Transition Technician - Special Education - Superstition High School

Key Responsibilities

• Participate in activities related to the recruitment of potential students for the Transition from School to Work (TSW) program
• Assist students in acquiring necessary mobility/transportation to keep appointments
• Assist with providing vocational assessments to students
• Provide assistance to students in career exploration activities
• Under the supervision of the Transition Facilitator, implement a system for disseminating TSW information to employers, student, parents and school staff
• Analyze work site and match TSW students that are deemed appropriate by the Transition Facilitator and Vocational Rehab counselor through person-centered planning and vocational profiling; gather and organize information useful for transition planning
• Contact potential job training sites and employers in the community; develop and maintain a system for tracking employers
• Provide structured training at community job sites consistent with student’s targeted vocational goals; provide follow-up support to students
• Collect data as necessary to document student’s progress on the job; maintain an accurate case file for each TSW student
• Provide support to eligible students as deemed necessary by the IEP/IPE Team
• Attend all daily, weekly, monthly and periodic training meetings, as assigned
• Regular and on-time attendance required
• Perform other related duties, as assigned, to ensure the efficient and effective functioning of the work unit
• Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools

Required Qualifications

• High School education
• Current Arizona IVP fingerprint card
• Valid, or ability to obtain, Arizona driver’s license
• Demonstrated experience working with students 16 – 22 years of age
• High School education
• College coursework completion in education, business, personnel or human relations (preferred)
• Previous experience in social services supporting youth with disabilities or at-risk youth (preferred)

Skills & Competencies

• Models the attributes and skills of the MPS Portrait of a Graduate
• Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community
• Moderate proficiency in typing, with good accuracy; above average test battery
• Computer proficiency to include use of basic software applications (Word, Excel, etc)
• Demonstrated ability to work with a variety of students with diverse needs and interests
• Ability to organize, to prioritize, to work independently and to be self-directed
• Ability to establish and to maintain a positive rapport with students, district personnel and employers in the community
• Knowledge of school policies and procedures in working with students with disabilities; maintain confidentiality
• Ability and willingness to work outside normal school day hours as needed

Work Environment & Physical Requirements

• Most work occurs within school buildings—classrooms, resource rooms, and offices
• May include visits to job sites, community colleges, vocational training centers, or partner agencies to support students in real-world environments
• Frequent interaction with special education teachers, school counselors, general education staff, parents, vocational rehab counselors, and external agencies
• Occasional evening or weekend events, such as job fairs or community-based instruction
• Occasionally assist students with tasks that may involve light lifting or physical prompts, up to 50lbs