SALARY SCHEDULE: CERTIFIED TEACHER SCHEDULE

DEPARTMENT: SPECIAL SERVICES

FLSA STATUS: EXEMPT

SAFETY-SENSITIVE: YES

POSITION SUMMARY:

This position is for a candidate interested in working with and providing transition instruction to students
with disabilities in a Special Education or General Education setting. This position will also link students
and families with agencies and supports necessary to support independence and attainment of life goals
through post-secondary transition planning. This position will collaborate with teachers, evaluation staff,
parents and agency providers in order to meet state and federal mandates in regard to person centered
planning and future planning. Additionally, this position will collaborate on the vocational education
classroom and work experience opportunities for students with disabilities. The position will coordinate
services with local school vocational programs/staff, community, and regional/state resources.

QUALIFICATION REQUIREMENTS:

? Ability to perform each essential duty satisfactorily
? Special Education teaching certificate; Mild/Moderate Certificate and/or Severe/Profound
Certificate
? Certified Special Education Teacher with experience working in the field of Special Education at
the secondary level for a minimum of 5 years.
? Knowledge of the IDEA and transition planning for students with disabilities, IEP transition
indicators, Job development/coaching procedures, as well as Instructional planning for transition.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Maintain classroom and curriculum for Vocational Training and Community Skills programs for
district’s high schools.

2. Demonstrate a high degree of knowledge, understanding and skill with respect to the classroom;
with exposed knowledge of post-secondary transition goal planning including education,
employment, and independent living.

3. Monitor progress of students’ mastery of Individualized Education Plan (IEP) goals and
objectives that are aligned to post-secondary transition plan goals.

4. Establish a collaborative relationship with community and agency representatives in order to
facilitate the post-secondary transition, create work-based learning opportunities/internships, and
support community based vocational partnerships.

5. Help district gather current transition information and distribute to educators.

6. Develop transition handbooks, information handouts, brochures, flyers, etc

7. Supervise Work Study and School to Work students and/or programs in high school.

8. Support the development of Transition IEPs which may include training teachers and conducting
professional development opportunities.

9. Promote understanding of laws, eligibility requirements and availability of transition services.

10. Additional duties that may be assigned by immediate supervisor or above.

LANGUAGE AND GRAMMAR SKILLS:

Ability to read and comprehend simple instructions, short correspondence and memos. Ability to compose and write grammatically correct correspondence and memos.

REASONING ABILITY:

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, schedule form, or blueprint form.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. The employee frequently is required to stand, walk, climb or balance, and stoop, kneel, crouch, or crawl. The employee is occasionally required to sit.

The employee must frequently lift and/or move up to 100 pounds, frequently lift and/or move more than 100 pounds, and frequently lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly exposed to fume or airborne particles. The employee frequently works in high, precarious places and in outside weather conditions. The employee frequently works near moving mechanical parts, extreme cold (including outdoors), extreme heat (including direct sunlight), risk of electrical shock and vibration.

The noise level in the work environment will vary from somewhat loud to extremely loud.

To ensure continuity of services, a different work location may be necessary in the event of a health crisis or disruptive situation that requires the closing of school and/or office buildings. An employee’s eligibility for a varied work location will be determined by the superintendent of schools. Expectations and guidelines for this change will be distributed by the employee’s supervisor, based on his/her role and responsibilities.

SUPERVISORY RESPONSIBILITIES:

Employee may occasionally be required to supervise a varying number of employees in the overall direction, coordination, and completion of tasks as assigned.

DISCLAIMER:

Please note that job descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job. They are intended to be accurate reflections of those principal job elements essential for making fair hiring and pay decisions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions