Teacher Transition Lead (SPED Vocational Adjustment)

Reports to: Coordinator IV Special Education

Pay Grade: Teacher Salary Schedule

Duty Days: 187 days

FSLA Status: Exempt

Position Purpose

Uses results-oriented processes to develop necessary skills for special education students to affect efficient transfers from high school to post-secondary education, work, and/or services. Works strategically, independently, and as a team-member while maintaining high degrees of accuracy and compliance.

Essential Job Functions

• Ensures full compliance with State Performance Plan Indicators, including 13 and 14, when applicable.
• Demonstrates comprehensive knowledge to ensure full compliance of federal as well as state rules and regulations regarding the following: employment, child labor, wage and hour requirements, vocational rehabilitation, special education, Vocational Adjustment Class/ Programs, and transition planning; initiates the Individual Transition Plan (ITP) process at the age determined by the Texas Education Agency (TEA) for assigned middle and high school students.
• Ensures explanation and dissemination of reports, fliers, brochures, guides, and all other relevant materials to students, parents, and staff as appropriate and in keeping with distribution guidelines.
• Develops and facilitates correct usage of a coordinated set of activities based on the student's assessments, needs, strengths, preferences, and interests; links the activities to the student's current and postsecondary goals.
• Provides opportunities for the student to develop self-determination and self-advocacy skills.
• Trains students in appropriate work-related attitudes, habits, and behavior, dress, communication, and travel skills necessary to obtain and maintain employment.
• Provides on-the-job support determined by the needs of the employed student and employers.
• Ensures daily attendance and accurate Public Education Information Management Systems (PEIMS) reports for students in off-campus assignments.
• Determines and communicates post-secondary needs, goals, and objectives to students, parent, community, governmental, and other responsible agents.
• Makes referrals to outside sources as needed and appropriate for the student.
• Consults with classroom teacher regarding instruction to low incidence populations using concrete, hands on materials to develop job seeking, work productivity, and job maintenance skills for students.
• Demonstrates parental involvement in the development, implementation, and mastery of current and postschool academic/vocational goals and expected outcomes.
• Participates in the development and presentation of staff development as deemed to be appropriate by Special Education supervisor.
• Provides information on all Fort Worth ISD Transition Services to schools, parents, and agencies.
  
  

Personal Work Relationships

• All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct and work ethic.
• Demonstrates high quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and performs as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.
  
  

Other Duties As Assigned

• Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.
  
  

Knowledge, Skills & Abilities

• Knowledge of federal and state guidelines and District policies and procedures regarding special population students' services and programs.
• Knowledge of current teaching methods and educational pedagogy, as well as differentiation of instruction necessary to create effective and productive student-centered learning environments.
• Skill in working with initiatives that require collaboration with District and outside agencies and organizations.
• Skill in talking to others to convey information effectively.
• Ability to remain current and updated on transition, innovations, and professional standards.
• Ability to exercise discretion regarding matters of a sensitive or confidential nature.
• Ability to demonstrate sound judgment, plan, and make independent decisions within the scope of job requirements and expectations.
• Ability to use software to create spreadsheets, databases, and do word processing.
• Ability to organize and coordinate work.
• Ability to communicate effectively, both oral and written forms.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
  
  

Travel Requirements

• Travels to school district buildings and professional meetings as required.
  
  

Physical & Mental Demands, Work Hazards

• Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment.
• Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.
• Lifting: Occasional light lifting and carrying (less than 15 pounds).
• Environment: Works in classroom or office setting as well as outside when required to meet demands of the student; may require occasional irregular and/or prolonged hours.
• Attendance: Regular and punctual attendance at the worksite is required for this position.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions.
  
  

Minimum Required Qualifications

• Education: Bachelor's degree from accredited college or university in Education or a-related field.
• Certification/License: Valid Texas Special Education Teaching Certificate.
• Experience:
• 5 years' in vocational instructional settings in secondary public schools and community preferred;
• Completion of 60 clock-hours of professional development in the area of vocational education (completed within 3 years' of assignment, in accordance with the State Board of Education rule for Education Certification.)
• Language: Bilingual (English/Spanish) preferred in some settings.
  

This document is intended to describe the general nature and level of work being performed by people 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.