Special Education Teacher Transition Center

About the Role

The Transition Program Teacher provides comprehensive and specialized instruction to students ages 18-22 with developmental and physical disabilities. Instruction is delivered across all environments, including the classroom, community, building, job site, and family homes when appropriate. The primary goal is to empower students to become happy, confident, and productive members of their community through an individualized program.

Qualifications

• LBS-1 certification issued by the Illinois State Board of Education

Responsibilities

• Participate in transdisciplinary team meetings, multidisciplinary staffings, annual reviews, parent conferences, and faculty meetings
• Communicate frequently with parents and elicit their input in educational planning and implementation
• Collaborate with team members to develop and modify outcome-based, measurable, and longitudinal goals/objectives on student IEPs, aligned with Illinois State Learning Standards when appropriate
• Implement student IEPs using teaching methods, materials, and adaptations tailored to individual student needs
• Utilize non-aversive behavior management techniques and ensure consistent management across team members
• Implement the Multi-Needs Functional Curriculum, including community living domains, functional academics, vocational skills, and embedded social, communication, and motor skills, as well as program-recommended curriculum for Reading, Math, and Community Instruction
• Design, revise, and maintain a class schedule based on student IEP goals and objectives, providing instruction in integrated environments
• Design, revise, and maintain instructional programs developed from student IEP goals and objectives, facilitating cooperative learning
• Provide opportunities for students to interact with peers to form friendships and support networks
• Implement programs and procedures recommended by transdisciplinary team members
• Demonstrate team leadership skills for a group of paraprofessionals
• Assess student growth using clear criteria congruent with student goals and collect/summarize performance data on an ongoing basis
• Collaborate with team members to report on student progress by established timelines

Pay

Compensation is set by the SASED Board of Directors.

Schedule

184-day work year.