Facilitator: Transition

This posting creates a pool of candidates for future positions that may become available. 

JOB SUMMARY
Provides transition support to secondary students with IEPs. Collaborates with students, parents, and other IEP team members to facilitate effective transition services. Coordinates community-based work programs.

ESSENTIAL DUTIES/RESPONSIBILITIES

• Participates in IEP/Transition meetings. Promotes student participation in IEP meetings.
• Case manages vocational citation students.
• Monitors transition plans for IDEA compliance, including quarterly audits.
• Provides staff training/support in developing quality transition plans.
• Collaborates with students, parents, and team members to facilitate appropriate and effective transition services
• Assists students with identifying career interests, post-secondary goals, and needed support.
• Coordinates the enclave and supported employment programs for students in a modified instructional program.
• Assistants with recruitment and application process for Project Search and the On-Campus Programs.
• Facilitates linkages to DORS. DDA, Service Coordination, CRPs and other adult services.
• Coordinates GTYI exiting students.
• Provides career exploration opportunities for students with IEPs.
• Coordinates work-based experiences (i.e., job shadowing/internships/SOS program) and employment for students in work study.
• Facilitates/monitors the completion of Maryland Summary of Performance.
• Links students to post-secondary education programs.
• Assists in coordinating transition forums and workshops.
• Provides staff development on transition related topics.
• Provides transition support to area middle schools.
• Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• Bachelor's Degree in related field of education from a regionally accredited college or university required.

Experience

• Three (3) years successful classroom teaching experience required.

Knowledge, Skills, Abilities and Other Characteristics

• Knowledge of the Functional Life Skills Program and the Community Vocational Program.
• Experience assisting students with disabilities in obtaining and/or maintaining employment.
• Knowledge of the transition process and adult transition agencies.
• Demonstrates leadership qualities.
• Ability to communicate effectively both verbally and in written form.
• Ability to exercise respect, patience, courtesy, tact, and good judgment when working with students with disabilities.
• Ability to work harmoniously with students, parents, school personnel, agencies/ organizations and community business partners.
• Demonstrated ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred).

Licenses and Certifications
Employee must retain active licenses, certifications, and enrollment as a condition of employment.

• Hold or be eligible for educator certificate/license issued by Maryland State Department of Education (MSDE) required.
• Hold or be eligible for Driver's License (DL) Class C Non-Commercial issued by Maryland or State of Legal Residence (MVA/DMV) required; and
• Daily access to reliable transportation.

Driving Requirements

• Driving is required to conduct bona fide Board business that is within the scope of employment in this position.
• Personal Vehicle

LEADERSHIP ROLE

• N/A

PHYSICAL DEMANDS/WORKING CONDITIONS
The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

• Standing: under 1/3 percent of the time
• Walking: under 1/3 percent of the time
• Sitting: between 1/3 and 2/3 percent of the time
• Keyboarding: between 1/3 and 2/3 percent of the time
• Talking: between 1/3 and 2/3 percent of the time
• Hearing: between 1/3 and 2/3 percent of the time
• Driving: under 1/3 percent of the time
• As required by the duties and responsibilities of the position.

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

• No special vision requirements

Work Environment
Location

• Office, school or similar indoor environment: over 2/3 percent of the time

Noise Level

• Moderate: between 1/3 and 2/3 percent of the time

Weight & Force
Lifting and carrying requirements

• None:

Travel Requirements

• 10% day travel within the county to community area businesses and schools.

JOB INFORMATION

ORGANIZATION

HR JOB INFORMATION