Transition Teacher

Education

Minimum Bachelor's degree in Education, Valid Oklahoma teaching certificate.

Minimum of 3 years experience teaching students with profound disabilities, preferred.

Computer literate; excellent written and oral communication ability; expertise in Special Education Transition Assessments and programming.

Ability to maintain cooperative relationships with administrators, teachers, staff and community partners.

The transition specialist provides direct services to students with disabilities to help find and keep competitive employment that is consistent with their vocational goals. This position coordinates and implements job development and placement programs; assists special education certified staff in the development of job plans related to assessment and training opportunities for individual special education students; consults with area businesses for placement possibilities;

provides extended assessments, job evaluations, training and placement for special education students in preparation for post-graduate employment.

• Assist with the coordination of post-high school transition planning.
• Facilitate, plan and organize the Tiger Loving Care Food Pantry Transition Workshop.
• Provide/ facilitate job shadowing (job coaches) and/or work experience opportunities in the community.
• Maintain a "Transition Profile" for each student in their cumulative folder that tracks assessments and their results with a suggested timeline of implementation.
• Collect data from the implementation of the IEP and Transition Plan and provide data documentation that is then presented to the team.
• Serve as a district liaison with area businesses, advisory groups, and agencies to encourage the further development of school-to-work opportunities.
• Collaborate with community businesses to establish work experience and shadowing opportunities (A New Leaf, Gatesway, Goodwill, Broken Arrow Neighbors, and other community job establishments).
• Assists teachers, principals, directors and other school based staff and Central Office personnel in the planning, delivery and evaluation of transition procedures and services for students with disabilities.
• Establish and maintain a transition assessment and services resource file to be utilized by special education staff.
• Provide training for special education staff and administration on transition programming.
• Collaborate with IEP teams to write meaningful transition plans, determine post-secondary goals and transition services, and/or serve as a resource to special education case managers.
• Organize a "Transition Fair" for special education students and their families that would provide information from workplaces, colleges, transition program, community resources, etc.
• Attends state transition meetings and conferences.
• Gather information and provide a transition packet to students with special education needs.
• Performs psychologist duties as assigned.

Ability to use sound judgment in any situation. Ability to deal successfully and rapidly with changes in assignments and properly respond to applicable correspondence/communication received.

Able to be in attendance for assigned responsibilities with 95% attendance.

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.

The physical demands described here are representative of those that must be met by an employee to successfully perform 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 frequently required to sit at a desk or in meetings for long periods;

travel to school sites; and using keyboarding skills, work on a computer for long periods. Walking, sitting and standing as required to perform responsibilities and to care for or monitor students. Lifting, bending/stooping, crouching, kneeling, pushing/pulling or crawling as necessary to assist and care for students. Ability to react quickly with no advance warning to secure student safety.