Job Description: Vocational Specialist – Transition Program (18–22)

School Year: 2026–2027

Position Overview

The Vocational Specialist supports the 18–22 Transition Program by assisting students with disabilities in developing vocational, independent living, and community-based skills. This position works under the direction of the Transition Program teacher and provides direct job coaching, community-based instruction, and support in the development of post-secondary readiness skills. The Vocational Specialist plays a key role in helping students increase independence, build work skills, and access meaningful employment opportunities in the community.

Essential Duties and Responsibilities

Instructional & Student Support

Support the Transition Program teacher in implementing vocational and life skills instruction for students ages 18–22
Provide direct instruction and reinforcement of job-related skills in school-based and community settings
Assist students in developing:
- Work readiness skills (punctuality, task completion, workplace behavior)
- Communication and social skills in work environments
- Independent living skills (as aligned to program goals)
Use systematic instruction, prompting, and fading strategies to increase student independence
Support data collection on student progress toward IEP transition goals
Provide safe transportation of students to community-based vocational and instructional sites using district-approved vehicles, as required

Job Coaching & Community-Based Support

Serve as a job coach for students at community-based employment sites
Provide on-site coaching, modeling, and supervision at job placements
Support students in learning and completing job tasks at various work sites
Assist with identifying natural supports in the workplace to promote independence
Support students in generalizing skills across multiple community settings
Accompany students on community-based instruction (CBI) experiences and vocational training outings

Employment & Community Partnerships

Assist in identifying and developing job sites within Monroe, Oxford, and surrounding communities
Build and maintain positive relationships with local businesses and community partners
Support coordination of student internships, volunteer placements, and job sampling opportunities
Communicate with employers (as directed by the teacher/program) regarding student support needs and progress

Program & Classroom Support

Assist in planning and implementing vocational and life skills programming
Support classroom organization, materials preparation, and instructional setup
Collaborate with the Transition teacher and program team to ensure alignment of instruction with IEP goals
Support student participation in classroom-based independent living instruction (e.g., budgeting, cooking, social skills, safety skills)

Family & Team Collaboration

Participate in team meetings, including IEP/PPT meetings, as appropriate
Support communication between school and home regarding student vocational progress
Assist with program events such as:
- Open houses
- Community showcases
- Transition fairs and informational nights

Professional Responsibilities

Maintain confidentiality of student records and information
Follow all district, school, and safety procedures
Participate in professional learning opportunities related to transition services, vocational training, and job coaching
Work collaboratively as part of a multidisciplinary transition team

Qualifications

Experience working with individuals with disabilities, preferably adolescents or young adults
Experience in job coaching, vocational training, or community-based instruction preferred
Strong communication, collaboration, and problem-solving skills
Ability to work independently in community settings
Valid driver's license and reliable transportation preferred
Must obtain and maintain certification to operate district activity vans and meet all state and district requirements for student transportation safety and training
Ability to build positive relationships with students, families, and community partners

Preferred Attributes

Experience in special education or transition programming (18–22)
Familiarity with IEP transition planning and employment readiness skills
Comfort working in community-based environments and job sites
Strong belief in promoting student independence and dignity in adult outcomes