Transition and Life Skills Instructor

Stanford University; Palo Alto (CA); Sur place; USD 60 000 - 80 000; Plein temps

Résumé du poste

Stanford Cardinal Academy is seeking a Transition & Life Skills Instructor to lead in-person instructional programming on Stanford University's campus, partnering with Santa Clara Unified School District. The role involves designing immersive experiences and micro-sessions, tracking student progress, and adapting instruction based on data.

A SPED background and knowledge of UDL are preferred, with experience in planning for individuals with disabilities.

Qualifications

• Requires a background in SPED and experience planning and instructing for individuals with disabilities.
• Familiarity with Universal Design for Learning (UDL) principles.
• Experience tracking student progress and using formative data to adjust instruction.

Responsabilités

• Design and lead immersive instruction blocks focused on community integration and independent living.
• Lead shorter micro-sessions targeting executive functioning, calendar management, communication, and self-regulation.
• Create and maintain student progress-tracking tools and analyze data weekly to steer instruction.
• Collaborate with program staff to ensure alignment with transition program goals.

Connaissances

SPED background

UDL knowledge

Data collection

Collaboration

Formation

Special Education degree

Description du poste

Position Overview

Stanford Cardinal Academy is an inclusive post-secondary program for transition-age young adults with intellectual disabilities. The program is run in partnership between Stanford University and Santa Clara Unified School District. We are hiring a full-time Transition & Life Skills Instructor to lead in-person instructional programming for young adults enrolled in this program. This instructor will design and lead instruction across a range of formats, including two core structures — longer experiential blocks focused on community integration, independent living, and career readiness (for example, transit navigation, budgeting, and self-advocacy), and shorter micro-sessions targeting discrete transferable skills like executive functioning, communication, and self-regulation. Beyond direct instruction, they will track individual student progress, use ongoing data to adjust teaching week to week, and collaborate with program staff to keep instruction aligned with broader transition program goals. The ideal instructor has a special education background, understands UDL principles, and has similar or relevant experience with planning and instruction for individuals with disabilities.

What You’ll Do

Design and lead instruction for:

Immersive experiences

Larger experiential learning blocks focused on community integration and independent living

• Navigating transit within campus and commuting independently


• Budgeting and money management


• Simulations and role play for real-world scenarios


• Self-advocacy skills


• Career and vocational skills

Micro blocks

Shorter, targeted sessions (1-1.5 hours) focused on discrete, transferable skills such as:

• Executive function (EF) check-ins


• Setting up and maintaining a weekly digital calendar


• Targeted communication skills


• Social skills


• Self-regulation strategies

Additional roles:

• Create and maintain student progress-tracking tools to measure individual growth


• Collect and analyze formative data week-to-week to adjust instruction


• Collaborate with program staff to align instructional content with broader transition program goals

Instructor Profile

• Background in either or multiple: special education (SPED), rehabilitation counseling, and human development


• Working knowledge of Universal Design for Learning (UDL)


• Knowledge of transition services and post-secondary programming for young adults with disabilities


• Able to demonstrate experience running a safe, structured, community-based program


• Willingness to teach in person on Stanford University’s campus and at Santa Clara Unified School District