Career Readiness Teacher

SASED; Lisle (IL); On-site; USD 52,000 - 76,000; Full time

Job summary

SASED is seeking a Career Readiness Teacher to develop and oversee Transition services for students in the Transition Program. You will supervise certified and non-certified staff and coordinate with other program administrators to help students achieve desired post-school outcomes.

This TRS position emphasizes creating vocational and developmental training links, coordinating with DRS/DHS, and supervising program operations, with a focus on measurable goals and compliance.

Qualifications

• Three or more years of experience in Secondary Special Education and/or Vocational Education preferred.
• Familiarity with characteristics of a wide range of disabilities.
• Experience in instructional design and modifications.
• Independent work ethic for self management of schedule.
• Excellent communication and collaboration skills.
• Professional appearance and demeanor.
• Excellent organizational and writing skills.
• Ability to multitask, schedule and facilitate both short and long term projects.
• Knowledge of the administrative regulations for special education and transition services.
• Thorough knowledge of current theory, philosophy and practice in assessment, curriculum, instruction and professional development.

Responsibilities

• Coordinate supervision and evaluation of students in vocational training sites.
• Secure in-school and community job placements for students ages 14-21.
• Refer students to the Division of Rehabilitation Services as appropriate.
• Refer students for transition evaluations as necessary.
• Develop appropriate, measurable vocational goals and objectives.
• Provide written reports of student progress at annual review.
• Complete the Transition Services Component of the IEP and contribute to the Summary of Performance.
• Conduct individualized transition planning meetings with parents and/or students.
• Educate parents by distributing information on transition issues, hosting parent information meetings, and scheduling tours of adult facilities.
• Elicit parent participation in program development, implementation and evaluation.
• Respond promptly to questions and parent concerns.
• Maintain required paperwork including but not limited to DRS forms, transportation notices, student data, and classroom correspondence.
• Participate with the Central Office in the development of the program budget by evaluating the financial needs of the program and making recommendations for adequate funding.
• Interviews and gathers information on students to determine their eligibility for services, the extent and nature of their disability and their need for and the feasibility of their undertaking rehabilitation services
• Assumes responsibility for an assigned caseload; counsels student to develop a rehabilitation plan and transition from school to work
• Participates in vocational counseling for students with their parents, employers and school staff
• Approves STEP work sites and monitors student progress
• Coordinates DHS/DRS services with school personnel and community resources
• Coordinate, oversee, and submit all required billings and reports
• Spend a minimum of 50% of work time in providing instructional leadership to staff assigned to the program.
• Formally evaluate Job Coaches consistent with SASED and state requirements.
• Provide effective guidance and technical assistance to staff, especially to those in need of improvement of performance.
• Encourage professional development of staff including planning, implementation and evaluation of staff development activities.
• Conduct regularly scheduled staff meetings to discuss and resolve staff and program issues and concerns.
• Keep the Central Office informed of program, staff, facility and equipment needs.
• Participate in projects and committees as requested by the Central Office.
• Work collaboratively with other SASED colleagues, member district administrators and representatives of outside agencies.
• Use community resources to enhance instructional programming.
• Submit reports and other required information to the Central Office by the dates assigned.
• Assist in the recruitment of qualified staff and make recommendations to the Central Office for employment.

Skills

Secondary Special Education

Vocational Education

Communication skills

Collaboration

Organizational skills

Independent work ethic

Knowledge of special education regs

Job description

Position

Career Readiness Teacher

Reports To

Program Administrator

Pay Transparency

Job Goal

The Career Readiness Teacher will develop and oversee Transition services for students enrolled in the SASED Transition Program. This includes supervisory responsibilities for the certified and non-certified staff of the Transition Program and interaction with other SASED program administrators. To facilitate the achievement of the desired post-school outcomes for students with disabilities. The Career Readiness Teacher will also work to create links for students to vocational and developmental training; financial and residential programs. The Career Readiness Teacher will also serve as the coordinating liaison between SASED and DRS/DHS, including oversight of DRS/Contracts, outcomes, referrals and compliance. This is a TRS position.

Qualifications

• Three or more years of experience in Secondary Special Education and/or Vocational Education preferred
• One of the following approvals: Vocational Coordinator, CTE Coordinator, Teacher Coordinator
• Familiarity of characteristics of a wide range of disabilities
• Experience in instructional design and modifications
• Independent work ethic for self management of schedule
• Excellent communication and collaboration skills
• Professional appearance and demeanor
• Excellent organizational and writing skills
• Ability to multitask, schedule and facilitate both short and long term projects
• Ability to maintain a positive and flexible attitude toward daily responsibilities, colleagues and schedule
• Knowledge of the administrative regulations for special education and transition services
• Thorough knowledge of current theory, philosophy and practice in assessment, curriculum, instruction and professional development

Duties And Responsibilities

• Coordinate supervision and evaluation of students in vocational training sites.
• Secure in-school and community job placements for students ages 14-21.
• Refer students to the Division of Rehabilitation Services as appropriate.
• Refer students for transition evaluations as necessary.
• Develop appropriate, measurable vocational goals and objectives.
• Provide written reports of student progress at annual review.
• Complete the Transition Services Component of the IEP and contribute to the Summary of Performance.
• Conduct individualized transition planning meetings with parents and/or students.
• Educate parents by distributing information on transition issues, hosting parent information meetings, and scheduling tours of adult facilities.
• Elicit parent participation in program development, implementation and evaluation.
• Respond promptly to questions and parent concerns.
• Maintain required paperwork including but not limited to DRS forms, transportation notices, student data, and classroom correspondence.
• Participate with the Central Office in the development of the program budget by evaluating the financial needs of the program budget by evaluating the financial needs of the program and making recommendations for adequate funding.
• Interviews and gathers information on students to determine their eligibility for services, the extent and nature of their disability and their need for and the feasibility of their undertaking rehabilitation services
• Assumes responsibility for an assigned caseload; secures, analyzes and evaluates information on the student's medical, psychological and educational background, work experience, special interests, social and economic circumstances, personality traits and attitudes; counsels student, in coordination with the prevocational coordinator, to develop a rehabilitation plan and transition from school to work
• Participates in vocational counseling for students with their parents, employers and school staff
• Approves STEP work sites and monitors student progress
• Coordinates DHS/DRS services with school personnel and community resources
• Coordinate, oversee, and submit all required billings and reports
• Spend a minimum of 50% of work time in providing instructional leadership to staff assigned to the program.
• Formally evaluate Job Coaches consistent with SASED and state requirements.
• Provide effective guidance and technical assistance to staff, especially to those in need of improvement of performance.
• Encourage professional development of staff including planning, implementation and evaluation of staff development activities.
• Conduct regularly scheduled staff meetings to discuss and resolve staff and program issues and concerns.
• Keep the Central Office informed of program, staff, facility and equipment needs.
• Participate in projects and committees as requested by the Central Office.
• Work collaboratively with other SASED colleagues, member district administrators and representatives of outside agencies.
• Use community resources to enhance instructional programming.
• Submit reports and other required information to the Central Office by the dates assigned.
• Assist in the recruitment of qualified staff and make recommendations to the Central Office for employment.

Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time.

Terms of Employment

day assignment at a pay rate established by the Board of Control.

Evaluation

Performance of this job will be evaluated at least annually in accordance with the Board of Control policy on evaluation of certified and supervisory personnel.