Adult Transition Teacher - Krum ISD

Job Title:            Adult Transition Teacher                                                                Exemption Status/Test: Exempt

Reports to:         Campus Principal/Director of Special Education  Date Revised:  3/17/2026

Dept./School:    Assigned Campus                

Serving Students 18-22 years old

Position Description

Provide comprehensive and specialized instruction to students in the Transition Program ages 18-22 years old,  who have developmental and physical disabilities. Instruction will be provided across all environments, including the classroom, community, building, job site, and community volunteering. The primary goal of the Transition Program Teacher is to provide specialized instruction in an individualized program for students in order to empower them to become happy, confident, and productive members of their community. 

Essential Duties and Responsibilities
These statements are intended to describe the responsibilities assigned to this position and are not intended to represent an exhaustive list of all responsibilities, duties, and skills required.

• Design, revise, and maintain a community-based program developed from student IEP goals/objectives. Facilitate cooperative learning.
• Select and requisition books, instructional aids, equipment tools, materials, supplies, and parts as required.
• Participate in transdisciplinary team meetings, multidisciplinary staffing, annual reviews, parent conferences, and faculty meetings.
• Elicit parent input in person-centered planning and implementation.
• Administer transition assessments to identify needs, and create Individualized Education Program (IEP) goals focusing on post-secondary outcomes
• Develop on-the-job training sites, initiate contact with local businesses for internships or volunteering, and provide direct job coaching to ensure students develop work-specific skills, proper work behavior, and task completion.
• Teach functional life skills, including money management, cooking, safety, shopping, utilizing public transportation, and personal hygiene.
• Transport and instruct students in community settings to facilitate generalization of skills, such as visiting recreational facilities, banks, post office, shopping centers or grocery stores
• Maintain communication with parents regarding transition progress, attend team meetings, and connect families with outside adult service agencies
• Plan, assign, and oversee the work of instructional assistants (paraprofessionals) and job coaches.
• Collaborate with team members to report on student progress by the established timelines to include community agencies, community partnerships, and the students' support group.
• Implement student IEPs utilizing teaching methods, materials, and adaptations appropriate to meet individual student needs.
• Provide positive programming to encourage the best possible student outcome.
• Implement the Transition Plan consisting of content in the community living domains, functional academics, vocational and embedded social, communication, and motor skills.
• Provide opportunities to interact with peers to form friendships and support networks.
• Transport students to community-based instruction, job sites, or leisure activities
• Prepare students with disabilities to become contributing members of the community through employment, education, training, independent life skills and self-advocacy
• Conduct Person-Centered Planning Assessments
• Coordinate a set of activities for individual students focused on improving student academic and functional achievement in order to facilitate movement from school to adult life
• Build relationships with the community to facilitate training and instruction in real environments
• Communicate effectively with students, professional staff, parents, and community in a positive manner
• Collaborate with appropriate agencies, community groups, and colleges as needed
• Execute behavioral strategies as identified by the students' ARD documents (e.g., reinforcements, consequences, contingencies) Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming themselves or others
• Collaborate with program staff on Community Based Instruction expectations for each student
• Maintain data, documentation, and student's progress while students participate in campus and community training assignments
• Use appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning
• Assist students with personal care services and mobility (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing and arrival/departure)
• Direct and oversee the activities of educational setting paraprofessional(s), aide(s), volunteer(s), or peer tutor(s)
• Participate in appropriate professional development activities as required or assigned
• De-Escalation/Restraint Certification (Safety Care) preferred or required to obtain once hired (district-provided training)
• Ability to plan and implement lessons based on needs and abilities of students
• Ability to establish and maintain effective relationships with students, peers and parents
• Excellent communication skills, both oral and written
• Demonstrated knowledge of appropriate technology equipment and software programs
• Proven ability to apply knowledge of current research and theory to instructional program

Compliance

• Maintain confidentiality of student information and secure proper forms for emergency procedures
• Prepare paperwork for and participate in Admission, Review and Dismissal (ARD) meetings
• Conduct instructional and other professional activities consistent with the requirements of state and federal laws

Qualification Requirements

To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Bachelor's degree Education or related field
• Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility
• Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12
• Valid Texas Driver License

Physical Requirements/Working Conditions

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.

The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.

This position may require work/travel outside and staff will be exposed to the elements and inclement weather.