Special Education Teacher - Post-Secondary Transition Program

id='p16855_46152'>Special Education Teacher - Post-Secondary Transition Program JobID: 16855

Position Type:

Special Education/Special Education Teacher

Date Posted:

6/10/2026

Location:

Adult Transition Program

Closing Date:

06012026

District:

Berkley School District Additional Information: Show/Hide

POSITION - Special Education Teacher - Post-Secondary Transition Program

START DATE - Beginning of 2026-27 School Year; Start Date - August 18th, 2026

LOCATION - Adult Transition Program

SALARY - Per the Berkley Education Association (BEA) Schedule B

POSITION SUMMARY: Deliver instruction to post secondary students (ages 18-26) in accordance with their Individualized Education Plan

QUALIFICATIONS:

The ideal candidate will possess:

• Valid Michigan Teaching Certificate required with Special Education certification.
• Teaching endorsement in CI or Autism preferred.
• Experience in developing individualized transition plans preferred.
• Understanding of behavioral intervention techniques.
• Ability to develop curriculum with special emphasis on prevocational, vocational and daily living education
• Excellent oral and written communication skills.
• Reliable transportation to travel between student work sites and community outings.

DUTIES AND RESPONSIBILITIES:

Planning and Preparation

• Instruct students in age-related curriculum and provide experiences fostering students' vocational, social, and daily living skills.
• Plan coherent units of study, lessons, and activities with clear learning objectives
• Evaluate student work performance and progress monitor individual student growth in vocational, social, and daily living skills.
• Coordinate, schedule, and facilitate IEP and related meetings and paperwork
• Conduct meetings to address the needs of students that will support them to become independent and respected community members.
• Assist Paraeducators to help students to maintain appropriate work ethics and social skills.

Classroom Environment

• Organize classroom space and manage classroom instruction and procedures so students know what they are expected to do and learn.
• Create learning environment of mutual respect and rapport that supports learning, as well as a sense of physical and emotional safety for all
• Provide behavioral directions in a calm, clear, and professional manner
• Use a variety of strategies so students enjoy an engaging, positive, and effective culture for learning.

Instruction

• Develop and follow through on instructional plans, differentiate and modify to meet each student's specific needs
• Instruct in a manner which balances lecture, student information sharing, discovery and inquiry and whole/small group instructions
• Use appropriate questioning and discussion techniques
• Communicate effectively with students, parents, colleagues, adult service agencies, community members, and others who have an interest in the overall achievement of young adults in our program.
• Engage students actively and meaningfully in their learning
• Be flexible and responsive to student differences
• Use technology as an instructional tool, when appropriate
• Use differentiated materials, content, activities, instructional strategies, assessments to meet the needs of all students
• Assess students' transition needs using various inventories and assessments.

Professional Responsibilities

• Reflect thoughtfully on teaching practices and modify plans and strategies to improve instruction
• Dialogue positively with colleagues to continue professional growth
• Build and maintain rapport with students, staff and families
• Collect and utilize student data, and share with students and families to improve outcomes
• Develop a process to communicate with families and students to share progress

DEADLINE FOR APPLICATIONS: Until filled

District Vision

Our inclusive culture will inspire, empower and lead all learners to realize their full potential and make a positive difference in their future and community.

Commitment

The Berkley School District is committed to keeping diversity, equity and inclusion at the forefront of its goal of creating an environment where all staff, students and community members feel a sense of belonging.

Per School Safety Legislation, each individual, who is either employed full-time or part-time, or is assigned to regularly and continuously work under contract, shall be fingerprinted for the purpose of performing a criminal history background check. Prior to employment, selected candidate must complete the fingerprinting process at the applicant's expense.

Berkley School District does not discriminate on the basis of race, color, national origin, age, sex, sexual orientation, religion, marital status, height, weight or any disability in its educational programs, activities or employment as required by Title VI of the Civil Rights Act of 1964 and Section 504 of the Rehabilitation Act of 1973.