STANDARD 1: Professional Duties
- Coordinate transition process for adolescent students with classroom teacher and social workers.
- Organize activities for adolescents 15 to 21 years of age to aid in successful transition to adult service.
- Coordinate meetings with social worker for families of each transition age group level two times per year.
- Establish age appropriate transition goals for all adolescent students.
- Supervise art/transition teacher and aide.
- Conduct monthly meetings with Transition staff regarding progress of students and appropriate goal implementation.
- Schedule staff assignments.
- Review existing off-site prevocational/transition placements to ensure each student is appropriately assigned.
- Review and correct if necessary all art/transition annual review reports.
- Maintain vehicles assigned to the program according to agency policy.
- Provide coverage at alternate sites when necessary.
STANDARD 2: Supervision
- Meet with Transition staff on a weekly basis.
- Participate in performance appraisal process for assigned staff.
- Ensure classroom activities positively contribute to transition to adult services.
STANDARD 3: School Environment
- Responsible for health and safety of transition students while at job sites.
- Establish appropriate and effective communication with parents of students.
STANDARD 4: Professional Behavior
- Cooperate and conduct self in manner appropriate to school education setting.
- Adhere to program specific policies and procedures.
- Participate in program activities and act in an appropriate manner
- Participate in activities and seek support to enhance knowledge in areas pertinent to students in the school.
STANDARD 5: Professional Development
- Attend and participate in required in-services and staff development in an appropriate manner.
- Attend and participate in supervisory sessions as requested.
- Be proficient in reviewing standardized testing for the purpose of assessing student ability level.
- Collaborate with each student’s clinical service providers to ensure a comprehensive program for each student.
STANDARD 6: Adhere to general policies of the organization/regulators including:
- Code of Ethical Conduct
- Emergency/disaster preparedness protocols.
- Fire/Safety prevention protocols.
- In-service education program requirements.
- Policies and procedures (attendance, punctuality, appearance, professional attitude, etc.)
- Job related self-development education activities.
- Infection control practices and procedures.
- Annual physical examination and Mantoux testing.
STANDARD 7: Performs other related duties, as required
- Demonstrate understanding of the needs of students and visitors for each specific age group.
- Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
- Address the needs of special groups, hearing impaired, physically challenged and various issues relating to the program and facility.
- Maintain child, family and employee confidentiality.
- Assist in making reasonable accommodations for special groups, i.e., hearing and visually impaired and physically challenged.
- Is consistently courteous and considerate in person, on the telephone, and in interactions with children and others such as family, visitors, venders, and other employees.
- Exhibit the “At Your Service” attitude, i.e. smiles, uses positive eye contact, and is friendly, open and approachable.
- Responds quickly to student and/or parent/guardian’s request, refers to appropriate member of the care team, if necessary, and informs supervisor of actions taken.
- Promotes positive co-worker relationships, teamwork and cooperation. Works collaboratively and is respectful of others.
- Demonstrate flexibility as well as the ability to handle numerous responsibilities.
- Takes individual responsibility for providing outstanding Service Quality.
STANDARD 8: Cultural Competencies
- Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, genders, 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.