Transition Coach

Reports to: Principal: High School & Transition Programs

Employment information:  Full-time 10 month bargaining unit position

Summary: 

The Transition Coach serves as the instruction lead for the Transition Academy Staff in their individual roles to prepare students for their transition into higher education or the workforce. In addition to providing support to the instructional program, the Transition Instructional Coach has specific responsibilities for supporting work experience opportunities for Deaf/Hard of Hearing students in High School and in the Transition Academy by developing and maintaining liaisons with community businesses and organizations; recruiting presenters; leading the curriculum committee in the development of curriculum designed for students’ unique needs; and promoting programs to stakeholders. This position will also serve as a consult to support the Transition Teacher, College and Career Prep Teacher, and the K-8 IEP Lead in the development of transition plans in age-appropriate student IEPs.

Qualifications:

• Masters degree in education of the Deaf/Hard of Hearing or closely related field AND five (5) years of experience in an instructional setting OR equivalent combination of education and experience
• All PDE required clearances for school-based personnel.
• Strong knowledge of IDEA 2004 & PDE Chapter(s) 14/711
• Demonstrates specific knowledge of Federal Indicator 13 for post-secondary transition planning.
• Experience with IEP development, specifically transition planning.
• Collaborative & effective interpersonal skills for delivering guidance & support with school stakeholders.
• Understanding and acceptance of communication principles, which emphasizes full access to communication in the school and work environment, as well as the importance of self-expression and respect for each individual’s communication needs.
• Strong communicator expressively and receptively in American Sign Language and in written English. Intermediate sign language skills required, advanced sign language skills preferred.
• Strong ability to work independently and cooperatively.
• Ability to design programming and support transition staff in its implementation.
• Excellent report writing skills
• Understanding of and experience with a culturally diverse student population
• Willingness to support the use of assistive communication devices for students who use them
• Strong desire for students of all abilities to achieve their employment potential
• Attributes: Energetic, organized, positive, self-starter, critical thinker, creative, innovative, patient, enthusiastic, friendly, encouraging, compassionate,  and flexible.

Responsibilities:

• Develop working relationships with organizations within the community and collaborate with internal staff and external entities to promote and implement student job site placement. 
• Align school-based protocols and resources with PSD’s post-secondary transition programming requirements as prescribed by  the Bureau of Special Education of PA Department of Education (Indicator 13)
• Work collaboratively with students, families, school-based staff, and community-based contacts, including OVR and IDS, as needed, to ensure meaningful individualized transition planning.
• Support the Principal and the HS College & Career Preparation Teacher in order to provide work training opportunities for HS students based on goals identified in the IEP. 
• Consult with department principals to support the coordination of transition activities for school aged students
• Coordinate the (Philadelphia Youth Network) PYN/ESY (Extended School Year) Program
• Support Transition staff in the development of the Transition Academy programming
• Support the Transition Teacher in the development of Transition Academy IEPs.
• Review and provide feedback on transition plans in  IEPs as needed.
• Communicate with students, families, teachers, LEAs, and the Office of Vocational Rehabilitation (OVR) representatives and/or community-based stakeholders to ensure individualized transition plans and goals are current, measurable, and targeted.
• Plan, organize, and advertise school-sponsored events pertaining to post-secondary transition, such as career fairs, meet and greets, and virtual tours for students and families
• Lead the curriculum committee in the development of curriculum designed for students’ unique needs; and promoting programs to stakeholders.
• Inform and collaborate with guidance counselors as it relates to updates to transition plans determined by IEP teams.
• Maintain current and ongoing county/regional agency contacts to access resources for post-secondary education & training for students, families, and/or school personnel.
• Establish connections with state and local service providers, consultants, and trainers to expand the school’s resources for home, community, and work-based experience options for students.
• Serve as a liaison and ensure effective communication and coordination among students, families, IEP teams, the OVR, and other providers to develop job readiness and independent skills.
• Ensure all students have current vocational/career interest inventories, strengths profiles, and interagency contacts as needed.
• Provide guidance in developing and implementing daily living skills including decision making, problem solving, safety awareness self-advocacy and the development of social behavior.
• Provide ongoing 1:1/small group support for students which may include resume and cover letter development, development of their career portfolio, setting up a bank account, as well as any identified individualized area of need.
• Guide the creation and implementation of supports and/or strategies to allow students to succeed in their work experience (including life skills students).
• Write summaries of student work experiences and program updates for the Curriculum Corner Newsletter and Summer Newsletter, as well as other PSD publications upon request. 

Physical Requirements and Work Environment:

• Occasionally lift up to 15 lbs.
• Generally works in a standard classroom setting and climate.
• Works in a highly stressful environment dealing with a wide variety of challenges
• Ability to sit, stand, walk, kneel, crouch and reach with hands and arms
• May be required to physically assist students with disabilities

PSD is committed to the full inclusion of all qualified individuals. As part of this commitment, PSD will ensure that persons with disabilities are provided reasonable accommodations. If reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact the human resources department.