Credentialed Teacher

El Camino Real Charter High School; Los Angeles (CA); On-site; USD 50,000 - 75,000; Full time

Job summary

El Camino Real Charter High School is seeking a Special Education Transition Teacher and Resource Specialist. This role involves providing specialized instruction and managing IEPs for high school students with disabilities. Candidates must have a California Special Education Credential and a minimum of 3 years experience in Special Education.

The position includes coordinating transition assessments and facilitating work-based learning opportunities. Strong communication and collaboration skills are essential.

Qualifications

• California Special Education Credential with appropriate authorizations required.
• Minimum of 3 years of experience working in Special Education required.
• Excellent verbal and written communication skills.

Responsibilities

• Provide specialized instruction and manage cases for students with disabilities.
• Develop and implement compliant Individualized Education Programs (IEPs).
• Coordinate transition assessments and facilitate student participation in work-based learning.

Skills

Communication Skills

Collaboration

Instructional Strategies

Education

California Special Education Credential

Minimum of 3-5 years experience in Special Education

Tools

Welligent

WJIV Assessments

Job description

Job Summary

This position combines the responsibilities of Special Education Transition Teacher and Resource Specialist. Duties are split between the two roles. Under the direction of the Administrative Director, the teacher provides specialized instruction, case management, and transition services to high‑school students with disabilities. The role includes developing and implementing compliant Individualized Education Programs (IEPs) and transition supports that address both academic and postsecondary goals.

Essential Duties and Responsibilities

• Special Education Transition Teacher
  • Coordinate and/or conduct transition assessments, instruction, and services for transition‑age students to determine eligibility and facilitate access to community agencies and work‑based learning opportunities.
  • Provide technical guidance, professional development, and ongoing support to site‑based transition teams in the implementation of transition assessments, instruction, and services, including the development of Individual Transition Plans (ITPs).
  • Train, monitor, and support school personnel in the implementation of transition‑related activities, including:
    • Ongoing transition assessment processes.
    • Delivery of transition‑focused instruction for secondary students with disabilities.
    • Development and implementation of compliant Individualized Education Programs (IEPs) and ITPs in accordance with IDEA, SELPA, and Charter policies.
  • Support and assist the Administrative Director of Special Education in the resolution of due process cases related to transition services.
  • Identify, prepare, and facilitate student participation in work‑based learning experiences, including internships, job shadowing, and employment placements.
  • Represent transition services and provide expertise in IEP team meetings, as appropriate.
  • Gather, document, and monitor student data related to state grants, compliance requirements, and mandated charter/district/state follow‑up activities.
  • Assist case managers, students, and families with the development and implementation of postsecondary transition plans, including education, employment, and independent living goals.
  • Develop and maintain partnerships with businesses, foundations, and community organizations to promote sponsorships, internships, and job placement opportunities.
  • Conduct outreach to potential partners, including employers, agency representatives, and community stakeholders, to expand transition service opportunities.
  • Collaborate with administrators, student services personnel, and instructional staff to ensure effective delivery of career development and transition services.
  • Facilitate linkages among families, business/industry partners, postsecondary institutions, and community agencies to support successful student transitions to postsecondary education and employment.
  • Coordinate transition‑related field trips to colleges, universities, occupational centers, and other post‑secondary education and/or career options.
  • Maintain appropriate student behavior and a positive learning environment through effective classroom and community‑based management strategies in alignment with Charter and SELPA policies.
  • Perform other related duties as assigned.
• Credentialed Teacher – Resource Specialist
  • Serve as case carrier to assigned students with IEPs, including coordinating, preparing, and implementing IEPs for all students on caseload.
  • Provide direct services to students to support their ability to access the curriculum in a general education classroom, utilizing individual or small group instruction.
  • Co‑teach general education classes and/or teach Learning Center elective to facilitate and support student access to the general education curriculum.
  • Collaborate with general education teachers to develop learning strategies for diverse students’ needs and assist with curriculum adaptations and modifications according to student IEPs.
  • Conduct formal academic assessments and write legally defensible assessment reports.
  • Use data‑driven techniques to set appropriate IEP goals for students.
  • Maintain accurate and complete student records.
  • Track all services provided in accordance with students’ IEP requirements.
  • Regularly communicate and collaborate with general education teachers, counselors, DIS providers and administrators to support student needs.
  • Develop and implement Individual Transition Plans that are meaningful and include activities to support students’ post‑secondary goals.
  • Maintain consistent communications with families regarding student progress.
  • Provide instruction consistent with Common Core State Standards (CCSS) that is appropriate to meet students’ learning needs.
  • Utilize a variety of instructional strategies, including the incorporation of technology in the learning process.
  • Create/maintain a classroom environment conducive to learning and appropriate for the physical, social and emotional development of students.
  • Maintain appropriate standards of pupil behavior, using classroom management and behavior management strategies and techniques, with a focus on positive behavior interventions.
  • Use effective communication skills to present information accurately and clearly.
  • Participate in staff development activities to maintain and improve job‑related skills.
  • Accept and incorporate feedback and coaching from administrative staff.
  • Keep informed about and comply with federal, state, SELPA, and school legal requirements, policies, and procedures.
  • Attend and participate in faculty meetings and serve on staff committees as required.
  • Direct and support instructional assistant(s) in completing assigned tasks.
  • Perform other duties as assigned.

Education and Experience

• California Special Education Credential with appropriate authorizations (e.g., EL, AUT); added Bridge Authorization preferred if not included in credential.
• Previous experience with transition program coordination preferred.
• Minimum of 3 years of experience working in Special Education, 5 years preferred.
• Previous experience conducting assessments using the WJIV and/or other academic assessments (e.g., Brigance, KTEA, etc.) and writing assessment reports.
• History of maintaining and supporting compliance with legal requirements and timelines for Special Education.
• Experience with Welligent preferred.
• Excellent verbal and written communication skills.

Physical Requirements

• Spend most of the day standing and sitting in the classroom.
• Walking between classrooms, maneuvering in tight spaces, and occasionally carrying light instructional materials.
• May be required to lift, carry, or move boxes or instructional equipment weighing up to 25 pounds over distances up to 200 feet.
• Requires ability to sit, stand, kneel, squat, and bend at the waist frequently.
• Possible supervision of student lunch, walking on uneven surfaces, and negotiating curb heights.
• Use of a computer, overhead projector, and other classroom equipment with a maximum required force of 10 pounds.
• Requires hand‑and‑tool use and fine motor control for tasks such as writing and operating classroom devices.

Qualifications

• California Special Education Credential with appropriate authorizations.
• 3–5 years of experience in Special Education, preference for transition program coordination.
• Experience with academic assessments and compliance documentation.
• Strong communication and collaboration skills.
• Commitment to student progress, inclusive instruction, and ongoing professional development.
• Knowledge of IDEA, SELPA, and CCSS.
• Ability to develop and implement IEPs, ITPs, and transition plans.
• Physical stamina to meet classroom demands and related duties.