The Transition Coordinator assists transition age students with disabilities and their families in planning and accessing services necessary for a successful transition from high school to post-secondary education, employment, or independent living. This role supports students with disabilities in developing real-life vocational skills, fostering independence, transition goals through hands-on, simulated work experiences and preparing for post-secondary employment.

STANDARD 1: Professional Duties

• Coordinate individualized transition services for students. Develop and implement individualized transition plans as part of the IEP process. Establish age appropriate transition goals for all transition age students.
• Coordinates activities with social work, special education staff, vocational/transitional teams, and families to develop, review and revise transition IEP goals and annual review reports related to vocational readiness.
• Provides direct instruction in transition-related skills (job readiness, self-advocacy, independent living). Coordinate career, and community readiness activities for transition age students to aid in successful transition to adult service.
• Oversee activities for students to become independent and learn new skills and promote student independence, critical thinking, and problem-solving skills in a work environment.
• Make recommendations for program enhancements, materials, and equipment based on student needs and program goals.
• Maintain accurate records and documentation for compliance and program monitoring, including assessments.
• Collaborates with school and adult services transition staff on referrals and applications to adult service providers and creating annual and exit summaries.
• Coordinate with all mandated services to create schedules for transition times.

STANDARD 2: Environment in School, PAES Lab and Community

• Responsible for the health and safety of students

STANDARD 3: Professional Conduct

• Conduct self at all times in an appropriate manner for school environment.
• Communication: Must be able to communicate effectively with students, staff, families, and external agencies using verbal, written, and digital formats.
• Adhere to program-specific policies and procedures.
• Serve as a role model, promote a positive, cooperative, team-oriented work environment
• Demonstrate flexibility as well as the ability to handle numerous responsibilities.
• Take personal responsibility for the quality of services provided.

STANDARD 4:  Professional Development

• Participate in program wide activities and seek support to enhance knowledge in areas pertinent to students in the school.
• Attend and actively participate in required in-services and staff development and supervisory sessions as requested.
• Communication: Must be able to communicate effectively with students, staff, families, and external agencies using verbal, written, and digital formats.
• Participate in and/or lead staff meetings, professional development, and in-service training sessions as required.
• Provide training and resources to staff and families on transition services.
• Train and consult with special education teachers, transition specialists, teacher assistants and other staff to ensure a consistent and effective approach to transition planning

STANDARD 5:  Adheres to general policies of the organization/regulators including:

• Code of Ethical conduct.
• Follow all emergency/disaster preparedness, prevention and response protocols and regulations.
• Complete in-service education program requirements.
• Comply with agency policies and procedures including but not limited to attendance, punctuality, appearance, appropriate demeanor for school setting, etc.
• Job-related self-development education activities.
• Follow infection control practices and procedures.
• Meet health requirements including annual physical examination and TB testing.

STANDARD 6: Performs other related duties as required:

• Demonstrate understanding and sensitivity to the needs of students, staff and visitors.
• Maintain confidentiality of all students, family, and staff information.
• Communicate courteously and respectfully with all stakeholders.
• Exhibit “At Your Service” attitude, i.e. smile, use positive eye contact, and be friendly, open, and approachable.
• Address and refer concerns appropriately.
• Demonstrate flexibility as well as the ability to handle numerous responsibilities.
• Take personal responsibility for the quality of services provided.
• Provide classroom and bus coverage as requested by administration.

STANDARD 7: Supervision

• Take an active role in supervision sessions by contributing ideas, asking questions, seeking clarification and implementation of recommendations.
• Comply with NYSED regulations and BCCS policies and procedures.
• Must meet with transition staff on a weekly basis to review progress and needs of students.
• Participate in performance appraisal process for assigned staff.
• Ensure classroom activities positively contribute to transition to adult services.
• Requires interaction with students, staff, and families in a collaborative educational setting.
• Supervise and train transition specialists and teacher assistants in safety protocols, and instructional support strategies.

 STANDARD  8: Cultural Competencies

• Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, gender, ethnicity and races.
• Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.
• Demonstrate the ability to successfully deliver culturally responsive services to students and families.

• Special Educator I  o Bachelor’s Degree Required       Special Educator II  o Master’s Degree Required

   

• NYSED Certifications o Early Childhood Education, Students with Disabilities B-2 years o Childhood Education, Students with Disabilities (Grades1-6) o Childhood Education, Students with Disabilities (Grades 5-9)

   

• NYSED Certifications Preferred o Childhood Education, Students with Disabilities (Grades7-12) o Students with Disabilities (All Grades)

   

• EXPERIENCE AND SPECIAL SKILLS: Prior special education teaching experience in special education required.. Experience and working knowledge of transition planning and services and IEP goal planning to meet the special needs of students preferred. Experience working with students with disabilities in vocational or transition programs preferred. Strong organizational and communication skills. Ability to work independently and collaboratively. Must possess a valid and qualified New York State Driver’s License and maintained throughout employment.

Physical Demands/Work Environment:

• Mobility: Ability to move about the school campus and community settings, including classrooms, offices, and vocational sites., including standing, walking, bending, and reaching.
• Physical: May occasionally be required to lift and carry instructional materials or equipment (up to 25 lbs), ability to assist students with mobility needs if required.
• Manual Dexterity: Frequent use of hands and fingers for writing, typing, and handling educational devices, instructional materials, assistive technology and computers.
• Visual and auditory ability: Must possess sufficient vision and hearing to monitor student activities, observe student performance and respond to needs including safety in a timely manner.
• Environment: Work is performed in a school setting and may include community-based environments.