LOCATION: Centennial Transition Center

FTE: 1.0

WORK HOURS: 8:15am - 4:15pm

CONTRACT DAYS: 192

SALARY:  Pending Negotiations (2024-2025 salary schedule: $50,046 - $100,092)

START DATE: April 2026 or when filled

APPLICATION DEADLINE:  Open Until Filled

 

Note:  Special Education Teacher/Learning Specialist positions are eligible for a $2,000 annual stipend.

 

Job Purpose Statement/s:  The position of Teacher – Special Education (Learning Specialist-Functional Living Skills) is for the purpose/s of developing, providing, and monitoring post-secondary opportunities for students who experience disabilities ages 18-21 who qualify for transition services.  This includes providing specially designed instruction, documenting teaching and student progress/activities/outcomes; developing lesson plans; modeling the necessary skills to perform assignments, providing a safe and optimal learning environment, and providing feedback to students, families, and administration regarding student progress, expectations, goals, onsite and in the community.

 

Essential Job Functions:

• Collaborate with school personnel, families, and various community agencies to improve the quality of student outcomes, develop solutions, and planning curriculum.
• Coordinate all transition activities for special education students on assigned caseload.
• Develop, modify, adapt, implement, and instruct students eligible for special education services under Individuals with Disabilities Education Act (IDEA), including students who have graduated with a modified diploma and remain eligible for services under IDEA. This includes in the areas of academics, functional living skills, community access, medical or behavioral protocols, etc.
• Provide students opportunities to participate in activities based on their interests and preferences in the areas of educational planning regarding post-secondary goals.
• Facilitate planning sessions and determine student interests and preferences in the areas of educational planning regarding post-secondary goals.
• Assist students and/or their families in collaboration and contact with various outside agencies related to transition and/or post-secondary goals.
• Act as a resource for students, families, teachers, and administrators for transition planning, connection to adult agencies, and providing opportunities for work experience.
• Monitor direct/indirect supervision of students on job sites, as negotiated with on-site supervisors.
• Perform job shadowing when needed for a student or staff member.
• Coordinate activities associated with assessment and career exploration activities.
• Assist in the identification of needs that will be included in the Individual Plan for Employment (IPE).
• Coordinate IPE and Individual Education Program (IEP) transition activities with outside agencies.
• Coordinate a variety of transition services, including the development of work experiences, job shadowing, career exploration, job coaching, and paid employment opportunities consistent with students’ vocational goals with staff onsite or offsite.
• Maintain and update a system for tracking transition activities.
• Collaborate with staff in providing structured training at school and/or job sites consistent with each student’s targeted vocational or transitional goals.
• Facilitate and participate in transition planning meetings with eligible students, ages 18-21.
• Manage student behavior for the purpose of providing a safe and optimal learning environment.

Other Job Functions:

• Coordinate/Collaborate with the Alternative Placement Coordinator as needed regarding post-secondary outcomes and placement.
• Collaborate with other personnel as may be required for supporting them in the completion of their work activities.
• Advocate for students to ensure that they have access to District training opportunities and resources that are needed in order for the student to achieve a successful school-to-career transition.
• Participate in various meetings for the purpose of sharing information and/or improving one’s skills and knowledge.
• Confer with teachers, families and/or appropriate community agency personnel for the purpose of assisting in the evaluation of students’ progress and/or implementing students’ objectives related specifically to the area of transition.
• Communicate with Director/Student Service Administrator, building principals, building team members, families, out-of-district agencies and other personnel as appropriate.
• Attend training sessions and meetings to keep current on policies and procedures and to improve skills and knowledge of job training, including food handler’s, etc.
• Maintain accurate and complete records as required by law, District policy and administrative regulations.
• Facilitate/manage and attend to different community agency partnerships such as, but not limited to, Oregon Vocational Rehabilitation Services (OVRS), Developmental Disabilities, Brokerage, Social Security, Work Incentives Network (WIN), internship staff, job coaches/developers, Youth Transition Specialist, etc.
• Perform other duties, as assigned.

Job Requirements – Qualifications:

• Experience Preferred: Prior job-related experience in working with students with special needs.
• Skills, Knowledge and/or Abilities Required:

Skills in planning, developing, and implementing curriculum appropriate to students with disabilities and assisting students with disabilities in realizing success.  Effective communication, collaboration skills with students, families and other school personnel.

 

Knowledge of instructional theory and best practices, curriculum, state and federal regulations, District policies, variety of disabilities, current best practices for special education.

 

Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, families, other school personnel, meet schedules and deadlines. Significant physical abilities include lifting/carrying/reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception and accommodation of field of vision.

 

Leadership skills and ability to coordinate/collaborate general transition activities, IEP and IPE development.

 

Ability to speak a second language preferred.

• Education Required:  Master's Degree.
• Licenses, Bonding and/or Testing Required:  Proper TSPC License. Valid Driver’s License, own transportation, and acceptable driving record.

Terms of Employment:  192 days per year.  Salary to be established by collective bargaining agreement.

 

Evaluation:  Performance of this job will be evaluated in accordance with provisions of the Board's Policy on Evaluation of Licensed Staff Personnel.  Reports to the Director of Student Services.