Transition Job Coach - Special Education

Transition Job Coach - Special Education

Position Summary:

The Transition Coach is responsible for supporting the evaluation, planning and providing transition services for students with special needs throughout the district. This individual is responsible for providing technical assistance and training to district personnel in the areas of transition. The Transition Coach is responsible for working with a team of teachers, administrators, parents, outside community personnel and central office staff with the purpose of collaborating in obtaining and providing resources to promote OKCPS' Three Es (enlistment, enrollment, employment). The Transition Coach will provide a comprehensive continuum of training through consultation, modeling, coaching, and professional development for special education and related service personnel regarding the implementation of transitional curriculum, transition plans, transitional assessments, progress monitoring, etc. The Transition Coach will work closely with the Transition Coordinator, community partners, and the Department of Rehabilitation Services to streamline the services and supports.

Essential Duties:

Great Teaching & Learning (Instructional Infrastructure):

Focus: Instruction, curriculum, assessment, coaching, and student learning outcomes.

• Assist special education teachers in the systematic implementation of curriculum and data collection to maximize instructional access.
• Research curriculum, best practices, and methodologies that improve achievement, independence, and employability for students with disabilities.
• Assist IEP teams with transition resources, analyzing assessment and progress data, and planning programs that lead to appropriate placement, accommodations/modifications, and interventions.
• Support Community-Based Instruction throughout the district.
• Work with teachers to build programs at school sites that provide transition skills and opportunities.
• Participate in IEP meetings to provide information regarding pre-, during-, and post-high school transitional opportunities.
• Mentor students at community work placements and monitor their performance.
• Develop and support employment exploration programs for students in collaboration with community partners.
• Work to coordinate Pre-ETS trainers in high schools.
• As assigned, support teachers/staff in troubleshooting, planning, and implementing STEP Academy curriculum and initiatives.
   

Great People (Talent Management):

Focus: Professional development, coaching, supporting staff effectiveness.

• Provide technical assistance, coaching, and training to district personnel regarding transition services.
• Provide districtwide and/or sitewide staff development for special education teachers, related service personnel, and staff.
• Offer technical assistance to staff/teachers to promote the four areas of transition.
• Participate in professional meetings, in-services, and workshops related to transition.
• Schedule regular visits to school sites for observations, consultations, and PLC meetings.
• Act as an information resource for supervisors, counselors, teachers, and parents.
   

Great Culture (Systems Leaders):

Focus: Relationships, expectations, communication, and alignment of stakeholders.

• Maintain high expectations for students with disabilities as productive community members.
• Promote awareness of available services and how to access them among scholars, families, and staff.
• Partner with DRS, Career Tech (state), Metro Tech (local), and other community organizations to support transition pathways.
• Consult with area technology centers and universities for transition opportunities.
• Respond promptly to calls, emails, and correspondence from school personnel and parents.
• Assist elementary teachers in ensuring parents understand transitional opportunities.
• Mentor and support students in community work placements.
• Work closely with the Transition Coordinator, community partners, and district staff to streamline services and supports.
   

Great Systems (Support & Accountability):

Focus: Compliance, processes, documentation, resource development, and operational support.

• Contact and recruit job sites providing socialization, leadership, self-esteem, and pre-employment experiences.
• Develop and maintain employment exploration programs with businesses, government, and nonprofit agencies.
• Find suitable placements for students in business and agency programs.
• Maintain activity logs and documentation as required.
• Offer information on how to access Social Security Services, DDS, DRS, and other government/community services.
• Support the coordination and delivery of outside services such as Pre-ETS.
• Performs other duties as assigned in alignment with the district's mission and values.

Minimum Qualifications (Knowledge, Skills and/or Abilities):

• Bachelor's degree in Special Education, Rehabilitation Counseling, Social Work, Psychology, or a related field.
• Three (3) years of experience working with students with disabilities in a school, rehabilitation, community-based instruction, or transition services setting.
• Experience participating in or contributing to IEP development, particularly regarding transition planning.
• Understanding of IDEA transition requirements, transition assessments, and transition planning processes.
• Knowledge of community resources, adult service agencies (e.g., DRS, DDS, Social Security), and employment pathways for individuals with disabilities.
• Ability to collaborate with teachers, administrators, employers, families, and outside agencies.
• Strong organizational skills with the ability to maintain documentation, logs, and schedules.
• Ability to mentor students in community-based work settings and monitor progress.
• Skills in professional communication (written and verbal).
• Ability to deliver professional development, coaching, and technical assistance to staff.
• Valid driver's license and acceptable driving record per district requirements.
   

*Relevant experience may be substituted for formal education at a 2:1 ratio.  Therefore for every 1 year of college lacking, 2 years of directly relevant experience may be substituted.
 

Preferred Qualifications:

• Valid state teaching certification OR appropriate state credential in Special Education, Career/Transition Services, or a related field.
• Bilingual or bicultural experience.

Physical/Mental Requirements:   

• Must have adequate manual dexterity to write legibly and perform required duties on the computer.
• Must have adequate visual acuity to read, interpret and transcribe written material and other required duties.
• Requires normal range of hearing and clear speaking abilities to interact appropriately with others in person and on the telephone.
• Physical agility, able to bend, stoop, sit on the floor, walk, reach and climb stairs.
• Requires some stooping, bending, stretching and occasional lifting not to exceed 25 pounds.
• Sitting for prolonged periods of time.
• May periodically require work outside of normal business hours, including weekends, under sometimes. stressful conditions in order to meet business needs and strict deadlines.

 Work Environment:  

• Office duties will be performed in a well-lighted, climate controlled environment.   

Reports To: OESS Administrator - Secondary

FSLA Status: Exempt

Compensation: Schedule 807 

Work Days:     242

FTE: 100

This job description is not intended to be all inclusive. The employee will also perform other reasonably related business duties as assigned by the supervisor or appropriate administrator.  Oklahoma City Public Schools reserves the right to, update, revise or change job duties as the need prevails. This document is for communication only and not intended to imply a written or implied contract of employment. The Board of Education and Superintendent may approve alternatives to the listed qualifications.