Work to Learn Teacher/Case Coordinator 2026-2027

Job Description

SPECIAL EDUCATION WORK TO LEARN COORDINATOR/CASE COORDINATOR

Contract Period: Academic-year position, 186 days, salaried, exempt

Supervisor: Associate Dean of Academics-Special Education Director

Qualifications: NHED General Special Education Certification (or Statement of Eligibility for General Special Education K-12). Strong career transition planning experience, including students with cognitive disabilities. Strong communication skills.

Profile of a Pinkerton Work to Learn Coordinator/Case Coordinator

The primary responsibility of a Pinkerton Work to Learn Coordinator/Case Coordinator revolves around nurturing our students' independent living abilities, with a strong focus on enhancing their employability and soft skills acquisition. This entails delivering classroom instruction, leading by example, and facilitating the real-world application of these skills. Coordinators are supported in their professional learning towards growth in all areas and are encouraged to use a variety of techniques in their instruction and assessment. Fostering a positive, individualized, and supportive environment is essential to the academic and social-emotional development of our students. Pinkerton’s Vision for Instruction is utilized to guide a teacher’s practice.

As a member of the Special Education Department and the school community, a Pinkerton special education teacher must display a collaborative attitude. The growth and progress of a department and the Pinkerton community depend on the involvement and engagement of the faculty members in supporting the department and school goals. Teachers' creation of a positive atmosphere in the school community reinforces learning as a lifelong activity. The modeling of Pinkerton’s goals of courtesy, respect, and responsibility can be demonstrated through a teacher’s relationships with students, staff, and parents.

Pinkerton Academy asks all faculty members to exhibit the highest degree of professionalism in all situations, whether they are actively instructing, performing professional duties, or representing the Academy in another capacity. It is imperative that a teacher maintain their certification, meet their commitments as outlined by the Employee Handbook and individual contracts, and uphold all school policies. If a teacher finds themselves in disagreement with any school policy, they can voice that disagreement within the processes outlined in the Employee Handbook. Pinkerton Academy faculty are dedicated to showing respect for others, their opinions, and their assignments. All faculty need to demonstrate integrity, sound judgment, and an ongoing commitment to their professional duties and growth, their students, and the Pinkerton community.

Essential Roles of the Work to Learn Coordinator/Case Coordinator

• Pre-Work to Learn and Work to Learn
• Solicits, develops, and maintains appropriate positions off campus for students
• Provides ongoing support for students, specialists, and paraeducators
• Generates and updates relevant work assessments, student records, and job task analysis sheets for workstations and students
• Communicates at least quarterly with parents and guardians
• Conducts regular on-site observations, evaluations, and reviews of student progress.
• With the collaboration of the Special Education team, develops and implements appropriate work goals/objectives for students
• With the cooperation of the Special Education team, develops a weekly evaluation checklist to be used by the on-site supervisor
• Provides on-site orientation and training for the supervisor, co-workers, students, and paraeducators
• Collaborates with the ACT Coordinator in developing paraeducator schedules for Pre-WTL and WTL
• Discusses and facilitates with the team problem-solving actions for issues and concerns that arise within the program
• Collaborates with the NECC program on student needs
  
  
  

Case Coordinator

• Implements effective specialized instructional practices to meet the needs of the learners.
• Plans specialized instruction that focuses on student goals and is supported by research.
• Assesses student progress and provides feedback promptly, and alters instruction based on that feedback.
• Communicates and adheres to clear grading procedures aligned with department policy.
• Monitors and documents the progress of students and issues reports based on department timelines.
• Maintains accurate student records and data, including grades and attendance.
• Utilizes appropriate and available resources (technology, professional growth opportunities, collaboration).
• Communicates proactively with students and all other stakeholders (including parents and district LEAs) regarding student progress.
• Provides support and remediation for students outside of class time.
• Provides case management that complies with Pinkerton, state, and federal guidelines/laws.
• Attends ACT team meetings
• Meets with and assists with Outside Agencies that facilitate a student's transition from Secondary to Post-secondary life
  
  
  

Department

• Exhibits enthusiasm, cooperation, and professionalism regarding department responsibilities.
• Engages and participates in department meetings, professional learning communities, and common planning.
• Displays professional growth in relation to individual, department, and school initiatives.
• Communicates effectively and respectfully with department members.
• Participates in specialized instruction planning, inventory and budgeting, general supervision, professional growth, and various departmental responsibilities.
• Displays professionalism, appropriate conduct and behavior, punctuality, reliability, appropriate management techniques, and strong communication skills (written & verbal).
  
  
  

School and Community

• Displays respect for all members of the school community.
• Participates fully in commitments beyond the role in the classroom (i.e. assigned duty period, campus supervision, chaperoning, co-curricular, extracurricular activities).
• Promotes the progress of the school community by engaging in committees that enact change.
• Engages in other school functions as a representative of the department and the school (i.e. course night, graduation, freshman field day, open house).
• Supports student involvement and engagement outside of the classroom.