Teacher - Special Education Transition Specialist (2026-2027)

SUMMARY:

Provides instruction and transition-related service planning using results-oriented processes to develop the skills needed by special education students to be successful in seamless transitions from high school into post-secondary education, work and/or services for secondary special needs students with disabilities which may range from mild to severe.

The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

• Model KISD core organizational beliefs and values; perform duties effectively and efficiently for the purpose of supporting as well as contributing to high student achievement.
• Provide program support and service delivery; communicate effectively within and across teams plus participate in cross-functional work groups.
• Maintain a commitment to the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.

MAJOR RESPONSIBILITIES AND DUTIES

Instructional Support

• Identify and document students'' post-school goals, learning preferences, and need for accommodations through the Transition Plan.
• Identify measurable transition-related goals and objectives that focus on postsecondary education or training, employment, independent living, and community and leisure activities.
• Develop educational experiences that correspond with post-school goals and objectives, such as participation in college preparatory curricula and/or in vocational and technical education.
• Identify transition-focused instructional activities and services through the Transition Plan.
• Utilize a planning process that is student-centered and facilitates students'' self-determination, including student decision-making.
• Provide appropriate accommodations that facilitate student and family involvement in the individual planning process.
• Collaborate with ESC''s and Transition Specialist from surrounding Districts to promote and improve the quality of information and services provided to students and families.
• Collaborate with general and vocational educators regarding students'' learning needs and instructional programs.
• Promote collaboration and delivery of pre-employment transitions services for students with disabilities transitioning from secondary education to employment and independent living through dissemination of information about TWC''s Vocational Rehabilitation (VR) services.
• Facilitate intake appointments as needed indicated by TEA and TWC MOU (2017).
• Identify and provide information about transition services and program and/or curriculum options to parents and students.
• Serve as a resource for students and families with disabilities regarding post-secondary outcomes and options.
• Participate in planning and facilitation of informational sessions for students and parents featuring community agencies, post-secondary education options, employment opportunities, military options, etc.
• Identify students'' abilities to participate meaningfully in the development of their IEP.
• Utilize a variety of assessment information as a basis for the IEP; as authorized by students and families, provide assessment information to relevant service providers.
• Evaluate the progress or attainment of students'' post-secondary goal(s) at least annually, including student evaluation of his or her progress.

Communication

• Interact effectively and collaboratively with community service providers to identify and address students'' service and support needs.
• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.

Professional Growth and Development

• Participate in staff development activities to improve job-related skills.
• Comply with State, District, and school regulations and policies for classroom teachers.
• Maintain knowledge of Transition Programming through Transition trainings and workshop attendance.

Other

• Maintain confidentiality.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents.
• Assist with data collection for reporting to TEA regarding transition and post-secondary planning.
• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research.
• Comply with all policies, operating procedures, legal requirements, and verbal and written directives.
• Comply with the Professional Code of Ethics and Standard Practices for Texas Educators.
• Follow District safety protocols and emergency procedures.
• Perform other related duties as assigned.

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QUALIFICATIONS:

Education/Certification:

• Bachelor's Degree from an accredited university
• Valid Texas Teaching Certificate with required Special Education endorsements for assignment

Experience:

• Three (3) years successful experience as a Special Education Teacher

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SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

• Knowledge of special needs of students in assigned area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• Knowledge of curriculum and instruction
• Knowledge of Federal, State, and Local legal requirements for Transition
• Knowledge of technology usage
• Knowledge of community service providers and agencies for persons with disabilities

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SUPERVISORY RESPONSIBILITIES:

• None

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MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

• Personal computer, phone systems, video/instructional equipment, and peripherals

Posture:

• Prolonged siting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

• Frequent walking; repetitive computer work with frequent use of hands and wrists

Lifting:

• May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non ambulatory students, and lift and move adaptive and other classroom equipment
• May lift and move textbooks and classroom equipment

Environment:

• Exposure to biological hazards
• Regular Districtwide travel to multiple work locations, as assigned, as well as travel in the community to job locations
• Regular exposure to noise and computer monitors
• No remote work

Mental Demands:

• Work with frequent interruptions; maintain emotional control under stress work; prolonged or irregular hours

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INTENT AND ACKNOWLEDGEMENT:

This description is intended to indicate the kinds of tasks and levels of work difficulty required of positions given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit, or any way modify the right of any supervisor to assign, direct and control the work of employees under supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.