Teacher - Special Education (Transition Coordinator) - Vacancy ID: 254130

Job Goal: The Special Education Transition Coordinator is responsible for empowering high school students with disabilities to achieve meaningful post-secondary outcomes by developing individualized transition plans, fostering self-advocacy skills, and building strong partnerships among families, school staff, and community agencies.

Qualifications:

• Currently hold a Wisconsin DPI teacher certification in appropriate developmental level.

• Minimum of 3 years successful teaching experience preferred.

• Understanding of DVR and other post secondary/community employment supports.

• Ability to be a part of a collaborative team supporting students with post secondary transition needs.

• Knowledge of transition assessments.

• Ability to work with students from diverse backgrounds and needs.

• Ability to collect and interpret data.

Reports to: Director of Student Services

Job Responsibilities:

1. Collaborate with special education teachers to develop and monitor transition components of IEPs in compliance with IDEA.

2. Conduct and/or support the facilitation of age-appropriate transition assessments.

3. Coordinate vocational training, job shadowing, internships, and community-based instruction.

4. Collaborate with agencies such as Vocational Rehabilitation and local workforce development programs.

5. Support students in applying to colleges, trade schools, or employment programs as needed.

6. Provide instruction in self-advocacy, independent living, and career readiness skills.

7. Facilitate family engagement and transition planning meetings.

8. Track post-secondary outcomes and maintain required documentation.

9. Attend all required meetings, trainings, and educational classes as required. 

10. Maintain a clean and safe environment.

11. Additional duties and responsibilities as assigned.

Physical 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).