Post-Graduate Transition Teacher (SY26-27)

Boston Public Schools • Boston, MA

16h

About The Position

The Post-Graduate Transition Program is designed for students with disabilities aged 18-22 to ensure students have an extension to innovative community resources and services beyond K-12 education that will enhance their adult life. This new post-secondary transition program for students with disabilities will have a selection process given entrance criteria. Student admissions into this program will be through the IEP Team process which includes recommendations from teachers, families, outside agencies, and administrators. Targeted transition goals and the student’s post-secondary vision will identify innovative individualized goals, and self-determination skills that promote independence and success. The prerequisite of the selection process will include only students ages (18-22) who have completed four years of high school and have completed the Massachusetts Comprehensive Assessment System/Alternate Assessment (MCAS- Alt ) portfolios. This program will promote inclusive vocational opportunities that embrace a range of community based experiences at its core. The focus of the program is to develop skills that will enable each student to live as independently as possible, pursue further education, vocational training, and essential career skill building learning in order to maintain employment. Post Graduate Transition Teacher (SEI Endorsement Required) Public Schools seeks an exceptional Post Graduate Transition Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

Requirements

• Hold a degree in Special Education.
• Hold a Massachusetts Teaching License in Moderate or Severe Disabilities for the appropriate grade level.
• Hold either ESL License at the appropriate level or SEI Endorsement.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Ability to meet the BPS Standards of Effective Practice as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
• Knowledge of special education and transition mandates, current strategies like whole life planning, and natural supports, and related laws and regulations
• Ability to work as a member of a team

Nice To Haves

• Experience teaching in urban schools.
• MA DESE Transition Specialist Endorsement.
• BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity.
• BPS is particularly interested in candidates who are fluent in one of BPS' official Languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
• In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).

Responsibilities

• Provide small-group instruction to students with intellectual and developmental disabilities to develop transition skills in the areas of education and training, employment, and community experiences and post-school independent living.
• Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development, as well as attend/participate in IEP meetings.
• Provide needed accommodations for student learning and testing when required.
• Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.
• Assist students in completing career portfolios
• Conduct vocational and transition related assessments in the areas of career skills, interest inventories, career exploration, and vocational programing to effectively guide planning of curriculum, differentiated instruction, and the development of IEP goals.
• Foster student participation in transition planning activities, including career research, identifying necessary training and/or education required. Also job-readiness activities like resume building, securing references, and interview preparation.
• Provide classroom and individualized instruction on job readiness, socialization, safety, travel training, self-help, skills, functional academics, self-advocacy and interview skills.
• Responsible for remaining up-to-date on best practices and curriculum in the field of transition, including varying student-centered planning methods based on student style/preference.
• Assist students in the community by providing transition services, including, but not limited to, travel training and observations at job sites.
• Performs other related duties as needed to support the unique population of students in this program at the direction of the Program Director and the Office of Specialized Services.

What This Job Offers

• Job Type: Full-time
• Education Level: No Education Listed
• Number of Employees: 1,001-5,000 employees