Vocational Specialist

Vocational Specialist
- Monroe Oxford Community Program

• Position Type:
  Support Services/Staff/ Vocational Specialist
  - Monroe Oxford Community Program
• Date Posted: 8/12/2026
• Location:
  
  Districtwide
• Date Available:
  
  ASAP
• Closing Date: 09/25/2026

The Vocational Specialist supports the 18–22 Transition Program by assisting students with disabilities in developing vocational, independent living, and community-based skills. This position works under the direction of the Transition Program teacher and provides direct job coaching, community-based instruction, and support in the development of post‑secondary readiness skills. The Vocational Specialist plays a key role in helping students increase independence, build work skills, and access meaningful employment opportunities in the community.

• Support the Transition Program teacher in implementing vocational and life skills instruction for students ages 18–22
• Provide direct instruction and reinforcement of job‑related skills in school‑based and community settings
• Work readiness skills (punctuality, task completion, workplace behavior)
• Communication and social skills in work environments
• Independent living skills (as aligned to program goals)
• Use systematic instruction, prompting, and fading strategies to increase student independence
• Support data collection on student progress toward IEP transition goals
• Provide safe transportation of students to community‑based vocational and instructional sites using district‑approved vehicles, as required

• Serve as a job coach for students at community‑based employment sites
• Provide on‑site coaching, modeling, and supervision at job placements
• Support students in learning and completing job tasks at various work sites
• Assist with identifying natural supports in the workplace to promote independence
• Support students in generalizing skills across multiple community settings
• Accompany students on community‑based instruction (CBI) experiences and vocational training outings

• Assist in identifying and developing job sites within Monroe, Oxford, and surrounding communities
• Build and maintain positive relationships with local businesses and community partners
• Support coordination of student internships, volunteer placements, and job sampling opportunities
• Communicate with employers (as directed by the teacher/program) regarding student support needs and progress

• Assist in planning and implementing vocational and life skills programming
• Support classroom organization, materials preparation, and instructional setup
• Collaborate with the Transition teacher and program team to ensure alignment of instruction with IEP goals
• Support student participation in classroom‑based independent living instruction (e.g., budgeting, cooking, social skills, safety skills)

• Participate in team meetings, including IEP/PPT meetings, as appropriate
• Assist with program events such as:
  • Open houses
  • Community showcases
  • Transition fairs and informational nights

• Maintain confidentiality of student records and information
• Follow all district, school, and safety procedures
• Participate in professional learning opportunities related to transition services, vocational training, and job coaching
• Work collaboratively as part of a multidisciplinary transition team

• Experience working with individuals with disabilities, preferably adolescents or young adults
• Experience in job coaching, vocational training, or community‑based instruction preferred
• Strong communication, collaboration, and problem‑solving skills
• Ability to work independently in community settings
• Valid driver’s license and reliable transportation preferred
• Must obtain and maintain certification to operate district activity vans and meet all state and district requirements for student transportation safety and training
• Ability to build positive relationships with students, families, and community partners

• Experience in special education or transition programming (18–22)
• Familiarity with IEP transition planning and employment readiness skills
• Comfort working in community‑based environments and job sites
• Strong belief in promoting student independence and dignity in adult outcomes