Long Term Guest Teacher - Middle School Special Education

Long Term Guest Teacher - Middle School Special Education - Vacancy ID: 271850
Open Vacancy
Vacancy Details
Long Term Guest Teacher - Middle School Special Education
Muskego Lakes Middle School
1
N/A
Open until filled
Contact
Ellie Callow
Payroll & Benefits Coordinator
(262) 971-1800
Position Details
9/3/2026
$140/day
September 3, 2026 - September 11, 2026
Full Time
We are currently seeking a highly dedicated, motivated, long-term guest teacher to serve the student community at Muskego Lakes Middle School. Wisconsin DPI certification in Special Education or a License with Stipulations to teach Special Education is required. Candidates will be expected to demonstrate a student-centered philosophy of education and a broad repertoire of instructional strategies, differentiation/personalized learning techniques, and literacy advocacy.
Candidates must understand the developmental stages of widely divergent children and implement developmentally responsive programming; must be skilled at proactively managing student behavior by fostering positive relationships based on mutual respect and by intervening as necessary to assist students toward the acquisition of self-discipline and pro-social interaction skills.
Candidates must demonstrate familiarity with current laws, rules, and regulations related to special education: procedures and practices used to protect the rights of students with disabilities; current trends and issues in the field of special education as it applies to daily service delivery; the concept of the least restrictive environment.
Candidates must demonstrate familiarity with current assessment, identification, and evaluation tools and practices, including specialized educational terminology used for the assessment of social skills, academics, emotional and behavioral functioning, and transitional needs.
Candidates must demonstrate knowledge of instructional content and practices for learners, including early intervention strategies; use of technology for students with disabilities; plan, organize, and implement IEP’s; accommodate, modify, and evaluate curricular materials; and design functional classrooms with consistent rules and routines leading to self-management and self-control strategies.
Preferred Qualifications:
• Ability to advocate for students in all classroom settings.
• Experience and or strong desire to co-teach in the regular education classroom.
• Ability to demonstrate strong organizational and collaborative skills.
• Knowledge of Assistive Technology.
• Experience working with students with disabilities in inclusive settings.
• Understanding of applications of principles in Universal Design for Learning.
Physical Requirements:
• Ability to walk a minimum of 2 miles per day.
• Ability to bend, stand, and stoop multiple times per day.
• Ability to place students weighing up to 80 pounds in Crisis Prevention Intervention-approved protective holds as defined by Act 125.
• Ability to maneuver students weighing up to 180 pounds in wheeled mobility equipment
(wheelchair, stroller, etc).
• Ability to position or support an assisted transfer of a student weighing up to 180 pounds.
Candidates must understand the developmental stages of widely divergent children and implement developmentally responsive programming; must be skilled at proactively managing student behavior by fostering positive relationships based on mutual respect and by intervening as necessary to assist students toward the acquisition of self-discipline and pro-social interaction skills.
Candidates must demonstrate familiarity with current laws, rules, and regulations related to special education: procedures and practices used to protect the rights of students with disabilities; current trends and issues in the field of special education as it applies to daily service delivery; the concept of the least restrictive environment.
Candidates must demonstrate familiarity with current assessment, identification, and evaluation tools and practices, including specialized educational terminology used for the assessment of social skills, academics, emotional and behavioral functioning, and transitional needs.
Candidates must demonstrate knowledge of instructional content and practices for learners, including early intervention strategies; use of technology for students with disabilities; plan, organize, and implement IEP’s; accommodate, modify, and evaluate curricular materials; and design functional classrooms with consistent rules and routines leading to self-management and self-control strategies.
Preferred Qualifications:
• Ability to advocate for students in all classroom settings.
• Experience and or strong desire to co-teach in the regular education classroom.
• Ability to demonstrate strong organizational and collaborative skills.
• Knowledge of Assistive Technology.
• Experience working with students with disabilities in inclusive settings.
• Understanding of applications of principles in Universal Design for Learning.
Physical Requirements:
• Ability to walk a minimum of 2 miles per day.
• Ability to bend, stand, and stoop multiple times per day.
• Ability to place students weighing up to 80 pounds in Crisis Prevention Intervention-approved protective holds as defined by Act 125.
• Ability to maneuver students weighing up to 180 pounds in wheeled mobility equipment
(wheelchair, stroller, etc).
• Ability to position or support an assisted transfer of a student weighing up to 180 pounds.
Candidate Requirements
0
Bachelor
- Cross Categorical Special Education
- Specific Learning Disabilities
- Cover Letter
- Resume