Special Education Transition Teacher

June 2, 2026
Certificated Vacancy

Special Education Transition Teacher

Special Services/Cat Tracks

1.0 FTE Up to 2 Positions

M-F 7:20 am - 2:50 pm

As with all Special Services postings, duties, hours, and location are dependent upon program and student needs.

JOB SUMMARY:

The Special Education Transition Teacher will provide specially designed instruction, transition services, and work-based learning opportunities for students with disabilities, with an emphasis on students ages 18–22 preparing for post-secondary education, employment, independent living, and community participation. The teacher will develop, implement, and monitor individualized transition programs aligned with student IEPs, post-secondary goals, assessments, and learning data while collaborating with students, families, district staff, community agencies, and employers to support successful transition to adult life.

ESSENTIAL FUNCTIONS:

• Implement the educational program, comprehensive related services, accommodations, modifications, transition services, and specially designed instruction as outlined in the student’s Individualized Education Program/Plan (IEP).
• Perform teaching responsibilities and accountability procedures as required by the Individuals with Disabilities Education Act and Washington State Special Education Law. Provide a safe, positive, age-appropriate, and effective learning environment that reflects and facilitates independence, self-advocacy, employability, and adult living skills.
• Develop, use, and analyze data tools to provide specialized instruction and proactive and preventative support for students with disabilities according to student IEPs.
• Identify pathway opportunities for students to meet transition goals related to post-secondary education/training, employment, independent living, and community access.
• Plan, organize, schedule, and structure a learning environment for students ages 18–22 that supports transition from school to adult life.
• Develop, implement, and review standards-based, transition-focused IEPs and related services, accommodations, and modifications as required by state and federal law.
• Develop and implement measurable annual and transition goals based on present levels of performance, transition assessment data, student strengths and needs, family input, agency input when appropriate, and identified post-secondary goals and outcomes.
• Regularly monitor student learning progress to evaluate the effectiveness of educational approaches, specialized instruction, supports, and services, and make adjustments as required.
• Collect, analyze, and document student performance data using approved progress-monitoring tools and systems, and report progress toward IEP goals as required by law, district procedures, and individual student IEPs.
• Establish and coordinate work-based learning opportunities with business, industry, agency, and community partners that promote career exploration, employment readiness, skill development, and successful post-secondary outcomes.
• Conduct ongoing evaluation of student skills, performance, and progress in vocational, community-based, and adult learning settings to provide appropriate feedback and support career planning and IEP team decision-making.
• Provide instruction in functional academics, employability skills, workplace readiness, independent living, community access, self-determination, social communication, and adult living skills as determined by student IEPs and transition plans.
• Facilitate the development of student self-advocacy and self-determination skills, including active participation in IEP meetings, goal setting, understanding accommodations, communicating needs, and monitoring their own progress toward transition goals and outcomes, including learning, employment, and independent living.
• Collaborate with teachers, counselors, administrators, related service providers, and other team members to coordinate academic, behavioral, vocational, and transition supports and contribute to Professional Learning Communities and other collaborative teams
• Act as a case manager for the IEP, partnering with parents/guardians and working closely with the building and district team.
• Communicate effectively and professionally with students, families, staff, community partners, and agencies regarding student progress, programming, transition planning, and post-school supports.
• Collaborate with outside agencies and adult service providers, including but not limited to DVR, DDA, county agencies, community providers, employers, and other adult-service organizations.
• Effectively lead and utilize paraeducators as members of the instructional team by providing training, modeling, guidance, and ongoing support to ensure consistent implementation of student supports, instructional plans, safety expectations, and community/work-based learning routines.
• Maintain accurate and complete records of student progress and development, including IEP progress reporting, transition assessment data, work-based learning documentation, agency referral information, attendance, and other required compliance documentation in accordance with state and federal law, district policies, and Special Services procedures.
• Establish and communicate clear objectives for all instructional activities, transition activities, work-based learning experiences, and community-based learning opportunities.
• In alignment with the IEP, support safe and meaningful student participation in community-based instruction, work-based learning, agency connections, and adult learning experiences, including accessing public transportation, community resources, and employment settings. 
• Work within a school-wide and district-wide system to provide academic, behavioral, vocational, and transition support to students and staff.
• Participate in IEP meetings, reevaluation meetings, transition meetings, agency meetings, MTSS/Tier III intervention team meetings, PLCs, and district-level planning meetings as needed.
• Regularly engage students, families, and staff in conversations regarding progress relative to individualized achievement plans, transition plans, and post-secondary goals.
• Develop goals in collaboration with students, families, staff, and agency partners based on data analysis and individualized transition needs.
• Build relationships with students and increase their sense of belonging, independence, confidence, and engagement in school, community, and work-based settings.
• Monitor student credits, graduation pathways, High School and Beyond Plans, and transition requirements as applicable.
• Perform other duties as assigned by administrators of the Mead School District.

QUALIFICATIONS:

Washington State teaching certificate endorsed in Special Education, or the ability to obtain said Washington State teaching certificate prior to the first day of school.

ESSENTIAL CRITERIA:

• Ability to articulate and implement Washington State Standards, transition planning requirements, and specially designed instruction aligned with student IEPs.
• Knowledge of federal and state laws related to Special Education, Section 504, transition services, and IEP compliance.
• Cultural competency; ability to effectively work with diverse populations.
• Knowledge of transition planning, post-secondary goal development, transition assessment practices, specially designed instruction, and applicable special education laws and regulations. 
• Knowledge of a variety of assessment methods, including transition assessments, vocational assessments, student self-assessments, formative assessments, classroom-based assessments, data collection practices, and anecdotal recordkeeping. 
• Skill in analyzing and utilizing data to make instructional, transition, and programmatic decisions that support student growth and successful post-secondary outcomes. 
• Ability to maintain high expectations for students with disabilities while promoting independence, self-determination, self-advocacy, employment readiness, lifelong learning, and community participation. 
• Ability to establish positive, respectful, and inclusive learning environments that honor the dignity of students, families, staff, employers, and community partners. 
• Ability to develop positive relationships with students and foster student engagement, voice, self-determination, and personal responsibility. 
• Skill in planning, organizing, and managing classroom, community-based, and work-based learning environments that support individual, small-group, and large-group instruction. 
• Ability to communicate effectively, both orally and in writing, with students, families, staff, administrators, employers, community partners, agency representatives, and other stakeholders. 
• Ability to collaborate effectively with multidisciplinary teams, families, community agencies, employers, adult service providers, and educational partners to support student transition goals. 
• Ability to coordinate complex schedules, transportation, community-based instruction, work-based learning experiences, agency services, and transition-related supports. 
• Ability to provide leadership, coaching, training, and support to paraeducators and other staff in the implementation of instructional and transition programming. 
• Knowledge and application of current technology tools to support instruction, communication, documentation, data collection, progress monitoring, and program management. 
• Ability to demonstrate leadership, initiative, organization, and self-direction in the development, implementation, and continuous improvement of transition services while working independently and collaboratively to support successful student outcomes. 
• Commitment to continuous professional growth and the ongoing development of knowledge and skills related to special education, transition services, inclusionary practices, district initiatives, and emerging best practices.

 DESIRED CRITERIA:

• Three years of experience as a high school and/or 18–21/22 special education teacher.
• Experience working in a public school setting.
• Experience working with students with a variety of disabilities, including developmental, behavioral, medical, adaptive, autism, and significant support needs.
• Experience developing, implementing, and monitoring transition-focused IEPs.
• Experience with work-based learning, community-based instruction, vocational assessment, job coaching, career exploration, and employment readiness instruction.
• Experience working with outside agencies such as DVR, DDA, county service providers, community employment partners, and other adult-service agencies.
• Experience building partnerships with businesses, industry partners, employers, and community organizations.
• Experience in differentiating instruction for students with disabilities.
• Direct instruction, data collection, behavior management, analysis skills, and classroom experience with students with disabilities are preferred.
• Knowledge of High School and Beyond Plans, graduation pathways, transition services, adult agency systems, and post-school outcomes.
• Knowledge of best practices related to inclusion, self-determination, person-centered planning, and student-led IEPs.
• Experience supervising, coaching, or directing paraeducators.
• Training in de-escalation, crisis prevention, restraint, or willingness to complete district-required training.
• Endorsement in General Education as well as Special Education.
• Willingness to work with outside agencies to provide student and family support.
• Has or is able to obtain a Type II Driving License and drive district vans to community outings.

PHYSICAL DEMANDS: 

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

A person working in this position will exert 35 to 50 pounds of force occasionally, and/or 25 to 50 pounds of force frequently, and/or up to 10 pounds of force constantly while carrying, pushing, and/or pulling to move objects.  The employee must occasionally lift and/or move up to 50 pounds.  While performing the duties of this job, the employee is frequently required to stand; walk; sit; some stooping, kneeling, and/or crouching; and significant fine finger dexterity. The employee may also be required to work at elevated heights and climb ladders. The job is performed under conditions with exposure to risk of injury and/or ordinary infectious diseases carried by students.

TERMS OF EMPLOYMENT AND SALARY:

As outlined by and in accordance with the collective bargaining agreement (CBA) of Mead Education Association (MEA) and Policies and Procedures of Mead School District. CBAs and Salary Schedules can be reviewed from the Human Resources page of the Mead School District website at https://www.mead354.org/apps/pages/Human_Resources/.  Mead policies and Procedures can be accessed online at https://www.mead354.org/apps/pages/Board_Policies/

The 2025-26 salary range for teachers in the Mead School District is between $59,323.50 and $120,245.42 per school year prorated for less than 1.0 FTE.  Placement is defined within the Collective Bargaining Agreement (CBA) and is generally based upon a combination of Education and Experience.   Other forms of compensation may be available to the hired applicant in addition to their established salary range or wage scale as defined within the current collective bargaining agreement (CBA).

Each employee shall accumulate twelve (12) days of sick leave per year. An employee employed less than a full term shall be entitled to a proportionate part of the sick leave allowance Each employee shall earn five (5) annual leave days per year. Employees less than 1.0 FTE will receive a prorated share of annual leave based on their percentage of FTE. 

Employees anticipated to work more than 630 hours per year will be eligible for Benefits through the School Employees Benefits Board (SEBB). Standard benefits include Medical, Dental, Vision, Life Insurance, and Long-Term Disability.  Positions anticipated to work 70 hours or more per month for at least 5 months over the school year are eligible for Retirement through the State Department of Retirement Services.

APPLICATION:

Applications for all Mead School District positions must be submitted through the Mead School District online application system at Mead.schoolspring.com.  Mead School District Certificated Employees, on a .3 or greater continuing contract, interested in this position, need to log in as an internal applicant.  Please complete the required information on the internal application, including uploading a letter of interest and current resume to your profile, on or before 11:59PM, June 9, 2026.

Below is a list of required materials.  If you have questions regarding this process, you may contact Shelli Nemec at the District Administration Building or email shelli.nemec@mead354.org. The application, along with all required documents, must be completed on or before 11:59PM, June 9, 2026. Incomplete applications will not be considered.

REQUIRED DOCUMENTS FOR A COMPLETE APPLICATION

1. Your Resume
2. Your Letter of Interest, which speaks specifically to your teaching abilities in the area you are applying     
3. Transcripts (unofficial copies are acceptable)
4. Copy of your Washington State Certificate(s) or Professional Permit(s).
5. A minimum of three dated and current Letters of Recommendation.

If your WA State teaching certificate is in the application process or your permit is pending, you can still be considered for positions prior to the beginning of the school year.

Verification of identity and United States work authorization must be completed before employment commences. The successful candidate for this position must be fingerprinted. Employment is contingent upon clearance by the Washington State Patrol and the Federal Bureau of Investigation.

Mead School District #354 is an equal opportunity employer and does not discriminate against otherwise qualified applicants on the basis of sex, race, ethnicity, color, religion, creed, national origin, sexual orientation, gender identity, gender expression, homelessness, immigration or citizenship status, disability, neurodivergence, the use of a trained dog guide or service animal, age, and honorably discharged veteran or military status and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding compliance procedures may be directed to the District’s Title IX/Civil Rights Officer, Josh Westermann, Section 504 Coordinator, Heather Havens and/or Affirmative Action officer, Keri Hutchins, at (509)465-6000 or via mail to 2323 E. Farwell Rd., Mead, WA, 99021.  Persons who may need some accommodation in the hiring process should contact the Human Resources Office at (509) 465-6010.

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Salary : $59,324 - $120,245