Facilitator: Transition
Anne Arundel County Public Schools
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Job summary
Anne Arundel County Public Schools seeks a Secondary Transition Facilitator to support students with disabilities as they move from school to postsecondary paths. You will lead IEP-driven transition planning, coordinate services, build community partnerships, and guide student-centered planning for students age 14 and older.
This role requires collaboration with families, educators, and agencies to expand opportunities such as Pre-ETS, work-based learning, and career exploration, while ensuring
Qualifications
- Bachelor's Degree preferably in Special Education or related field.
- Three (3) years relevant experience with students with disabilities.
- Knowledge of IDEA, COMAR, and MSDE requirements.
- Strong collaboration and communication skills.
- Ability to coordinate transition services and agencies.
Responsibilities
- Lead the development and implementation of age-appropriate transition plans.
- Support IEP teams in selecting transition assessments and setting postsecondary goals.
- Establish community partnerships to expand transition opportunities.
- Coordinate work-based learning experiences and career exploration.
- Ensure compliance with IDEA, COMAR, MSDE and district procedures.
Skills
Education
Tools
Job description
Title Code
Facilitator: Transition
This posting creates a pool of candidates for future positions that may become available.
The Secondary Transition Facilitator supports the successful transition of students with disabilities from school to postsecondary education, employment, independent living, and community participation in accordance with IDEA, COMAR, and Maryland State Department of Education (MSDE) requirements. This position serves as the school-based lead for IEP-driven transition planning, coordinating transition services, community partnerships, and student-centered planning activities for students ages 14 and older.
Based on the assignment, the following additional work days and/or hours may be required as needed:
- Ability to work flexible schedules
- Evenings/Nights
- Facilitate the development and implementation of student-centered transition plans by supporting IEP teams in selecting, administering, and utilizing age-appropriate formal and informal transition assessments to develop individualized, measurable postsecondary goals and transition services aligned to students' strengths, preferences, interests, and needs.
- Promote meaningful student participation in the IEP process and provide training, resources, and support to families regarding transition services, agency supports, employment, and postsecondary opportunities.
- Establish and maintain collaborative relationships with community organizations, businesses, workforce development agencies, postsecondary institutions, and adult service providers to expand transition opportunities.
- Facilitate access to career exploration, work-based learning experiences, job shadowing, internships, pre-employment transition services (Pre-ETS), and career readiness activities.
- Review transition-related IEP documentation to ensure compliance with IDEA, COMAR, MSDE guidance, and local district procedures while providing consultation and support to special educators, related service providers, administrators, and school staff in the implementation of evidence-based secondary transition practices and requirements at the middle and high school levels.
- Serve as the case manager for students pursuing a Maryland Certificate of Program Completion - Vocation Citation ensuring compliance with state and local requirements, coordinating transition planning activities, monitoring student progress, facilitating agency involvement, and collaborating with families, educators, and community partners to support successful post-school outcomes.
- Coordinate enclave and supported employment programs for students in modified instructional programs and support the recruitment, application, placement, and ongoing participation of eligible students in Project SEARCH, On-Campus Transition Programs, and other work-based learning opportunities that promote successful postsecondary employment outcomes.
- Collect, analyze, and report transition-related data, including student participation, employment experiences, postsecondary readiness indicators, graduation pathways, and post-school outcomes.
- Coordinate services and post-school planning for exiting students participating in the Governor's Transitioning Youth Initiative (GTYI) to promote successful employment, postsecondary education, and adult living outcomes.
- Facilitate completion of Maryland Summary of Performance requirements and coordinate referrals and collaboration with adult service agencies, workforce programs, and postsecondary institutions to support successful post-school transitions.
- Performs other related duties as assigned within the same classification or lower.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Bachelor's Degree preferably in Special Education or consideration may be given for Rehabilitation Counseling, School Counseling, Psychology, Social Work, or a related field of education from a regionally accredited college or university required.
- Other: Training or coursework in transition planning, workforce development, vocational rehabilitation, or related areas preferred.
- Three (3) years relevant successful experience working with students with disabilities in a school, community-based, vocational, or transition services setting required.
- Experience participating in IEP development and implementation preferred.
- Knowledge of IDEA, COMAR, and MSDE secondary transition requirements, including transition planning, compliance, and documentation expectations.
- Knowledge of evidence-based transition practices that promote postsecondary education, employment, independent living, and community engagement outcomes.
- Knowledge of community agencies and adult service systems, including DORS, DDA, workforce development programs, postsecondary supports, and community resources.
- Ability to develop and coordinate work-based learning opportunities, career development experiences, and employment supports, including assisting students with disabilities in obtaining and maintaining competitive integrated employment.
- Skill in facilitating collaborative meetings and building partnerships among students, families, educators, employers, and community agencies.
- Strong organizational and project management skills to coordinate multiple students, timelines, referrals, agency connections, and compliance requirements.
- Ability to analyze data and monitor outcomes to evaluate the effectiveness of transition services and support continuous improvement.
- Ability to establish and maintain positive, collaborative relationships with students, families, school personnel, community agencies, and business partners while demonstrating professionalism, patience, tact, sound judgment, and respect for individuals with disabilities.
- Demonstrate excellent oral, written, and interpersonal communication skills with the ability to effectively engage diverse stakeholders.
- Demonstrate proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred).
Employee must retain active licenses, certifications, and enrollment as a condition of employment.
- Hold or be eligible for professional educator certificate/license appropriate to the assigned content area issued by Maryland State Department of Education (MSDE) required.
- Special Education Certificate issued by Maryland State Department of Education (MSDE) required.
- School Counselor certificate/license issued by Maryland State Department of Education (MSDE) required.
- Hold or be eligible for Driver's License (DL) Class C Non-Commercial issued by Maryland or State of Legal Residence (MVA/DMV) required; and
- Daily access to reliable transportation.
- Driving is required to conduct bona fide Board business that is within the scope of employment in this position.
- Personal Vehicle
- N/A
The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Standing: under 1/3 of the time
- Walking: under 1/3 of the time
- Sitting: between 1/3 and 2/3 of the time
- Keyboarding: between 1/3 and 2/3 of the time
- Talking: between 1/3 and 2/3 of the time
- Hearing: between 1/3 and 2/3 of the time
- Driving: under 1/3 of the time
- As required by the duties and responsibilities of the position.
- No special vision requirements
- Office, school or similar indoor environment: over 2/3 of the time
- In the community (homes, businesses, etc.): under 1/3 of the time
- Moderate: between 1/3 and 2/3 of the time
- Up to 10 pounds: under 1/3 of the time
- 10% day travel within the county to community area businesses and schools.
Approved Date: 7/1/2026 Established Date: 2/1/2008 Title Code: D33890 Title: FACILITATOR: SECONDARY TRANSITION Alternate Title: Facilitator: Secondary Transition Reports to Generic: Principal Reports to Specific: PRINCIPAL
Division: Academics Business Unit: Specialized Instruction & Early Intervention Department: Negotiated Agreement: Teachers Association of Anne Arundel County (TAAAC)
Unit: I Days Worked: 191 FLSA Exemption Status: Exempt Grade: TG01;TG02;TG03;TG04;TG10;TG05;TG06;TG07
Essential Job: Months Worked: 10 Hours Worked: 7.5 Job Family: Educational Support Services Sub-Function: School Liaisons
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