Vocational Specialist - Monroe Oxford Community Program

Vocational Specialist Transition Program

The Vocational Specialist supports the 1822 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.

Essential Duties and Responsibilities

• Instructional & Student Support
• 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
• Assist students in developing: 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
• Job Coaching & Community-Based Support
• 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
• Employment & Community Partnerships
• 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
• Program & Classroom Support
• 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)
• Family & Team Collaboration
• Participate in team meetings, including IEP/PPT meetings, as appropriate
• Support communication between school and home regarding student vocational progress
• Assist with program events such as: open houses, community showcases, transition fairs, and informational nights
• Professional Responsibilities
• 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

Qualifications

• 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

Preferred Attributes

• 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