CCS Life Design and Transition Coordinator

State

Title:

Project Specialist

Bargaining Unit:
Non-Unit

Employment Type:

35 hours per week/Full-time

Salary Range: $68,000 - $78,000

NON-UNION POSITIONS: For non-unit positions, salary commensurate with experience and is accompanied by a competitive benefits package.

Founded in 1855, TCNJ offers a highly personalized and collaborative liberal arts education with over 7,400 undergraduates and 700 graduate students. The college is consistently ranked among the top comprehensive colleges in the nation, offering small classes, a 13:1 student-faculty ratio, and an immersive living-learning experience. With a 4-year graduation rate ranked #1 in New Jersey and #9 among U.S. public institutions, TCNJ is a model for public higher education.

The Life Design and Transition Coordinator for the Career & Community Studies Program at TCNJ, is a unique position that supports TCNJ CCS college students in the 4-year process of personal discovery, futures planning and skill development related to establishing a path to a desired adult life. Life Design refers to a sequential and systematic individualized approach to identifying attributes, talents and interests as it relates to facilitating the transition into a successful post-program / adult life from their individual perspective.

This program component is a comprehensive approach to life and transition planning that strives to assure that each graduate is firmly rooted within a plan for post-graduate competitive integrated employment, independent living, and overall independence. The Life Design and Transition curriculum focuses on the development and implementation of a 4 year process of individualized and person-centered life planning that includes the areas of self-awareness / identity, self-determination / self-advocacy, self-reflection, creative / shared decision-making, and other related areas of human development.

• CURRICULUM DEVELOPMENT:
  With guidance from the CCS Administration, develop a Life Design and Transition curriculum through a backward design reflecting the measurable outcomes expected students to achieve at the end of the program. The curriculum must include a detailed scope and sequence that is implemented throughout the Life Design and Transition coursework and field experiences.
• COURSEWORK / INSTRUCTION:
  Create / Revise course syllabi that reflect the implementation of the curriculum and teach a course load of 4/5 courses a semester as well as 1 course in the winter and/or summer term.
  COURSEWORK / INSTRUCTION:
  Infuse and implement the customized employment discovery process and facilitate the implementation of subsequent procedures assuring that the process is maintained with fidelity. This is implemented to provide partner agencies and others who are responsible for field placement identification with current personalized information.
  COURSEWORK / INSTRUCTION:
  With the input and collaboration with the CCS Staff, identify and foster opportunities focused on the for the promotion of inter-subjectivity, identification of a preferred career area that is realistic and positive, guidance in expanding areas of avocation / recreation; and guidance in skills development for individualized independent living skills.
• FIELD EXPERIENCES / INTERNSHIPS:
  Develop, organize and manage the On-Campus Field Experiences. This includes a system of progress monitoring that is formative and will inform the summative evaluations. All field experiences must be identified and scheduled 6 weeks prior to the end of every semester.
  FIELD EXPERIENCES / INTERNSHIPS:
  Monitor the progress of Senior Internships, and, if needed, participate through bi-monthly reviews with the contracted VR Agency used to identify and support internships.
  POST-PROGRAM FOLLOW-ALONG Monitor and assist in the Follow-Along Initiative. This may involve other staff and (if appropriate) a contracted agency.
• ASSESSMENT:
  Conduct initial / annual assessments of each student in the areas of executive functioning, problem solving, memory capacity, skills of collaboration, communication, social/ emotional status, needed supports, etc. This may be accomplished through a…