Transition Facilitator Spec Education - INTERNAL ONLY

BCPS • Baltimore, MD

3d

About The Position

Serve as a specialized consultant, coach, and direct instructor responsible for bridging the gap between high school and adult life for students with disabilities. Provide staff with evidence-informed resources and technical assistance. Work directly with individuals and groups of students to deliver instruction in self-determination, career development, independent living and support on jobsites. Coordinate work-based learning, facilitating agency linkages, and monitoring federal compliance indicators to ensure students achieve equitable outcomes in postsecondary education and employment. Ensure a seamless and student-centered path toward post-school success by balancing systemic coaching with hands-on student support at job sites and in the community.

Requirements

• Graduation from an accredited college or university with a master’s degree in special education or a related field.
• Three years of satisfactory experience working with middle or high school special education students either in a teaching or support services position.
• Possession of a Maryland Educator Advanced Professional Certificate in Special Education.
• OR Possession of, or eligibility for, a Maryland Educator Advanced Professional License in Special Education.
• Thorough knowledge of inclusive educational practices, IDEA guidelines, IEP development, LRE (Least Restrictive Environment), CEC’s Division on Career Development and Transition (DCDT) Competencies for Transition Specialists, and compliance with federal and state mandates including knowledge of transition service requirements and labor laws.
• Demonstration of outstanding oral and written communication skills.
• Demonstration of expertise and experience in assessment/data analysis and instruction ages three through post-secondary.
• Demonstration of strong human relations, communication, IEP team facilitation and organizational skills.
• Demonstration of strong computer/technology skills.
• Citizenship, residency or work VISA in United States required

Nice To Haves

• Experience in vocational education/school to work programs is preferred.
• Endorsement in work-based learning is preferred. The work-based learning endorsement must be obtained within one year.

Responsibilities

• Provide colleagues (e.g., general educators, related service providers, outside agencies, career navigators, work-based learning coordinators, employers) with evidence-informed instructional practices, links to community partners and agencies, and curricular resources to embed transition content into their relevant work with individuals with disabilities.
• Provide classroom and community-based coaching to staff to implement evidence-informed practices.
• Assist teachers to evaluate and monitor progress of individuals with Individual Education Program (IEP) goals, activities, services, and curricula/instruction to help ensure they meet their post-school goals.
• Facilitate student-centered and family-centered transition and IEP planning approaches to help ensure individuals with disabilities are provided with instruction, related activities, and other curricular resources and support colleagues in providing transition instruction and programming.
• Understand and connect the current implementation of transition services, practices, and curricula as it relates to equitable outcomes for individuals with disabilities regarding federal reporting requirements for SPP/APR indicators.
• Utilize and train staff to utilize transition assessments to identify strengths, preferences, interests, and needs to develop transition services practices to help individuals with disabilities and their families/caregivers plan for postsecondary goals.
• Plan for and implement job readiness, life skills, and community-based training that aligns with individuals with disabilities' strengths, interests, preferences, needs, and post-secondary goals.
• Assist students individually and in groups both in school and at community job sites, enclaves, work-based learning experiences, etc.
• Collaborate with colleagues, community partners, and agencies to identify, develop, and coordinate work-based learning partnerships and agreements to prepare individuals with disabilities for employment in their community.
• Arrange tours related to career interests or agency opportunities; arrange for speakers from adult agencies to visit schools or present to parents.
• Initiates job development with employers for students, and distributes work-based learning contracts to employers, school-based personnel, parents and students for risk management purposes.
• Collect data related to the progress of student work-based learning experiences, and preparation for transition to postsecondary options.
• Utilize evidence-informed strategies for collaborating with colleagues, community partners, and agencies to ensure and increase effective transition services, practices, supports, and equitable outcomes for individuals with disabilities and their families/caregivers.
• Train colleagues, community partners, and agencies and/or other personnel, families/caregivers on topics related to special education and preparing students for positive post-secondary outcomes (i.e. comprehensive self-determination, employment/career development, postsecondary education/training, adult living and community participation).
• Assists with student career interests, skills, and knowledge by providing training, coaching and feedback related to postsecondary transition planning for case managers, teachers, department chair, IEP chairs, parents, school counselors, career navigators, work-based learning coordinators, and career and technology education teachers.
• Support staff in coordinating and facilitating on-going transition planning before, during and after annual IEP meetings.
• Serves as a resource for transition teams, Developmental Disabilities Administration (DDA) personnel, coordinators of community services, Division of Rehabilitative Services (DORS) counselors, teachers, school staff, MANSEF staff and other stakeholders.
• Provides linkages to appropriate agencies by obtaining parent permission to release records with applications for services to assist in connecting students with adult service providers, vocational training, or other necessary resources.
• Support planning and implementation of transition forums/fairs for parents and students’ county wide with agency representatives attending.
• Assist school-based personnel in planning school-wide employment and career fairs.
• Participate in internal and external committees as needed to enhance postsecondary transition knowledge of ever-changing policies and procedures.
• Complete and submits monthly and quarterly reports pertaining to enclave and work-based learning attendance, and transition facilitator accountability.
• Perform other duties as assigned.

Benefits

• BCPS offers a comprehensive benefits program for eligible employees including options for medical plans, dental plans, vision, life insurance, flexible spending accounts, disability coverage, and 403(b)/457 plans.
• Other benefits include paid holidays, sick, personal business, and bereavement days, and flexible leave options such as FMLA, sick bank, and board approved leaves.
• All new hires will attend a benefits meeting upon hire.

What This Job Offers

• Job Type: Full-time
• Number of Employees: 5,001-10,000 employees