Anticipated Student Pathways and Access Coordinator with Disabilities; Transition

Anticipated Student Pathways and Access Coordinator for Students with Disabilities (Transition), Salem Public Schools

Job : 5708620

Final date to receive applications: Posted until filled

Posted: May 12, 2026 4:00 AM (UTC)

Starting Date: Aug 24, 2026

About Salem Public Schools – Salem Public Schools is an urban district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world.

What You’ll Do: The Student Pathways and Access Coordinator will empower students with disabilities across the kindergarten through post‑high continuum by ensuring equitable access to the curriculum and fostering effective communication through assistive technology. For students in grades 9‑post high, the role will also strategically integrate comprehensive transition planning to support post‑secondary goals, including further education, employment, and independent living.

Transition Planning & Implementation (Grades 9‑post high Focus):

• Collaborate with school‑based teams, students, and families to develop individualized transition plans (ITPs) aligned with post‑secondary goals for grades 9‑12.
• Collaborate with community partners to develop meaningful internship and experiential opportunities.
• Build in‑house pre‑vocational and experiential learning activities.
• Develop and implement activities that foster career and employment skills (e.g., interview skills, career mapping, work readiness) as outlined in transition plans.
• Conduct vocational and transition assessments, write comprehensive reports, interpret results, and provide actionable recommendations.
• Identify student interests and match them to employment settings and community participation options.
• Assist students in career research, identify required training/education, and secure employment opportunities.
• Provide specialized instruction to enable students to engage in the community, including Activities of Daily Living (ADL), work exploration, and transition to adult skills.
• Ensure consistent delivery of documented accommodations.
• Evaluate students' basic academic and social development with formal and informal measures.
• Use innovative instructional strategies to support the vision for transition to adulthood.
• Develop and implement IEPs and related plans.
• Demonstrate ability to write effective IEPs with SMART goals and accommodations, and generate progress reports.
• Present evidence of student progress during special education meetings.

Program Development & Compliance:

• Maintain open communication with building‑based and service provider staff.
• Participate actively in IEP team meetings, presenting information clearly and accurately.
• Provide regular progress reports and participate in district and school‑based professional development.
• Complete required paperwork and job‑related functions promptly.
• Work independently within supervisory expectations.
• Ensure equal educational opportunity for all individuals regardless of protected characteristics.
• Perform other duties as assigned by the Special Education Director.

• Commitment to students and families and valuing diversity. You embrace and affirm diverse backgrounds.
• High expectations for yourself, students, and colleagues. You maintain high standards and model them.
• Authentic, caring relationships with colleagues, students, and families. You collaborate to make decisions in the best interest of students.
• Openness to feedback. You view challenges as growth opportunities.

• Education & Experience:
  • Bachelor’s or master’s degree in Special Education, Rehabilitation Counseling, or a closely related field.
  • Minimum three (3) years of experience in special education, rehabilitation, and/or vocational counseling roles, preferring focus on ages 14‑22.
  • Demonstrated experience in person‑centered planning and support models.
  • Strong knowledge of prevocational assessments, job development, fading supports, task analysis, and job creation.
• Licensure & Certification: Massachusetts teaching certification/licensure in moderate/severe special education with a Transition…