Transition Coordinator/Middle and High School EC Support

Transition Coordinator/Middle and High School EC Support

10 Months

GENERAL STATEMENT OF JOB

Works with schools by providing professional learning and support to address special education

programming, procedural compliance, educational accountability, and instructional improvement. This

position involves guiding appropriate stakeholders to assure that IEP teams are constituted and function

in accordance with legal requirements and ensuring the implementation of required policies and

procedures affecting students with disabilities.Work collaboratively with administrators, teachers, school psychologists, parents, and related service personnel to assure that evaluation reports, IEPs, and instructional data are available to assist in the identification eligibility, placement, IEP development, service provision, and instruction for students with disabilities. Employees in this role must exercise independent judgment, leadership, and initiative in the performance of

assignments.

ESSENTIAL FUNCTIONS

• Provides support and assistance in implementing the programming of special education and related services to principals, teachers, and staff in assigned schools
• Collaborates with stakeholders in schools and on EC Central Services team to improve student outcomes by building school capacity to integrate best practices in teaching, learning, and assessment
• Model teaching; facilitates the dissemination of best practices regarding curriculum and instructional methodology including observing classrooms to identify student and/or teacher needs
• Coordinates appropriate technical assistance to assigned schools, including needed professional development as indicated for district and school support.
• Assists in the collection, analysis, and interpretation of data needed for planning student supports, reporting, determining service delivery, making student programming decisions, and providing professional development.
• Assists principals in selection and retention of highly qualified special education teachers.
• Assists principals in the support and development of beginning teachers and alternatively licensed teachers
• Provide support to all EC teachers with the development and implementation of quality IEPs, compliance, IEP meetings, and data collection with instructional practices.
• Communicates areas of strength as well as areas of need to principals and teachers to improve educational outcomes for students with disabilities.
• Assists EC teachers as appropriate in the preparation for IEP team meetings and attends IEP meetings in situations where additional instructional and administrative support is found to be necessary.
• Provide instructional and emotional support for beginning teachers
• Assist beginning teachers in navigating ECATS and EC Processes
• Assists parents and schools in the successful transition of students new to the district into appropriate services and programs.
• Seeks out feedback on how to improve practice and grow professionally
• Wears correct attire for assigned duties
• Communicates w/appropriate staff regarding anticipated absences
• Consistently arrives at work on time
• Consistently works a minimum of 7.5 hours per day or until the required work tasks are complete
• Is consistently present at work on student days and required workdays
• Respects and protects confidentiality with respect to student information
• Consistently follows through with any plans outlined by the EC support team, or directives given by the immediate supervisor and/or district leadership
• Assist in bridging the gap between high school special education and post-school life
• Guide students with disabilities through major life transitions by building individualized plans for post-secondary education, independent living, and successful employment
• Knowledge of high school curriculum, scheduling, and courses of study
• Understanding of compliance related to transition components of IEPs
• Ability to connect students and families with critical service agencies

OTHER RESPONSIBILITIES:

Performs other work related duties as assigned

MINIMUM TRAINING AND EXPERIENCE

• NC Teacher Licensure with Certification in Special Education, preferably with additional hours in special education law and or school administration
• Five or more years experience teaching exceptional children
• Strong knowledge base of EC compliance regulations and policy, including best practice instructional methodology and organizational skills
• Advanced tech skills, including Google Workspace
• Evidence of creative problem solving and school-based scheduling
• Goal driven and self-motivated

MINIMUM STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment such as computers, copiers, and a

variety of audiovisual equipment etc. Must be able to exert up to 20 pounds of force frequently or

constantly to lift, carry, push, pull or otherwise move objects. Light Work usually requires walking,

standing and bending to a significant degree.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional,

structural, or composite characteristics (whether similar to or divergent from obvious standards) of

data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or

exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms,

newsletters, journals, procedures, lists, etc. Requires the ability to prepare correspondence, simple

reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems,

collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical

instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete

variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to

follow oral and written instructions. Must be able to communicate effectively and efficiently standard

English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract;

multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive

statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using

office and audiovisual equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office and audiovisual

equipment. Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving

instructions. Must be adaptable to performing under stress and when confronted with emergency

situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas

by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to

communicate via telephone.

DISCLAIMER

This job description is designed to indicate the general nature and level of work performed by

employees within the classification. It is not designed to contain or be interpreted as a comprehensive

inventory of all duties, responsibilities and qualifications required of employees in this job. It is not a

contract or guarantee of employment, salary or benefits.