Director, Center on Transition Innovations (CTI) VCU Employees Only

Virginia Commonwealth University•Richmond, VA

12d•$135,000 - $145,000

About The Position

VCU's Rehabilitation Research and Training Center seeks a visionary and collaborative Director of the Center on Transition Innovations to lead a statewide center dedicated to improving post‑school outcomes for students with disabilities. This grant-supported position plays a critical role in advancing high-quality secondary transition services through leadership, innovation, and strategic partnerships. The Director provides overall administrative and programmatic leadership for the Center, including supervision of personnel, direction of daily operations, budget oversight, and responsible management of resources. The role involves implementing and managing multiple grants and contract-funded projects while working closely with state agencies to enhance coordinated transition services. The ideal candidate will have demonstrated experience establishing and sustaining strong working relationships with state agency leadership and key partners across education, vocational rehabilitation, developmental disabilities, and higher education. A proven ability to design and launch innovative initiatives that improve transition outcomes for youth with disabilities is essential, along with a deep understanding of the real-world barriers school districts face when implementing new regulations, policies, and initiatives with limited resources. This position requires a recognized leader who excels in maximizing resources to support students with disabilities, their families, and school-based educators and administrators. The Director must also possess extensive knowledge of federal and state laws related to secondary transition, as well as experience conducting applied research, writing manuscripts for peer‑reviewed journals, and presenting at state and national conferences. This is a unique opportunity to provide statewide leadership, influence policy and practice, and drive meaningful systems change that positively impacts the lives of youth with disabilities.

Requirements

Demonstrated ability to work in and foster an environment of respect, professionalism and civility with a population of faculty, staff, and students from all backgrounds and experiences, or a commitment to do so as a faculty member at VCU.
Ph.D. in Special Education, Rehabilitation, Clinical Psychology, Educational Counseling, or a closely related discipline.
Demonstrated knowledge and experience teaching online and in‑person courses in educational best practices and employment/business research focused on advancing competitive integrated employment for individuals with disabilities.
Experience teaching and engaging diverse national and international audiences, including professionals, advocates, family members, and individuals with disabilities.
Thorough knowledge and understanding of Virginia Department of Education transition policies.
Excellent demonstrated interpersonal and communication skills, with proven leadership ability.
Demonstrated leadership style that values listening, collaboration, inclusive participation, and active involvement in all project deliverables.
Minimum of ten (10) years of post‑Master’s experience, with a strong emphasis on both research and clinical work with individuals with intellectual and developmental disabilities (IDD), autism, physical disabilities, and/or other significant disabilities in the areas of education, employment, and postsecondary education.
Prior experience in a key leadership role within a major project, district, department, or team of 15 or more staff members.
Experience working in grant‑funded organizations, including demonstrated knowledge of IRB development and implementation, project management, and grant reporting.
Knowledge of and leadership experience in employment programs for transition‑aged youth with disabilities, specifically Project SEARCH.
Demonstrated knowledge of primary research design and methodology, with experience conducting research in educational and/or business settings.
Proven experience preparing peer‑reviewed journal manuscripts and developing knowledge translation products based on quantitative research.
Experience with grant‑related project management, including tracking inputs and outcomes, federal performance measures, accountability, and reporting requirements.

Nice To Haves

A minimum of ten (10) years of experience with demonstrated knowledge of Virginia school systems, including applicable rules, regulations, and policies.
At least five (5) years of leadership experience in employment programs serving transition‑aged youth with disabilities.
Prior experience with grant‑related project management, including tracking inputs and outcomes, as well as supporting federal performance measures, reporting, and accountability requirements.

Responsibilities

Provide leadership for the implementation of a statewide strategic training plan for the Center for Transition Innovations (CTI), in coordination with the Virginia Department of Education (VDOE).
Coordinate and oversee training, technical assistance, and evaluation activities as directed by VDOE.
Design, develop, and deliver evidence‑based professional learning experiences using both live and web‑based formats, with a particular emphasis on online instruction.
Deliver training to diverse audiences, including public and private school personnel, related service providers, family members, healthcare providers, business owners, managers, and other professionals.
Collaborate with statewide stakeholders to develop training products and events that address the needs of individuals with disabilities across Virginia.
Serve as a training instructor and instructional coach for online and face‑to‑face learning opportunities that promote evidence‑based educational practices and competitive integrated employment.
Provide mentorship to junior faculty and staff, particularly in innovative training and instructional initiatives.
Prepare and present CTI training, technical assistance, and evaluation activities at local, state, and national conferences.
Maintain current knowledge of evidence‑based practices and translate research findings into high‑quality training, technical assistance, and evaluation activities.
Identify and lead research and evaluation initiatives related to the transition of youth with disabilities.
Evaluate CTI training and technical assistance activities and support data collection, analysis, and applied research development aligned with CTI goals.
Develop applied research proposals utilizing both quantitative and qualitative methodologies.
Prepare and submit local, state, and federal grant proposals to support new research, demonstration, and evaluation projects.
Ensure all research activities adhere to the highest ethical and scientific standards, including IRB compliance and protected data protocols.
Author and co‑author peer‑reviewed journal articles, book chapters, and manuscripts based on CTI research and demonstration projects.
Engage youth with disabilities and their families as active participants in research and program activities.
Represent VCU and CTI to funding agencies, professional organizations, community partners, and other key stakeholders.
Report project accomplishments to funding agencies and support ongoing, proactive communication regarding project progress, risks, and emerging concerns.
Collaborate with community businesses, rehabilitation professionals, and public schools to identify research and professional development priorities that support graduation, postsecondary education, and employment outcomes.
Establish and maintain statewide and national collaborative partnerships with researchers and practitioners in the disability field.
Promote the full inclusion of individuals with disabilities in higher education, employment, and community life.
Provide timely notification to the Principal Investigator (PI) regarding challenges, barriers, or issues affecting service delivery or project outcomes.
Provide direct clinical and educational services to individuals with disabilities, including postsecondary education support, employment preparation, social skills training, behavioral supports, and employment services, as appropriate to project scope.
Provide administrative leadership for CTI, including supervision of faculty and university staff.
Collaborate with other CTI initiatives, RRTC projects, and the School of Education to support dissemination, coordination, and strategic alignment.
Assist Principal Investigators with budget development, fiscal monitoring, and expenditure review throughout the fiscal year.
Oversee project timelines and deliverables to ensure CTI meets all stated goals, objectives, and outcomes.
Collaborate with team members to maintain a current, accurate, and responsive CTI website.
Work collaboratively with state and university partners to advance CTI initiatives and priorities.
Participate with Principal Investigators in strategic planning related to new initiatives, funding opportunities, and program expansion.

Benefits

All full-time university staff are eligible for VCU’s robust benefits package that includes comprehensive health benefits, paid annual and holiday leave, generous tuition benefits, retirement planning and savings options, tax-deferred annuity and cash match programs, employee discounts, well-being resources, abundant opportunities for career development and advancement, and more.

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