SpEd Transition Coach
Location:EAC (Education and Administration Center)
Recruiting Start Date:09/01/2020
Estimated Start Date:09/08/2020Independently plans and carries out programming in the community setting that promotes maximum independence, successful employment, and quality of life for students transitioning from high school to adulthood. Independently develops partnerships with and coordinates services among parents, community agencies, post-secondary educational institutions, businesses, and community establishments in order to meet students’ needs and IEP goals.
The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.
- Reports consistently for work as scheduled
- Performs other duties as assigned
- Attains proficient or higher evaluations on established Performance Standards
- Independently implements students’ IEP goals and objectives in community setting
- Develops partnerships with businesses, post-secondary institutions, adult agencies, and community establishments
- Maintains frequent communication with parents regarding their students’ activities, job placement, work schedules, job performance, and progress toward IEP goals
- Informally assesses students’ vocational interests and abilities
- Develops and assists in obtaining appropriate jobs for selected students
- Trains, coaches, monitors, and evaluates students on the job
- Independently plans and carries out a variety of community activities to teach life skills, recreation/leisure skills, and social skills
- Transports students in district vans to and from job interviews, appointments, agency intakes, and community activities
- Regularly monitors and evaluates programming for students receiving services from contracted local vendor agencies
- Assists students in building peer relationships and improving social skills in community setting
- Develops natural resources and supports for students in the community
- Independently problem solves behavioral and medical issues that arise with students in the community
- Informs students and parents about adult agencies and transports students to agencies to complete intakes
- Investigates, in an ongoing manner, new community resources for meeting students’ needs
- Regularly communicates student progress to Transition Coordinator
- Educates community members regarding disabilities, services, and specific student needs
- Wears pager in order to be contacted when not in office
- Attends and participates in students’ IEP meetings
- Assists in planning and hosting special projects such as Agency Fair, Transition Graduation Celebration, Transition Open House, etc.
- Attends and serves as member of Transition Steering Committee
- Attends monthly Transition Team meetings
- Prepares and maintains records to document student attendance, student progress toward goals, parents’ contacts, employer contacts, student employment records, etc.
- Assists Transition teacher with evening classes minimum one evening a week
- Participates in outside trainings specific to job development, job coaching, partnering with employers and agencies, agency awareness
Knowledge, Skills, and Abilities:
- Ability to adapt to changing technologies and to learn functionality of new equipment and systems
- Ability to communicate effectively verbally and in writing
- Ability to create, access, input, retrieve, and manipulate information in various software systems
- Ability to establish and maintain accurate record keeping, document management, and filing systems
- Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
- Ability to follow oral and written instructions
- Ability to greet and interact with the public in a courteous and professional manner
- Ability to maintain confidentiality
- Ability to manage simultaneous demands and set clear priorities
- Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
- Ability to work independently without direct supervision
- Commitment to the education of students as a primary responsibility
- Communicates effectively with students and adults in a wide variety of settings
- Computer proficiency including office productivity applications
- Considerable knowledge of policies, procedures, and overall district functions
- Demonstrated ability to manage simultaneous demands and set clear priorities
- Demonstrated ability to work well with others in a team setting
- Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
- Demonstrates effective organizational and time management skills
- Energetic, creative, innovative, flexible
- Excellent cooperative, collaborative, and problem-solving skills
- Knowledge of office methods and procedures
- Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
- Knowledge of, or be willing to learn, how to access the myriad adult agencies available to Transition students (SSI, Medicaid, Section 8 Housing, Resource Exchange, Voc Rehab, etc.)
- Promotes a positive climate, culture, and community
- Strong organizational, interpersonal, written, listening, and verbal communication skills
- Student-centered and relationship-focused
- Understanding of data privacy laws and their implications for the educational community
- Willing and able to obtain District 20 van license (requires clean driving record)
- Willing to attend CO-TOP opportunities and other professional learning related to job
- Willingness to participate in ongoing training as required
Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.
- The noise level in the work environment may alternate among quiet, moderate, and loud.
- The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
- The incumbent is required to work scheduled school/work hours and/or days.
- The incumbent may be required to work extended school/work hours and/or days as directed.
- Work is performed primarily in the community and less often in office environment and classroom.
Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions
- Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
- Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
- Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
- Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.
- Has capacity to walk distances in community in variety of weather and over variety of terrain to and from jobs, stores, public transportation, etc.
- Has visual capacity enabling student supervision in the community
- Has capacity to drive own vehicle or district van in the community
- Conducts activities involving climbing, stooping, kneeling/bending, crouching/squatting, twisting, and reaching
Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.
Scheduled Weekly Hours:37.5
Hours per Day:7.5 hour(s) per day
Number of Days per Year:182 days M-F
FLSA Status:United States of America (Non-Exempt)
How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:
- A current resume
Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting
Hiring Manager Email: