Special Education - Work to Transition Academy (High School)

About the role

The 18-22 Transition Teacher develops, implements, and monitors individualized, community-based instructional programs for students ages 18-22 with disabilities. This role supports students in achieving meaningful postsecondary transition outcomes aligned with their Individualized Education Programs (IEPs), focusing on employment, independent living, community engagement, and continued education and/or training. Instruction and support are provided across classroom, community, and work-based learning settings.

Responsibilities

• Attends staff, building, parent, team, and case management meetings.
• Communicates and consults with team members, parents, guardians, and outside agencies regarding student interventions, medications, and programmatic needs.
• Develops data collection and management systems, including entering and analyzing data to identify student needs and recommend quarterly classes.
• Develops or utilizes assessment tools and progress reports, such as Illinois Interactive report cards.
• Builds positive, trusting relationships with students; provides counseling, reviews transition activities, and offers job coaching for community job placements.
• Develops, adapts, and implements curriculum and lesson plans aligned with academic standards.
• Ensures teams utilize concepts of least restrictive environment and best practices.
• Addresses student transportation issues, including transporting students in school vehicles and serving as a contact for bus-related problems.
• Participates in staff development activities.
• Provides direct instruction using techniques such as individualized instruction, lectures, team teaching, and hands-on formats.
• Manages student behavior, implements disciplinary procedures, and assists in developing individualized intervention plans.
• Ensures student safety in various conditions, including extreme weather, transportation, and supervision in non-classroom settings.
• Works with IEP teams to develop, manage, and reevaluate Individualized Education Plans, including goal writing and IEP conferences.
• May order supplies and materials related to curriculum and instruction.
• May provide in-service training to other staff.
• May serve as a case manager for transition planning at the middle and high school levels.
• May work with hearing-impaired students on an itinerant basis.
• Performs other related duties as required.

Requirements

• Bachelor’s degree from an accredited college or university.
• Valid Connecticut State Board of Education teaching certificate/endorsement in Comprehensive Special Education, K-12 (165 endorsement).
• Current Motor Vehicle Class D Operator License may be required.
• Completion of State CEU requirements for re-certification.

Skills

• Considerable knowledge of best practices, laws (including IDEA), and interventions for special education.
• Knowledge of specific disabilities, children’s mental health disorders, and classroom strategies.
• Knowledge of child development, educational philosophy, teaching methods, and learning theory.
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI).
• Skill in accommodations for visual impairments, including Braille, low-vision devices, and assistive technology (required for some positions).
• Skill in classroom and behavior management, interpersonal relations, and teamwork.
• Skill in organization, verbal and written communication, and working in stressful situations.
• Skill in signing, cued speech, and auditory-verbal areas (required for some positions).
• Skill in transitional service planning, remedial instruction, and the five real-life transition areas (required for some positions).
• Skill in utilizing computer technology for educational purposes, including word processing.
• Ability to apply PBIS and SRBI principles, adapt to changing student needs, and create structured learning environments.
• Ability to develop curriculum, lesson plans, and assessment tools tailored to special education students.
• Ability to teach students with varying disabilities and work with individuals from diverse backgrounds.

Supervisory Responsibilities

May provide work direction to paraprofessionals and clerical staff as assigned.

Working Conditions & Physical Demands

• Physical Demands:
  • Frequent standing, walking, sitting, and driving.
  • Occasional lifting (up to 50 lbs.), carrying, pushing, pulling, climbing, balancing, stooping, kneeling, crouching, crawling, and reaching.
  • Constant hand/eye/foot coordination, talking, hearing, and visual acuity (near and far).
• Environmental Conditions:
  • Occasional exposure to cold, heat, temperature changes, wetness, humidity, extreme noise, chemicals, gases, unpleasant odors, bodily fluids, dampness, mechanical hazards, and physical danger or abuse.
  • May work in confined or restricting areas.