Transition Coordinator / Special Education Teacher

TITLE: Transition Coordinator / Special Education Teacher

DEPARTMENT: Special Education

REPORTS TO AND IS EVALUATED BY: Special Education Supervisor, Building Principal, or Director of Pupil Services

The Special Education Transition Coordinator/Special Education Teacher is responsible for developing, implementing, and coordinating transition services for high school students with disabilities. This includes assisting students in the transition from high school to post-secondary education, employment, and independent living as outlined in their Individualized Education Programs (IEPs). The coordinator works closely with students, families, school staff, community agencies, and post-secondary institutions to ensure a successful transition process and manages a direct student caseload.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

(Numerically listed in order of most important to least)

1. Develop and coordinate individualized transition plans and grids for students with disabilities ages 14–21 as part of their IEP.
2. Coordinate work-based learning experiences, internships, job shadowing, and job placements, including securing new partnerships with local businesses.
3. Monitor student progress toward transition goals and document activities and services in accordance with IEPs and compliance standards.
4. Provide direct instruction or support in areas such as job readiness, independent living skills, and self-advocacy.
5. Facilitate transition assessments to help determine students' strengths, interests, and needs.
6. Visit students at their work sites to provide feedback and collaborate with the site supervisor to ensure student success.
7. Coordinate and train/support the job coaches assigned to students, including supporting them in completing student work evaluations.
8. Build and maintain partnerships with the Office of Rehabilitation (OVR), local businesses, community agencies, and post-secondary programs.
9. Engage and work collaboratively with related service providers to ensure that accommodations and assistive technologies are provided within the transition process.
10. Coordinate transportation for all students to and from work sites.
11. Stay current on state and federal regulations related to transition planning and special education.
12. Provide professional development and support to staff and families on transition-related topics.
13. Develop and coordinate daily instructional assistant absences at PGHS in coordination with the lead special education teacher.
14. Manage a caseload of students and hold IEP meetings throughout the year.
15. Coordinate Extended School Year work sites and transportation.
16. Coordinator will be responsible to teach transition related classes throughout the school year.
17. Other jobs as assigned by the Special Education Supervisor, Building Principal, or Director of Pupil Services.

QUALIFICATIONS:

(Numerically listed in order of most important to least)

1. Valid teaching certificate with a special education endorsement.
2. Bachelor’s degree in Special Education or related field (Master’s degree preferred).
3. Minimum of 3 years of experience in special education or related transition services.
4. Familiarity with IDEA, IEP process, and post-secondary transition planning.
5. Knowledge of transition assessments, career exploration tools, and assistive technology.
6. Strong communication, collaboration, and organizational skills.
7. Ability to work effectively with diverse populations and teams.

CLEARANCE QUALIFICATIONS:

• Submission of pre-employment medical examination (Section 148 of the Pennsylvania School Code) via School Personnel Health Record form.
• Submission of a report of criminal history record from the Pennsylvania State Police (Section 111 of the Pennsylvania School Code).
• FBI Criminal History Record.
• Submission of a clearance report from the Pennsylvania Department of Public Welfare in accordance with Act 151 of 1994 (Child abuse history).

PHYSICAL DEMANDS:

• Ability to reach above and below the waist.
• Ability to use fingers to pick, feel and grasp objects.
• Ability to lift and/or carry supplies and/or papers weighing no more than 20 lbs.
• Ability to sit, walk, stand or move throughout the work environment, often with extended periods of the workday.
• Ability to meet the demands of physical restraint as necessary.

SENSORY ABILITIES:

• Visual acuity.
• Auditory acuity.

WORK ENVIRONMENT:

• Typical classroom environment.
• Subject to inside environmental conditions.

TEMPERAMENT:

• Must possess excellent interpersonal skills.
• Must be able to work in an environment with frequent interruptions.
• Able to make judgments and work under high level of stress.

COGNITIVE ABILITY:

• Ability to communicate effectively.
• Ability to organize tasks.
• Ability to handle multiple tasks.
• Ability to exercise good judgment.

SPECIFIC SKILLS:

• Must possess leadership skills.
• Must possess computer skills.
• Ability to operate various office equipment.
• Must maintain required Professional Development as per the Pennsylvania Department of Education and or National Board Certification.

(Reasonable accommodations may be made to enable a qualified individual with a disability or disabilities to perform the primary duties and responsibilities of the job.)

TERMS OF EMPLOYMENT:

• Professional Position.

• 188 days during the school year (Standard Professional Contract).

• [Insert Number] days of consultation during the extended school year.

Approved by BOE – 8/18/25