Transition Support Specialist

Benefits

Additional Information

Our outstanding teachers, support staff members and leaders are top-notch educators whom others seek to emulate, and quite simply - we would like for you to consider joining us. General Description: The Transition Specialist for the Chesterfield Juvenile Detention Center (CJDC) will work to improve the educational services for neglected, delinquent, and at-risk students assigned to State-Operated Program (SOP) institutions. The Specialist will take steps to ensure that these students receive the support necessary to assist them in meeting the challenging academic content standards and student academic achievement standards that all children are expected to meet. The Transition Specialist will also provide these students with the services needed to make a successful transition from the SOP institutions to their home school, higher education, or employment, and will take steps to prevent students from dropping out of school. Job Description: Job Description Essential Job Functions: Prepares and implements a daily schedule for instruction Establishes weekly planning times with all core teachers to ensure that the students are receiving the appropriate instructional services Provides an orderly and attractive learning/classroom environment Communicates regularly with parents to ensure an effective transition for the students upon their release Develops and implements effective daily lesson plans Maintains an organized program of instruction based on long-range, as well as short-term, plans for transitioning students back into the public school setting, an adult education program, an advanced studies program, or community college certification program Participates in program placement discussions with appropriate personnel Networks with all appropriate community agencies and organizations Works closely with high school and middle school administrators, teachers, and guidance counselors to facilitate transition programming Attends IEP meetings as necessary to provide transition support input Works closely with special education teachers and students to meet transition needs Serves as a resource to families, parents, and students in accessing transition services as well as providing information about transition topics Keeps records of appropriate documentation during the transition process Coordinates the teaching of daily living skills Works with the Office of Vocational Rehabilitation and guidance counselors to assist parents and students with the post-secondary enrollment process Develops and maintains a professional working relationship with all other personnel within the school setting Continues professional growth by taking classes, participating in professional development programs, attending in-services and conferences and reading professional journals and related materials Performs other duties as assigned Budgetary Responsibility: This position has no budgetary responsibilities. Report Preparation: Prepares and submits Title I, Part D reports and documentation, as well as other reports related to position, as necessary Equipment Operation: Operates general office equipment and equipment related to education Contacts: This position has frequent contact with students, parents, school staff, and external agencies to support transition services for at-risk students. Work Direction/Supervision: This position may provide guidance to other staff regarding best practices for support of at-risk students, but does not supervise other positions. Decision Making: Performs the majority of functions independently under the general supervision of the Principal Formal Policy-Setting Responsibilities: This position has no formal policy-setting responsibilities. Physical Demands: The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to lift, support, handle or feel objects, tools, equipment and/or controls; reach with hands and arms and talk and hear. The employee is required to stand, walk, sit, climb or balance, stoop or kneel and drive. May be required to use crisis prevention or intervention techniques. May be required to lift up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception and the ability to adjust focus. Work Environment: The employee regularly works in a school setting. The noise level is typically quiet to moderate. Knowledge/Skills/Abilities: Working knowledge of the concepts, principles, and methodologies of instruction, learning theory, and teaching methodologies for students with disabilities, and of statutes, policies, guidelines, and requirements related to special education Strong written, verbal presentation, and inte