Special Education Vocational/Transition Coordinator Long Term Substitute

ROE; Libertyville (IL); On-site; USD 10,000 - 60,000; Full time

Job summary

A leading educational institution seeks a Long-Term Substitute Special Education Vocational/Transition Coordinator to support students in vocational skills development and transition planning. Located at Deerfield High School, the role requires a Bachelor’s degree and a Professional Educator License. The ideal candidate will foster relationships within the school and community to aid student success.

Qualifications

• Bachelor's degree and Illinois Professional Educator License required.
• Vocational Specialist and/or Transition Specialist qualifications needed.
• LBS1 endorsement required, LBS2 preferred.

Responsibilities

• Develop and implement vocational and transition curricula tailored to student needs.
• Supervise and evaluate student workers and job coaches.
• Communicate with students regarding post-high school transition plans.

Skills

Communication

Relationship Building

Instructional Skills

Vocational Assessment

Education

Bachelor's degree

Professional Educator License

LBS1 endorsement

LBS2 endorsement

Tools

Microsoft Office

Google Workspace

Job description

Position Type:
High School Teaching/ Special Education'); '

Date Posted:
6/23/2025

Location:
Deerfield High School

District:
Township High School District 113

Bachelor's degree

Professional Educator License, Registered in Lake County ROE

Vocational Specialist and/or Transition Specialist

LBS1 endorsement required, LBS2 endorsement preferred.

Demonstrate the "Characteristics of an Effective District 113 Educator."

Embrace and implement by instruction and action the District's Beliefs and Guiding Principles.

Implement all District 113 Board of Education Policies and Procedures to support student and staff safety, growth, and learning.

Meet and instruct assigned classes in the locations and at the time assigned.

Develop and implement a vocational and transition curriculum which, as much as possible, meets the individual needs, interests and abilities of the students and is aligned with established core targets and individual student goals.

Provide guidance and leadership in the areas of: vocational assessment and reporting, transition plan development, and use; post-high school educational/training programs and selection process.

Develop and maintain relationships with multiple worksites both in the high school and the community.

Supervise and evaluate student workers, teacher assistants and job coaches in a variety of settings.

Maintain accurate, complete, and correct records as required by law, district policy and administrative regulations.

Communicate pertinent information and support students in the post-high school transition planning process.

Develop relationships and share information regarding post-high school community and funding resources.

Strive to maintain and improve professional competence.

Attend staff meetings and serve on staff committees.

Represent School District #113 on committees related to the areas of vocational and transition services.

Perform such other duties as may be assigned by the building administrator.

The ability to work with students and adults in a positive manner.

The ability to build and maintain relationships with colleagues that support a cooperative work environment.

The ability to handle and maintain the confidentiality of employee, student and other sensitive District information.

The ability to set goals and establish methods for achieving these goals.

The ability to work effectively with a wide range of constituencies in a diverse community.

Taking attendance, completing grade and progress reports, and other reports as required by the district and/or the State of Illinois.

While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, write, type, speak, listen, and taste or smell.

The employee is regularly required to communicate with staff and others.

The employee is frequently required to use hands and/or fingers, handle, feel or operate objects, tools or controls.

The employee may occasionally be required to climb or balance; and stoop, kneel, crouch, twist, reach or crawl. The employee must frequently lift and/or move up to 25 pounds.

Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision,depth perception and ability to adjust focus.

Specific psychological demands of this job include the ability to remain calm under stress levels associated with job demands, along with constant contact with students, parents, colleagues and the public.

In the work environment, this role is regularly exposed to office environmental conditions.

The noise level in the work environment is usually moderate with regular exposure to loud classrooms, hallways, cafeterias or sports venues.

The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people.

The employee is frequently required to work irregular or extended work hours, which may include evenings or weekends.

Use good safety awareness and judgment

Follow policies

Report potentially unsafe conditions

Follow manufacturer safety instructions when using equipment

Follow agency ergonomic policies and procedures

Title: Special Education Vocational/Transition Coordinator Long TermSubstitute
Department: Special Education
Assignment: Approximately September 8, 2025 through December 9, 2025
FLSA Status: Exempt
Reports To: Special Education Department Chair
Supervises: Classroom, students and teacher aides (when applicable)
Location: Deerfield High School
Salary: Long Term Sub Rate: $280.00/ Day

THIS IS A LONG TERM SUBSTITUTE OPENING

Summary:
To instruct and assist students eligible for Special Education services in the development and use of vocational skills and assist in the post-high school planning and transition process.

Qualifications:

• Bachelor's degree
• Professional Educator License, Registered in Lake County ROE
• Vocational Specialist and/or Transition Specialist
• LBS1 endorsement required, LBS2 endorsement preferred.

Essential Functions:
The criteria indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.

• Demonstrate the "Characteristics of an Effective District 113 Educator."
• Embrace and implement by instruction and action the District's Beliefs and Guiding Principles.
• Implement all District 113 Board of Education Policies and Procedures to support student and staff safety, growth, and learning.
• Meet and instruct assigned classes in the locations and at the time assigned.
• Develop and implement a vocational and transition curriculum which, as much as possible, meets the individual needs, interests and abilities of the students and is aligned with established core targets and individual student goals.
• Provide guidance and leadership in the areas of: vocational assessment and reporting, transition plan development, and use; post-high school educational/training programs and selection process.
• Develop and maintain relationships with multiple worksites both in the high school and the community.
• Supervise and evaluate student workers, teacher assistants and job coaches in a variety of settings.
• Maintain accurate, complete, and correct records as required by law, district policy and administrative regulations.
• Communicate pertinent information and support students in the post-high school transition planning process.
• Develop relationships and share information regarding post-high school community and funding resources.
• Strive to maintain and improve professional competence.
• Attend staff meetings and serve on staff committees.
• Represent School District #113 on committees related to the areas of vocational and transition services.
• Perform such other duties as may be assigned by the building administrator.
• The ability to work with students and adults in a positive manner.
• The ability to build and maintain relationships with colleagues that support a cooperative work environment.
• The ability to handle and maintain the confidentiality of employee, student and other sensitive District information.
• The ability to set goals and establish methods for achieving these goals.
• The ability to work effectively with a wide range of constituencies in a diverse community.
• Taking attendance, completing grade and progress reports, and other reports as required by the district and/or the State of Illinois.

Language Skills
Communicates clearly both in oral and written format with all constituents of the District 113 community. Effectively present information and respond to questions from constituency groups. Apply knowledge of current research and theory in a specific field. Establish and maintain effective and collaborative working relationships with students, staff and the school community. Perform duties with awareness of all district requirements and Board of Education policies.

Mathematical and Technical Skills
Calculate figures, estimates, proportions, percentages, and cost projections. Apply concepts of basic algebra and geometry. Strong technology skills, including standard Microsoft Office suite / Google Workspace, financial management, and data analysis. .

Reasoning Ability
Define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of verbal and written instructions and deal with multiple abstract and concrete variables.

Contacts Outside Your Own Department:
Build positive relationships with constituents of the District 113 community that includes, teachers, school staff, administrative team, Board of Education, guardians, students, and private providers.

Physical and Mental Demands:

• While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, write, type, speak, listen, and taste or smell.
• The employee is regularly required to communicate with staff and others.
• The employee is frequently required to use hands and/or fingers, handle, feel or operate objects, tools or controls.
• The employee may occasionally be required to climb or balance; and stoop, kneel, crouch, twist, reach or crawl. The employee must frequently lift and/or move up to 25 pounds.
• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision,depth perception and ability to adjust focus.
• Specific psychological demands of this job include the ability to remain calm under stress levels associated with job demands, along with constant contact with students, parents, colleagues and the public.

Working Conditions:

• In the work environment, this role is regularly exposed to office environmental conditions.
• The noise level in the work environment is usually moderate with regular exposure to loud classrooms, hallways, cafeterias or sports venues.
• The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people.
• The employee is frequently required to work irregular or extended work hours, which may include evenings or weekends.

Safety:
As a part of the District workforce, this role is responsible for being aware of, modeling and contributing to the maintenance and implementation of all District safety policies and procedures. The role is directly responsible for the safety, well-being, and work output of students.

Required to:

• Use good safety awareness and judgment
• Follow policies
• Report potentially unsafe conditions
• Follow manufacturer safety instructions when using equipment
• Follow agency ergonomic policies and procedures

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.