Vocational Coordinator; Brooklyn

The Vocational Coordinator is responsible for developing and overseeing vocational and transition programming that prepares students for meaningful employment, increased independence, and successful transitions into adulthood. This role partners with students, families, school teams, community agencies, and local employers to create individualized vocational opportunities and build real-world work experiences.

The Vocational Coordinator currently supports the Brooklyn Campus, with a primary focus on students while also providing planning, programming, and consultation to staff supporting younger students to ensure continuity of transition services across all grade levels.

• Develop and implement vocational and transition services that prepare students for employment, community participation, and independent living for students age 14-22.
• Create pre-vocational training activities that build workplace readiness and functional life skills.
• Conduct vocational assessments to identify student interests, strengths, aptitudes, and career goals.
• Develop and implement transition and vocational goals as part of each student's Individualized Education Program (IEP).
• Create task analyses, instructional supports, and data collection systems for vocational programming.
• Maintain accurate records and documentation related to student vocational progress.
• Develop and maintain transitional information to show progress of students.

• Build relationships with local businesses and community organizations to develop vocational training and employment opportunities.
• Coordinate community-based job sites and experiential learning opportunities.
• Teach students job readiness skills, including completing applications, interviewing, workplace expectations, and employment retention.
• Provide on-site coaching, supervision, and advocacy for students participating in community work experiences.
• Coordinate transportation needs related to vocational placements and community-based instruction.

• Collaborate with teachers, related service providers, administrators, and families to support transition planning.
• Participate in IEP meetings and provide transition planning support based on individual student needs.
• Coordinate with outside agencies, and other community partners.
• Support family engagement events related to transition services and post-secondary planning.
• Provide additional behavioral and instructional support to Behavior Interventionists (BIs) as needed, helping maintain a safe, structured, and positive learning environment.

• Coach and support staff involved in vocational programming.
• Develop lesson plans and instructional materials related to vocational and transition skills.
• Coordinate job site scheduling and community partnerships.
• Assist with school wide communication by preparing the weekly staff letter and contributing to the student and family newsletter.
• Continuously evaluate and improve vocational programming to support student success.

* Perform other duties and responsibilities as assigned.

• Bachelor's degree in Education, Special Education, Human Services, Rehabilitation, Psychology, or a related field.
• Experience working with individuals with Autism Spectrum Disorder and/or developmental disabilities.
• Experience supporting transition planning or vocational programming.
• Strong organizational, communication, and collaboration skills.
• Ability to build relationships with employers, families, and community agencies.
• Must possess and maintain a valid driver's license and meet Gersh Autism's requirements to operate company vehicles.
• Experience developing vocational or transition programs. (Preferred)
• Knowledge of IEP development and transition services. (Preferred)
• Experience working with secondary transition-aged students. (Preferred)

• Must be able to keep students safe from themselves and others and, in some cases, may need to implement CPI (therapeutic holds) procedures.
• Must be able to remove oneself from potentially harmful situations and, in some cases, be able to lift a child.
• Ability to stand, walk, bend, kneel, and move throughout the workday
• Ability to lift (at least 50-65 pounds), assist, and/or physically support students, which may include lifting or guiding students of varying sizes
• Ability to physically intervene whenrequiredto ensure safety (per CPI training)
• Ability to remove oneself…