FACULTY MSD (Transition Coordinator)

Educational Svc.•Frederick, MD

15h

About The Position

Maryland School for the Deaf (MSD) is a diverse, bilingual community who in partnership with families, provides an equitable and exemplary education in a nurturing, engaging, and challenging environment to ensure our students achieve personal excellence and become lifelong learners. The Transition Coordinator supports secondary students who are deaf and hard of hearing in developing the skills, experiences, and supports needed for a successful transition from school to employment, postsecondary education, independent living, and community participation. This position plays a critical role in coordinating community partnerships, and individualized transition planning, with a strong focus on students with complex needs.

Requirements

Master's degree in Deaf Education, Special education, Counseling, Social Work or a related field required.
Two years of satisfactory performance as a Teacher or a Counselor.
Knowledge of the Deaf culture and Deaf Education required.
Must be fluent in ASL and written English.
Must be able to demonstrate knowledge, skills, and abilities to provide Transition Services.
Knowledge of ASL and/or willingness to continue developing ASL skills.
Experience working with secondary students with disabilities.
Strong organizational, communication, and collaboration skills

Nice To Haves

Experience with the Transition Process.
Experiences working with Adult Agencies.
Demonstrate Knowledge, Skills and Abilities to provide Transition Services.
Experience supporting students with multiple or complex disabilities.
Familiarity with Augmentative and Alternative Communication and assistive technology

Responsibilities

Evaluate individual student needs, strengths, interests, and goals to develop comprehensive, individualized transition plans.
Develop, write, coordinate, and implement transition plans within the IEP beginning at age 14
Provide age-appropriate transition assessments to support measurable postsecondary goals in employment, education/training, and independent living.
Meet individually with students to conduct transition activities, review courses of study, and ensure alignment with postsecondary goals.
Serve as a case manager and primary liaison among students, families, teachers, related service providers, administrators, and community agencies.
Oversee the implementation of transition plans, monitor student progress, and adjust supports and services as needed.
Disseminate information to staff, students, and parents regarding student needs, progress, timelines, and available resources.
Work closely with Work to Learn (WTL) staff who provide Pre-Employment Transition Services (Pre-ETS).
Oversee graduation requirements and provide course advising
Will be responsible for meeting with assigned students and completing required documentation for Medical Assistance reimbursement on a monthly basis.
Connect students and families with vocational training programs, postsecondary education options, and adult service agencies.
Develop, provide, and monitor transition activities related to: Academic skills Employment readiness Transportation and community navigation Activities of daily living (ADLs) Independent living skills
Work closely with classroom teachers to directly teach and reinforce specific transition skills across settings. The Transition Coordinator will be visible in classrooms, co-teaching transition-related activities, particularly for students who are not earning credits, have complex learning needs, struggle with reading, or have gaps in learning and communication. This includes modeling skills, providing hands-on support, adapting lessons for diverse learning needs, and ensuring that transition objectives are integrated into daily instruction.
Develop and sustain collaborative relationships with adult service agencies.
Facilitate referrals to adult service providers.
Advocate for students and families by providing education related to disability rights, services, and supports.
Provide transition services for all transition-age students at the Columbia Campus and support a smaller caseload of Frederick Campus students. (caseload sizes vary from year to year for each campus)
Be physically present on the Columbia Campus a minimum of two days per week.
Collaborate with other Transition Coordinators to develop how students will participate in their own IEP meetings.