TITLE: Transition Coordinator / Special Education Teacher
DEPARTMENT: Special Education
REPORTS TO AND IS EVALUATED BY: Special Education Supervisor, Building Principal, or Director of Pupil Services
JOB SUMMARY:
The Special Education Transition Coordinator/Special Education Teacher is responsible for developing, implementing, and coordinating transition services for high school students with disabilities. This includes assisting students in the transition from high school to post-secondary education, employment, and independent living as outlined in their Individualized Education Programs (IEPs). The coordinator works closely with students, families, school staff, community agencies, and post-secondary institutions to ensure a successful transition process and manages a direct student caseload.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
(Numerically listed in order of most important to least)
• Develop and coordinate individualized transition plans and grids for students with disabilities ages 14–21 as part of their IEP.
• Coordinate work-based learning experiences, internships, job shadowing, and job placements, including securing new partnerships with local businesses.
• Monitor student progress toward transition goals and document activities and services in accordance with IEPs and compliance standards.
• Provide direct instruction or support in areas such as job readiness, independent living skills, and self-advocacy.
• Facilitate transition assessments to help determine students' strengths, interests, and needs.
• Visit students at their work sites to provide feedback and collaborate with the site supervisor to ensure student success.
• Coordinate and train/support the job coaches assigned to students, including supporting them in completing student work evaluations.
• Build and maintain partnerships with the Office of Rehabilitation (OVR), local businesses, community agencies, and post-secondary programs.
• Engage and work collaboratively with related service providers to ensure that accommodations and assistive technologies are provided within the transition process.
• Coordinate transportation for all students to and from work sites.
• Stay current on state and federal regulations related to transition planning and special education.
• Provide professional development and support to staff and families on transition-related topics.
• Develop and coordinate daily instructional assistant absences at PGHS in coordination with the lead special education teacher.
• Manage a caseload of students and hold IEP meetings throughout the year.
• Coordinate Extended School Year work sites and transportation.
• Coordinator will be responsible to teach transition related classes throughout the school year.
• Other jobs as assigned by the Special Education Supervisor, Building Principal, or Director of Pupil Services.
QUALIFICATIONS:
(Numerically listed in order of most important to least)
• Valid teaching certificate with a special education endorsement.
• Bachelor’s degree in Special Education or related field (Master’s degree preferred).
• Minimum of 3 years of experience in special education or related transition services.
• Familiarity with IDEA, IEP process, and post-secondary transition planning.
• Knowledge of transition assessments, career exploration tools, and assistive technology.
• Strong communication, collaboration, and organizational skills.
• Ability to work effectively with diverse populations and teams.
CLEARANCE QUALIFICATIONS:
• Submission of pre-employment medical examination (Section 148 of the Pennsylvania School Code) via School Personnel Health Record form.
• Submission of a report of criminal history record from the Pennsylvania State Police (Section 111 of the Pennsylvania School Code).
• FBI Criminal History Record.
• Submission of a clearance report from the Pennsylvania Department of Public Welfare in accordance with Act 151 of 1994 (Child abuse history).
PHYSICAL DEMANDS:
• Ability to reach above and below the waist.
• Ability to use fingers to pick, feel and grasp objects.
• Ability to lift and/or carry supplies and/or papers weighing no more than 20 lbs.
• Ability to sit, walk, stand or move throughout the work environment, often with extended periods of the workday.
• Ability to meet the demands of physical restraint as necessary.
SENSORY ABILITIES:
• Visual acuity.
• Auditory acuity.
WORK ENVIRONMENT:
• Typical classroom environment.
• Subject to inside environmental conditions.
TEMPERAMENT:
• Must possess excellent interpersonal skills.
• Must be able to work in an environment with frequent interruptions.
• Able to make judgments and work under high level of stress.
COGNITIVE ABILITY:
• Ability to communicate effectively.
• Ability to organize tasks.
• Ability to handle multiple tasks.
• Ability to exercise good judgment.
SPECIFIC SKILLS:
• Must possess leadership skills.
• Must possess computer skills.
• Ability to operate various office equipment.
• Must maintain required Professional Development as per the Pennsylvania Department of Education and or National Board Certification.
(Reasonable accommodations may be made to enable a qualified individual with a disability or disabilities to perform the primary duties and responsibilities of the job.)
TERMS OF EMPLOYMENT:
• Professional Position.
• 188 days during the school year (Standard Professional Contract).
• [Insert Number] days of consultation during the extended school year.
Approved by BOE – 8/18/25