Title of Position: Teacher - Transition
The NSSED Transition Teacher supports the NSSED mission and is committed to the possibilities in every learner, every day. The NSSED Transition Teacher strives to achieve the NSSED vision to be a national leader and highly valued partner with a courageous commitment to inclusive communities that equally value all people and inspire them to be active participants in our world.
The NSSED Transition Teacher is responsible for instructional and functional, community-based curriculum and behavior management for students that have ended their high school experience and need a focus on real-life, post school outcomes in the area of academics, life skills, vocational, communication and recreation. Students in the transition classrooms are between the ages of 18 through 21. Students have a range of ability level, from cognitively impaired to autism to students that struggle and who have emotional and behavioral needs. The NSSED Transition Teacher works and collaborates with support personnel, administrators, parents, community adult service providers, and university representatives to facilitate post-school outcomes for students.
- Proficient communication skills
- Effective collaborative problem-solving ability
- Engages in continuous professional improvement
- Possesses job specific skills required to meet essential job functions
Essential Job Functions:
- Plan and implement direct systematic, research based instructional and behavioral practices in the classroom and in the community.
- Assist in planning alternate assessments, i.e., portfolios, curriculum based measurement, etc., to measure all aspects of post-school skill development.
- Assist in planning and implementation of assessments as determined by the state or school district.
- Collaborate with parents and educational staff to identify appropriate post-school outcomes for students.
- Design modified student outcomes. Align student outcomes with NSSED mission/vision and ensure that programming meets these outcomes.
- Work collaboratively with a transdisciplinary team and families to design, implement, and assess student outcomes and ensure that these align with the transition plan.
- Use the Essential Skills curriculum to design and implement, carry out curriculum, and appropriate programming to meet the academic, functional, social and transition needs of the students.
- Collaborate and co-plan student learning modules (e.g. health class, technology class, social skills, business class) with teachers to facilitate the generalization of transitional goals.
- Plan and implement personal development skills such as goal setting, independence, self-advocacy, and career readiness with students where appropriate.
- Plan and implement daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
- Integrate best-practice instructional methodologies to meet that are specific to the individual student and their needs.
- Facilitate team problem-solving with educational and community adult agencies and parents.
- Assist in developing appropriate peer, educational, and recreational programs with area universities and community resources.
- Support public relations events and activities with high schools, adult, and community agencies.
- Provide support, training, coaching and evaluative feedback to and skill development to non-certified teaching staff (e.g. TA’s, job coaches, drivers). Help teaching assistants work to ensure best practice teaching strategies are carried out effectively in the community.
- Work with administration and transportation specialists to coordinate schedules, transportation and staffing support for all community instruction throughout the day.
- Design and implement behavior management strategies across environments and train staff to do so in a consistent manner.
- Maintain appropriate records as required by the NSSED Transition Program including management of Embrace records, VB-MAPP, student communication files and cumulative student files.
- Collaborate with the transition team to research, plan and implement ALOP programming for students, where appropriate.
- Professional Educator License with an LBS I endorsement
- Previous experience working with transition age students (18-21) preferred
Director of Instruction