Vocational Skills Coach

Job Posting ID: 113

Location(s): YAKIMA

Employment Type: Full Time

Job Type: Non-Exempt

Posted Date: 07/23/2026

Deadline: 08/07/2026

Pay: $44,075.00 - $46,782.00

Hours per Day: 8:00:00

Provide direct vocational instruction, employability skills training, and individualized support to students with disabilities in classroom, community, and work-based learning environments using evidence-based instructional practices.
Develop and implement individualized vocational learning activities that align with students' strengths, interests, transition goals, and support needs within a Multi-Tiered System of Supports (MTSS) framework.
Support students in developing workplace readiness, independent living, self-advocacy, and social skills by implementing instructional strategies, behavior support plans, medical protocols, accommodations, and systematic fading of supports, as appropriate.
Collaborate with educators, Transition Coordinators, employers, families, and community partners to develop, coordinate, and maintain meaningful vocational, community-based, and work-based learning opportunities.
Monitor student progress by collecting and analyzing performance data, maintaining accurate documentation, and communicating regularly with students, families, employers, and educational teams to support continuous improvement and successful transition outcomes.
Support and supervise students during community-based instruction, work experiences, vocational training, and other transition activities, including transporting students in accordance with agency policies and program requirements.
Maintain accurate records, documentation, correspondence, and reports in accordance with district, state, agency, and program requirements while ensuring confidentiality of student information.
Participate in team meetings, professional learning, and collaborative activities that strengthen instructional practices, support continuous program improvement, and promote positive relationships with students, families, employers, colleagues, and community partners.

Perform other related duties as assigned.

Knowledge of special education principles, transition services, and evidence-based practices that support students with disabilities.
Knowledge of vocational instruction, work-based learning, community-based instruction, and career readiness practices.
Knowledge of Multi-Tiered System of Supports (MTSS), positive behavior supports, accommodations, and strategies that promote student independence and successful transition outcomes.
Knowledge of workplace safety practices, community resources, and employment expectations applicable to vocational training environments.
Knowledge of student progress monitoring, data collection, documentation, and confidentiality requirements related to educational records.

Strong instructional, coaching, and interpersonal skills to support students with diverse learning, behavioral, communication, and support needs.
Effective verbal and written communication skills with students, families, educators, employers, and community partners.
Strong organizational, time management, problem-solving, and documentation skills while managing multiple student assignments and responsibilities.
Skill in collecting, analyzing, and utilizing data to monitor student progress and support instructional decision-making.
Skill in establishing collaborative partnerships that promote meaningful vocational and community-based learning opportunities.

Ability to implement individualized vocational instruction, accommodations, behavior support plans, medical protocols, and transition supports that promote student success and independence.
Ability to adapt instructional strategies and supports to meet diverse student strengths, interests, learning styles, and support needs.
Ability to build and maintain positive, professional relationships with students, families, employers, educational teams, and community partners.
Ability to safely supervise and support students in classroom, workplace, transportation, and community settings while exercising sound judgment and maintaining student safety.
Ability to maintain confidentiality, demonstrate flexibility, exercise independent judgment, and represent ESD 105 in a professional and culturally responsive manner.

High school diploma or GED

Experience working with students or young adults with disabilities, including providing instruction, vocational training, behavioral support, or transition services in educational, community, or employment settings.

Valid Washington State driver's license with an acceptable driving record.
Current First Aid and CPR certification, or the ability to obtain within six (6) months of employment.
Ability to meet ESD 105 driver qualification and training requirements.

Successful completion of a Washington State Patrol WATCH check is required. A fingerprint based background check through the Washington State Patrol and FBI in accordance with OSPI and district policy.

Experience working with transition-age students (ages 14–22) with disabilities in educational, vocational, or community-based settings.
Experience supporting work-based learning, vocational training, or transition services.
Knowledge of American Sign Language (ASL), augmentative and alternative communication (AAC) systems, or other communication support strategies.
Experience implementing positive behavior supports and behavior intervention strategies.

Work is performed in a variety of settings, including ESD 105 offices, school districts, postsecondary education environments, community locations, and employer worksites throughout the ESD 105 region. The position requires frequent interaction with students, families, educators, employers, and community partners while providing instruction, coaching, and support in classroom, vocational, and community-based learning environments.
The position requires regular travel throughout the region to provide vocational instruction, supervise community-based learning and work experiences, facilitate transition services, and develop partnerships with employers and community organizations. Work involves managing multiple priorities, maintaining confidentiality, and adapting to diverse educational, workplace, and community environments while ensuring student safety and promoting successful transition outcomes.

Working directly with students in school and business settings, requiring continuous interaction and supervision across classrooms, gyms, playgrounds, hallways, and out in our community.
Sitting, standing, and walking for extended periods during sessions, classroom observations, transitions between spaces, and community outings.
Visual and auditory attention to assess student performance, monitor safety, and respond quickly to needs
Emotional stamina to maintain patience, professionalism, and supportive engagement while managing a wide range of student behaviors.

Standing and walking throughout classrooms, post-secondary education environments, community locations, and employer worksites to provide instruction and student support.
Traveling throughout the ESD 105 region to support instruction, transition services, community-based learning, and partnership activities.
Responding appropriately to student behavioral, emotional, or instructional needs using safe and approved practices.

Lifting, carrying, or physically assisting students and/or equipment, typically 25–50 lbs and potentially more when using assistive devices, following safety guidelines and training.
Traveling between districts and community within the region, including loading/unloading materials.