Anticipated Student Pathways and Access Coordinator for Students with Disabilities (Transition), Salem Public Schools, Salem, MA [SY 2026-2027]

Salem Public Schools•Salem, MA

1d•Onsite

About The Position

Salem Public Schools is seeking a Student Pathways and Access Coordinator for Students with Disabilities (Transition) for the SY 2026-2027. This role is pivotal in empowering students with disabilities from kindergarten through post-high school by ensuring equitable access to the curriculum and fostering effective communication through assistive technology. For students in grades 9-post high, the coordinator will integrate comprehensive transition planning to support their post-secondary goals, including further education, employment, and independent living. Salem Public Schools is an urban district serving nearly 4,000 students, committed to a vision where all students are locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. The district values belonging, equity, and opportunity.

Requirements

A bachelor's or master's Degree in Special Education, Rehabilitation Counseling, or a closely related field is required.
Minimum of three (3) years of experience in special education, rehabilitation, and/or vocational counseling roles, with a focus on supporting individuals with disabilities across various age levels (14-22) preferred.
Demonstrated experience in person-centered planning and/or individual support models.
Strong knowledge of prevocational assessments, job development, fading supports, task analysis, and job creation.
Massachusetts teaching certification/licensure in moderate/severe special education with a Transition Specialist Endorsement OR Certified Rehabilitation Counselor (CRC).
Ability to complete comprehensive transition assessments, with excellent evaluation and report writing skills.
Ability to teach employment skills, coach, and evaluate students with disabilities who have diverse special needs.
Ability to understand the specific physical, emotional, and behavioral needs of students and to maintain trust and confidence.
Excellent organization, communication, and interpersonal skills, capable of building strong relationships with students, families, staff, employers, and community agencies.
Safety Care Trained or willing to be trained (training provided by District)
Must be physically capable of and willing to engage in restraint, bending, and lifting as required to meet unique student needs
Assist in toileting and Activity of Daily Living (ADL) skills, if needed and as determined by student need
Current authorization to work in the United States

Nice To Haves

Knowledge of Salem businesses and community resources is highly desirable.
Second language (Spanish and/or Portuguese) proficiency a plus.
Bilingual candidates and candidates of color strongly encouraged to apply.

Responsibilities

Collaborate and consult with school-based teams, students, and families to develop meaningful and appropriate individualized transition plans (ITPs) aligned with post-secondary goals for students in grades 9-12.
Collaborate with community partners to develop meaningful internship and experiential opportunities.
Build in-house pre-vocational and experiential learning activities.
Develop and implement activities that foster career and employment skills (e.g., interview skills, career mapping, work readiness) as outlined in student transition plans.
Conduct formal and informal vocational and transition assessments, write comprehensive reports, interpret results, and provide actionable recommendations.
Identify student interests, preferences, and skills, and match them to employment settings and community participation options.
Assist students in career research, identifying necessary training/education, and securing appropriate employment opportunities.
Provide specialized instruction that enables all students to successfully engage in the community, including Activities of Daily Living (ADL), work exploration, and transition to adult skills.
Ensure that documented accommodations are delivered consistently.
Evaluate students' abilities in basic academics and social development using formal and informal measures.
Use innovative approaches and instructional strategies to support students in their vision for transition to adulthood.
Develop and implement IEPs and plans.
Demonstrate ability to write an effective IEP with SMART goals and sensible accommodations, and generate progress reports using IEP software.
Present evidence of student progress toward goals and objectives in a professional manner during special education meetings.
Establish and maintain open communication with building-based and service provider staff.
Participate actively in IEP team meetings, using effective communication skills to present information clearly and accurately.
Present evidence of student progress toward goals and objectives through regular progress reports and team meetings.
Complete all required paperwork and job-related functions in a timely manner.
Routinely participate in district and school-based meetings, training, and professional development.
Work independently within supervisory expectations.
Responsible for assuring equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, gender identity, national origin, sexual orientation, homelessness, or disability.
Perform other job-related duties as assigned by the Special Education Director.