Reports to:

Special Education Department Head/Transition Coordinator

GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE):

The transition teacher/specialist will provide high school building-based support, direct service, coaching and consultation to facilitate a collaborative transition planning process across with students, staff, and families. 

QUALIFICATIONS:

Required Qualifications:

DESE License or License Eligible in Special Education, Education, School Counselor, Psychologist or other related discipline

DESE Transition Specialist preferred

Strong leadership skills

Strong multi-faceted transition planning experience and expertise across educational, vocational, community, college and career domains

Experience working with a range of students with disabilities age 14-22

ESSENTIAL JOB DUTIES (NOT LIMITED TO):

Primary responsibilities are to develop and implement post secondary options, including career development and post secondary education supports and services for students with disabilities as they prepare to leave high school. The Transition Specialist will provide linkages within the school for successful transition services, such as sharing information with teachers and administrators; provide linkages with adult agencies and businesses; conduct assessment and career counseling activities; facilitate transition-planning processes; and educate special education teachers, employers, job and educational coaches, and Institutes of Higher Education about the value of self-determination and transition options for students with disabilities. Family support and resources will be provided by the Transition Specialist, as well as public relations activities; program development that is reflective of students’ preferences and interests; and program evaluation. Consistent and on-time attendance is required for supervision and instruction of the students Responsible for implementing “other job related duties” as needed.

Individual student support:

• Attend/participate in IEP meetings
• Meet with students to discuss transition planning and options
• Be familiar with various types of student-centered planning methods
• Work with students to choose most appropriate planning method based on individual style/preference
• Coordinate person-centered-planning with staff 
• Assist students to participate in transition planning activities
• Facilitating access to vocational/educational opportunities within general education
• Identifying and referring students for more targeted vocational assessments as needed (like situational assessments) 
• Developing community-based training and community work-based learning opportunities based on identified student interests
• Assisting student to examine/identify postsecondary training and education options connected to career interests
• Assisting students to complete job readiness activities- resume, securing references, interview preparation
• Assisting students to evaluate their postsecondary experiences
• Identifying, establishing, and maintaining linkages with community agencies and businesses
• Facilitating referrals to other agencies
• Assist students to present their transition needs to transition team
• Assist students in the community by providing transition services, including, but not limited to, travel training and observations at job sites.

Family support:

• Assist families, parents, and students to access transition services
• Promote student, family, and school personnel understanding of laws, eligibility requirements, and availability of services

School-wide transition services:

• Identify transition services provided by community agencies
• Provide support, guidance, and professional development as needed to middle school and high school special education staff 
• Focus on infusing transition services into programming for all students
• Recognizing naturally occurring instances of transition within the middle school and high school curriculum
• Supporting the development of TPFs, writing goals, objectives, as needed
• Consult to teams (staff, families, and students) for various transition related needs (688 referrals, transition assessment, brainstorming student scenarios, etc)
• Collaborate with adult providers and community partners as needed
• Provide resources to families, disseminate information regarding local workshops, conferences, and trainings

WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:

Work Environment:

Work is performed in office, school, and community settings

Physical Requirements:

Regularly required to lift and/or move objects weighing up to 25 pounds.