Special Education Transition Teacher

Primary Purpose:

Provide specialized transition instruction and coordination for students receiving Special Education services to promote postsecondary readiness in education, employment, and independent living. Facilitate high-quality transition planning, vocational assessment, and self-determination practices to ensure measurable postsecondary goals are implemented in compliance with State Performance Plan (SPP) Indicators 13 and 14 and applicable federal and state requirements. Collaborate with students, families, campus staff, and community partners to support successful outcomes beyond high school.

Qualifications:

Education and Certification

• Bachelor’s degree from an accredited college or university
• Master’s degree (preferred)
• Valid Texas teaching certificate with required endorsements for the subject and level assigned, including Special Education certification

Experience

• One (1) year of clinical teaching (preferred)
  • One (1) year of full-time teaching experience may be substituted for clinical teaching experience.
• Three (3) years of Special Education teaching experience (preferred)
• Experience teaching students receiving Special Education services at the secondary level (preferred)
• Experience supporting transition planning, vocational training, or postsecondary readiness for students with disabilities (preferred)
• Campus Vocational Adjustment Counselor (VAC) experience (preferred)

Knowledge and Skills

• Expert knowledge of secondary Special Education curriculum and instructional practices
• Expert knowledge of career, vocational, and transition assessment practices for students with disabilities
• Expert knowledge of State Performance Plan (SPP) Indicators 13 and 14 requirements related to secondary transition compliance
• Expert knowledge of federal and state special education law, policies, and procedural requirements related to transition services
• Comprehensive knowledge of individualized education program (IEP) development and implementation, including measurable postsecondary goals and coordinated transition services
• Comprehensive knowledge of data information systems, data analysis, and documentation requirements to ensure compliance and program effectiveness
• Advanced skill in delivering transition training to staff and facilitating Student-Led ARD processes
• Ability to collaborate effectively with campus staff, families, outside agencies, and community partners to support postsecondary readiness
• Ability to manage student behavior and support social, emotional, and vocational skill development
• Ability to engage in self-evaluation regarding performance and professional growth
• Demonstrate professionalism, ethical conduct, and accountability in all interactions and responsibilities.
• Advanced organizational, interpersonal, verbal, and written communication skills.

Key Responsibilities:

Transition Instruction & Student Support

• Maintain a regular schedule of direct involvement with students to address identified transition needs.
• Provide direct instruction and support in postsecondary goal development, self-determination, and employment readiness skills.
• Facilitate Student-Led Admission, Review, and Dismissal (ARD) meetings to promote student ownership and self-advocacy.
• Conduct vocational, career, and transition assessments to inform individualized transition planning.
• Support the development and implementation of measurable postsecondary goals and coordinated transition services in compliance with State Performance Plan (SPP) Indicator 13 requirements.
• Provide ongoing support to students at worksites or vocational placements in collaboration with job coaches and campus staff.

Collaboration & Agency Coordination

• Collaborate with students, families, teachers, campus administrators, Vocational Adjustment Counselors (VACs), and Special Education staff to support successful postsecondary transitions.
• Establish and maintain partnerships with local businesses, workforce agencies, postsecondary institutions, and community organizations.
• Coordinate with community agencies to facilitate student access to employment, training, and postsecondary opportunities.
• Maintain documentation of agency contacts, employer partnerships, and student transition activities.

Training & Capacity Building

• Provide training to campus staff regarding transition planning, postsecondary goal development, and Student-Led ARD processes.
• Conduct parent training and information sessions related to transition services and postsecondary planning.
• Provide transition-related instruction and informational sessions for students at the high school and feeder campus levels.
• Collaborate with district transition personnel to coordinate annual transition or agency events.

Compliance & Documentation

• Ensure campus compliance with State Performance Plan (SPP) Indicators 13 and 14 requirements.
• Maintain accurate and timely documentation related to transition services, assessments, and student outcomes.
• Monitor implementation of transition components within Individualized Education Programs (IEPs).

Additional Responsibilities:

• Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations.
• Follow district safety protocols and emergency procedures.
• Participate in professional development, faculty/department meetings, and special events as assigned.
• Perform additional duties as assigned to support the mission and goals of the campus and district.

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); Occasional lifting up to 50 pounds. May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment.

Environment: Exposure to biological hazards; work inside, may work outside; regular exposure to noise; occasional districtwide and statewide travel

Mental Demands: Maintain emotional control under stress; occasionally work prolonged or irregular hours

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:
The Superintendent of Schools will approve the appointment of this position based on the applicant’s training, experience, and expertise.