SpEd Transition Coach

Location:

EAC (Education and Administration Center)

Recruiting Start Date:

08/07/2026 This posting will be open at least five (5) days after the recruiting start date.

Estimated Start Date:

08/17/2026

SpEd Transition Coach independently plans and carries out programming in the community setting that promotes maximum independence, successful employment, and quality of life for students transitioning from high school to adulthood. Independently develops partnerships with and coordinates services among parents, community agencies, post-secondary educational institutions, businesses, and community establishments in order to meet students’ needs and IEP goals.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

Reports consistently for work as scheduled

Performs other duties as assigned

Attains proficient or higher evaluations on established Performance Standards

Independently implements students’ IEP goals and objectives in community setting

Develops partnerships with businesses, post-secondary institutions, adult agencies, and community establishments

Maintains frequent communication with parents regarding their students’ activities, job placement, work schedules, job performance, and progress toward IEP goals

Informally assesses students’ vocational interests and abilities

Develops and assists in obtaining appropriate jobs for selected students

Trains, coaches, monitors, and evaluates students on the job

Independently plans and carries out a variety of community activities to teach life skills, recreation/leisure skills, and social skills

Transports students in district vans to and from job interviews, appointments, agency intakes, and community activities

Regularly monitors and evaluates programming for students receiving services from contracted local vendor agencies

Assists students in building peer relationships and improving social skills in community setting

Develops natural resources and supports for students in the community

Independently problem solves behavioral and medical issues that arise with students in the community

Informs students and parents about adult agencies and transports students to agencies to complete intakes

Investigates, in an ongoing manner, new community resources for meeting students’ needs

Regularly communicates student progress to Transition Coordinator

Educates community members regarding disabilities, services, and specific student needs

Wears pager in order to be contacted when not in office

Attends and participates in students’ IEP meetings

Assists in planning and hosting special projects such as Agency Fair, Transition Graduation Celebration, Transition Open House, etc.

Attends and serves as member of Transition Steering Committee

Attends monthly Transition Team meetings

Prepares and maintains records to document student attendance, student progress toward goals, parents’ contacts, employer contacts, student employment records, etc.

Assists Transition teacher with evening classes minimum one evening a week

Participates in outside trainings specific to job development, job coaching, partnering with employers and agencies, agency awareness

Knowledge, Skills, and Abilities:

Ability to adapt to changing technologies and to learn functionality of new equipment and systems

Ability to communicate effectively verbally and in writing

Ability to create, access, input, retrieve, and manipulate information in various software systems

Ability to establish and maintain accurate record keeping, document management, and filing systems

Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public

Ability to follow oral and written instructions

Ability to greet and interact with the public in a courteous and professional manner

Ability to maintain confidentiality

Ability to manage simultaneous demands and set clear priorities

Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities

Ability to work independently without direct supervision

Commitment to the education of students as a primary responsibility

Communicates effectively with students and adults in a wide variety of settings

Computer proficiency including office productivity applications

Considerable knowledge of policies, procedures, and overall district functions

Demonstrated ability to manage simultaneous demands and set clear priorities

Demonstrated ability to work well with others in a team setting

Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness

Demonstrates effective organizational and time management skills

Detail-oriented

Energetic, creative, innovative, flexible

Excellent cooperative, collaborative, and problem-solving skills

Knowledge of office methods and procedures

Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher

Knowledge of, or be willing to learn, how to access the myriad adult agencies available to Transition students (SSI, Medicaid, Section 8 Housing, Resource Exchange, Voc Rehab, etc.)

Promotes a positive climate, culture, and community

Strong organizational, interpersonal, written, listening, and verbal communication skills

Student-centered and relationship-focused

Understanding of data privacy laws and their implications for the educational community

Willing and able to obtain District 20 van license (requires clean driving record)

Willing to attend CO-TOP opportunities and other professional learning related to job

Willingness to participate in ongoing training as required

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.

The noise level in the work environment may alternate among quiet, moderate, and loud.

The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.

The incumbent is required to work scheduled school/work hours and/or days.

The incumbent may be required to work extended school/work hours and/or days as directed.

Work is performed primarily in the community and less often in office environment and classroom.

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions

Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties

Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices

Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils

Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel