Vocational Educator

Reports to: Instructional Coordinator and Principal
Employment Group: Faculty TRS
FLSA Status: Exempt
Work Year: 10 Months

The Vocational Educator supports the True North mission and is committed to the possibilities in every learner, every day. This educator provides assessment, direct instruction, consultation, and collaborative problem‑solving to support students in developing vocational skills, career readiness, and pathways toward post‑secondary success. Services are delivered in school, community, and workplace environments and may include instruction in employability skills, job‑specific competencies, self‑advocacy, and independent functioning.

The Vocational Educator collaborates with families, classroom teams, workforce development specialists, teaching assistants, related service providers, community partners, and adult service agencies to promote access, independence, and meaningful participation in authentic work‑based learning experiences. This educator conducts vocational assessments, supports transition planning, and provides direct and consultative services aligned to IEP goals across member districts.

• Illinois Professional Educator License (PEL) with LBS I or LBS II endorsement
• Experience working with students with disabilities in vocational, community‑based, or transition settings
• Expertise in transition planning, vocational instruction, and career development
• Experience collaborating with multidisciplinary teams, families, and community agencies
• Ability to travel between multiple school and community sites
• Experience supporting students in real or simulated work environments (preferred)
• Experience working with students ages 14–22 (preferred)

Knowledge

• Knowledge of transition planning, vocational instruction, and career development
• Knowledge of inclusive education models and strategies that support access, participation, and engagement
• Knowledge of disability categories and their impact on learning, behavior, communication, and social‑emotional development
• Knowledge of instructional technology and tools that support students in the workplace
• Knowledge of legal and ethical requirements governing transition services for young adults

Skills

• Skill in modeling and coaching evidence‑based instructional and behavioral strategies
• Skill in designing and implementing specially designed instruction aligned to IEP goals
• Skill in co‑teaching, co‑planning, and supporting collaborative instructional design
• Skill in collecting, interpreting, and using data to inform instruction and coaching outcomes
• Skill in facilitating team problem‑solving and supporting shared decision‑making
• Skill in delivering high‑quality professional development and training
• Skill in maintaining accurate documentation, service notes, and case management records

Abilities

• Ability to collaborate effectively as a member of transdisciplinary teams
• Ability to communicate clearly and professionally in both oral and written formats
• Ability to adapt instruction and coaching to varied environments, student needs, and team capacities
• Ability to prioritize tasks, manage schedules across multiple sites, and meet required timelines
• Ability to support and coach paraprofessionals and staff in implementing inclusive practices
• Ability to maintain strict confidentiality and model ethical practice

The following statements describe the general nature and level of work assigned to this position. They are not intended to be an exhaustive list of all responsibilities. Additional duties may be assigned that are reasonably related to the position.

• Conduct vocational assessments, interest inventories, and situational assessments for future planning
• Gather and analyze student data to support placement decisions and monitor progress
• Recommend appropriate vocational experiences, supports, and workplace adaptations
• Participate in the IEP process from referral through implementation, including assessments, report writing, and goal development
• Assist in compiling referral information for students transitioning to adult service agencies such as DRS

• Provide direct…