Teacher - Special Education Transition Program (SSC)

Teacher Compensation Plan
Salary Range: 
Shift Type: Full-Time
Wage/Hour Status: Exempt
Reports To: Coordinator � Special Education

EMPLOYMENT BEGINS: As soon as possible

PRIMARY PURPOSE:

• To provide adult students (ages 18�22) with meaningful, community-based instructional opportunities that develop functional independence. The 18+ Transition Teacher focuses on four key pillars: Employability, Independent Living, Community Participation, and Post-Secondary Education, ensuring students meet their IEP goals and successfully transition out of the public school system.

QUALIFICATIONS: 

Education/Certification:

• Bachelor's degree from an accredited university.
• Valid Texas Special Education Certificate (EC-12).
• Willingness to obtain and maintain a 20-hour school bus driver certification to operate a small bus/van for community outings (Preferred).

SPECIAL KNOWLEDGE/SKILLS:

• Knowledge of Community-Based Instruction (CBI) models.
• Familiarity with the Texas Transition and Employment Guide.
• Ability to conduct and interpret functional vocational assessments.
• Strong organization skills for managing student schedules across multiple job sites.
• Ability to collaborate with multidisciplinary teams, agency representatives, and community partners.
• Ability to supervise paraprofessionals and coordinate program activities
• Understanding of transition planning processes and requirements
• Knowledge of community agencies and services that support individuals with disabilities 

EXPERIENCE:

• At least 3 years of experience in Special Education (Self-Contained, Life Skills, or VAC experience preferred).
• Experience in vocational placement for students with disabilities
• Experience implementing transition requirements at the secondary level 

MAJOR RESPONSIBILITIES AND DUTIES:

• Plan and implement daily lessons that take place in "natural environments" (grocery stores, laundromats, public transit, and job sites).
• Collect and analyze student performance data to guide instruction and support
• Develop and monitor individual student schedules that balance classroom instruction with community work-based learning.
• Assist with transportation planning for work-based learning and employment
• Perform additional duties as assigned by the Special Education Coordinator for Transition Services
• Identify and secure community volunteer and "try-out" employment sites for students.
• Supervise and evaluate student performance at work sites, providing on-the-job coaching as needed.
• Establish and monitor contracts for paid and unpaid job placements
• Provide ongoing support to students in employment settings
• Design and implement IEP goals that are strictly age-appropriate and post-secondary oriented.
• Administer transition assessments to drive ARD committee decisions.
• Maintain rigorous data collection on student progress toward independence to determine when the student has met the criteria to "graduate" or exit services.
• Participate in ARD/IEP meetings and assist in creating individualized transition plans
• Assist students in developing self-determination and self-advocacy skills.
• Facilitate connections between families and adult agencies.
• Train and supervise instructional aides (paraprofessionals) in providing faded support�ensuring they help students without creating "self advocacy."
• Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES:

• -

WORKING CONDITIONS:

Mental Demands:

• Maintain emotional control under stress; adapt to changing schedules based on community site availability.

Physical demands/environmental factors:

• Frequent standing, walking, and boarding/exiting district transportation. May require lifting or assisting students with physical disabilities or personal hygiene needs.
• Significant time spent off-campus in community settings and local businesses. Exposure to various weather conditions during travel and outdoor instruction.
• Frequent standing, bending, kneeling, pushing, and pulling
• Ability to lift and move equipment or assist students with physical needs (50+ lbs.)
• Possible physical management of student behavior and assistance for non-ambulatory students
• In-district travel required
• Ability to work independently and manage time effectively
• Occasional after-hours work may be required

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.