Teacher, Full-Time - Vocational Itinerant, SY 26-27SY

Job Summary

Affords students with disabilities receiving an itinerant level of support in high schools the opportunity to develop job-related skills through school-based and community training programs. Supports students' transition from school to work by collaborating with various stakeholders.

Essential Functions

• Assesses students' interests and interpersonal and functional skills levels using a Transition Assessment/Inventory tool.
• Determines appropriate settings and methodologies for job-related skills training.
• Establishes training plans based on Individualized Education Plan goals and objectives.
• Collaborates with outside placement/employment agency staff, school staff, students, parents, employers, and others to facilitate transition.
• Consults with on-site supervisors and school staff to ensure practical and relevant training.
• Synthesizes and provides student-specific information to agencies involved in the transition process.
• Promotes establishment of training and career exploration sites for students.
• Assesses students for community site-based training.
• Maintains training sites to ensure state-of-the-art training is provided.
• Determines job availability and skills needed to perform employment tasks.
• Aids students in completing applications, preparing resumes, and other employment-related activities.
• Facilitates necessary roster adjustments to permit students' release from school.
• Collaborates on a multi-disciplinary team to develop a comprehensive educational program for students.
• Participates in Individual Education Plan conferences.
• Writes Individualized Education Plans that set individualized goals and objectives for each student in assigned caseload.
• Maintains and updates Individualized Education Plans for each student in assigned caseload.
• Monitors implementation of Individualized Education Plans for each student in assigned caseload.
• Assesses students for community site-based training.

Minimum Requirements

• Bachelor’s degree from an accredited college or university.
• Three years of current full-time, paid, professional teaching experience working with students with moderate or severe disabilities.

Knowledge, Skills And Abilities

• Knowledge of theories, principles, and research on adolescent growth and development with an emphasis on disability categories identified in IDEIA and Chapter 14.
• Current methodologies for providing job-related skills training for exceptional students.
• Local job market and employment needs.
• Community organizations and businesses as potential training and career exploration sites.
• Existing post-graduate training/employment opportunities and application procedures for students with disabilities.
• The availability of post-graduate services and referral procedures for students with disabilities.
• Ability to train school staff in practices designed to promote successful student transition.
• Ability to monitor training sites to ensure they provide students with state-of-the-art training.
• Ability to assist students in completing applications, preparing resumes, and other employment-related activities.
• Ability to maintain necessary records, compile statistical information, and prepare reports.
• Ability to communicate effectively, both orally and in writing.
• Ability to establish and maintain effective working relationships.
• Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations.
• Ability to present information and respond to questions from administrators, staff, and the general public.
• Ability to apply knowledge of current research and theory to the instructional program.
• Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned.