaches (Instructional Resource Teachers, Learning Coordinators, Literacy Coaches) to drive unified student achievement building-wide.
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Administrative Liaison: Serve as the primary, proactive liaison between school-based staff and the district-level Special Education administration.
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Systems Change & Professional Growth: Attend all required Student Services meetings, engage in professional development, and actively support district-wide systems change initiatives and emphasis areas.
Knowledge, Skills, and Abilities Required to Perform Essential Job Functions
- Instructional Leadership & Collaboration
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Inclusive Practices: Deep understanding of evidence-based academic and behavioral interventions, ensuring robust student inclusion within general education environments to the fullest extent possible.
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Continuum Planning: Mastery of diverse special education service delivery models and multi-tiered systems of support across school-wide infrastructures.
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Adult Learning Frameworks: Knowledge of peer coaching cycles, mentoring structures, and effective methodologies for developing and leading staff professional development.
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Collaborative Problem-Solving: Exceptional capability to facilitate interdisciplinary teams, navigate complex building-level challenges, and cultivate partnerships among administrators, teachers, and parents.
- Compliance, Assessment & Data Systems
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Special Education Law: Comprehensive, up-to-date knowledge of IDEA compliance frameworks, procedural safeguards, FAPE standards, and current DPI guidance.
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Evaluations & Eligibility: Expert-level understanding of the criteria, processes, and tools required to manage and conduct initial special education evaluations.
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Data Synthesis: Proficiency in interpreting complex academic, behavioral, and school-wide compliance data to identify systemic trends and guide instructional action steps.
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Systems & Documentation: Command of digital compliance tracking and electronic record-keeping systems (e.g., eIDEA) to maintain audit readiness.
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Mandated Training: Capacity to successfully complete and apply all district-level mandated training relevant to the role.
Required Qualifications
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Bachelor's Degree
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At least five years of experience providing exceptional instruction and services to students with disabilities.
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Advanced knowledge of IDEA, including application of current DPI guidance.
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Ability to complete all district-level mandated training applicable to the role.
License or Certification Requirements
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Hold a valid special education teacher license covering all the grade levels of the school(s) you support, granted by the Wisconsin Department of Public Instruction. The incumbent must have a current license or obtain a license within a timeframe determined by the District.
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Preferred: Master’s Degree (or working towards completion of graduate-level degree)
Next Steps
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Upon submitting, your application will be reviewed by the hiring manager. Based on your application materials, a hiring manager may reach out to you to schedule an interview.
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Candidates who have indicated fluency in Spanish and/or Hmong are invited to apply for our bilingual positions as well. If interested in a bilingual position, candidates would be asked to complete reading, writing, and oral language proficiency assessments.
Working Conditions
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Work may require travel to different locations within the district and to off-site meetings.
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Position may require working evenings, nights, and some weekends.
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Certain positions within the District may allow hybrid work flexibility for a portion of their work schedule, depending on the needs of the position and the work unit. This topic and any remote work flexibility that may be available will be discussed in more detail in the interview process
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School-based positions are required to be in-person unless otherwise directed by the building principal.
Physical Requirements
Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time.
Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.
Disclaimer
This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job-related tasks as directed by the supervisor.
The Madison Metropolitan School District is an Equal Opportunity Employer. We continue to seek a diverse and talented workforce. 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. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities.
