Transition Resource Teacher

Transition Resource Teacher – Atlantis Academy

Atlantis Academy, a growing, dynamic organization with a social mission to offer hope, is seeking a Transition Resource Teacher to join our award‑winning Special Education team and perform meaningful work in a culture that welcomes innovation, encourages creative expression and offers limitless potential for personal and professional satisfaction.

If you’re passionate about empowering students with diverse learning needs, thrive in a collaborative and dynamic educational environment, and bring creativity, patience, a solution‑focused mindset, a sense of humor, and an unwavering commitment to student growth — We Should Talk!

As a Transition Resource Teacher, you will plan, prepare, and implement instructional, educational, and transition‑focused programming for young adult students with Individualized Education Plans (IEPs). You will deliver instruction, implement curriculum materials and educational software, develop daily lesson plans and classroom schedules, and ensure programming aligns with state, school, and student‑specific requirements. The role supports the physical, emotional, educational, and transitional needs of each learner while facilitating career readiness, job training, placement opportunities, and the delivery and evaluation of transition education and services designed to help students successfully prepare for life beyond the classroom.

• Developing individualized academic and transition‑focused programs for each student by administering formal and informal assessments, analyzing results, and adapting instruction to support each learner’s unique needs, goals, and post‑school readiness.
• Establishing clear, measurable learning goals and transition objectives while communicating expectations and progress with students, families, program staff, and other key stakeholders.
• Facilitating transition programming that supports students in developing the academic, vocational, social, independent living, self‑determination, and self‑advocacy skills needed for success beyond the classroom.
• Coordinating daily living skills, independent functioning skills, social skills, vocational skills, and functional academic instruction to promote student growth across school, work, and community environments.
• Utilizing a variety of instructional strategies, curriculum resources, educational software, and differentiated supports to meet the diverse needs, interests, and abilities of students.
• Collaborating with teachers, students, families, and support teams to identify appropriate career pathways, educational plans, transition goals, and measurable post‑school outcomes.
• Facilitating career exploration, vocational assessments, and transition planning activities in partnership with students, families, community agencies, and disability service providers.
• Partnering with students and families through conferences and ongoing communication to evaluate progress, modify transition goals, and support successful movement toward post‑school outcomes.
• Acting as a liaison between students, families, the Program, work sites, community agencies, organizations, and business partners to support meaningful transition opportunities.
• Networking with community agencies, local organizations, service providers, and business partners to expand access to resources, employment pathways, and community‑based learning experiences.
• Developing and maintaining strong working relationships with businesses, agencies, and organizations that provide employment, training, and support services for students and young adults with disabilities.
• Arranging paid and non‑paid community‑based job experiences, work‑based learning opportunities, and vocational training placements aligned with student needs, interests, and transition goals.
• Identifying and facilitating appropriate workplace modifications, accommodations, and supports to help students access and succeed in work‑based learning environments.
• Monitoring student job performance, workplace readiness, and progress toward established goals while providing coaching, feedback, and support based on individual student needs.
• Transporting…