Teacher - Special Education - ASPIRE Transition Program for 18-21 - Vacancy ID: 211900

QUALIFICATIONS:

1. Certified and licensed, special education teacher.

2. Wisconsin DPI license commensurate with the assignment or ability to obtain licensure.

3. Preference given to candidates with training in the area and/or work experience as a Transition Coordinator or in the area of Post Secondary Transition.

4. Valid Driver’s License 

REPORTS TO: Student Services Department / HS Building Principal or Associate Principal

JOB GOAL:  

Under the direction of the Student Services Department/Building Principal, this position will be responsible for assisting students with disabilities, and their families, in obtaining the services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. This teaching position will develop new, and maintain current, community partnerships with local businesses, employers, and the viable local, county, and state service providers to help bridge the gap from K12 special education services to successful adulthood for students with disabilities. The transition teacher for our 18-21 year old program will also serve as a resource for special and regular education staff by providing them training and information on best practices in instruction and IEP development aimed at post secondary success. 

ESSENTIAL FUNCTIONS: 

The Transition Coordinator will:

1. Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.

2. Develop curriculum, design and implement lesson plans, and assess student progress.

3. Disseminate information to staff, students, and parents regarding student needs, progress, and resources.

4. Coordinate transition activities for college, career, and community readiness.

5. Manage IEPs for assigned caseload; coordinate and facilitate IEP meetings, write IEPs, and communicate with general education teachers, support staff, and administration. 

6. Facilitate referral, application, eligibility process for student and families to adult service providers.

7. Assist with alignment of the transition continuum of services at the secondary level. 

8. Demonstrate knowledge of how disabilities impact an individual’s ability to function in the post-secondary setting.

9. Follow state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.

10. Build connections with local businesses to continue to expand on job placement opportunities through school-based vocational training.

11. Help organize all aspects of Wisconsin SPP Indicator 14 requirements as well as other post-graduation data surrounding post-secondary outcomes for students identified with disabilities. 

12. Facilitate and organize work for Indicator 13 through the development of Post Secondary Transition Plans (PTPs) along with the review of plans for submission to the Wisconsin Department of Public Instruction (DPI).

13. Provide training for special education staff, LEA representatives, and other staff on best practices that will align to IEP development and coaching of support staff in the task and work of job coaching students. 

14. Demonstrate knowledge of and application in practice regarding Transfer of Rights, Guardianship, and Supportive Decision Making for students with disabilities.

PROFESSIONAL DEVELOPMENT:

This position requires the teacher to demonstrate professional development by:

1. Participating actively in inservice programs and opportunities that increase skills. 

2. Keeping abreast of professional development in his/her particular area and in education as a whole.

3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

4. Collaborating with local, county, and state service providers to stay abreast of programing, funding options for families, etc. 

5. Serving on District committees, task forces, work groups, etc., as requested.

WORK REQUIREMENTS:

This work regularly requires sitting, standing, walking, speaking, hearing and occasionally requires pushing, pulling, lifting, and operating machines; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data, and observing general surroundings and activities; work is generally in a moderately noisy location (e.g. school offices/classrooms/passageways); work requires ability to legally operate school owned vehicles; work requires the transportation of students.

EVALUATION: 

Conducted by Building Principal or Associate Principal