Transition and Life Skills Instructor

Stanford Reglab; United States; On-site; USD 60,000 - 80,000; Full time

Job summary

Stanford Cardinal Academy in partnership with Stanford University and Santa Clara Unified School District is hiring a full-time Transition & Life Skills Instructor to design and lead in-person instruction for young adults with disabilities.

The role emphasizes immersive community-based experiences and micro-sessions, tracking progress with data, and collaborating with staff to align with broader transition program goals.

Qualifications

• Background in SPED, rehabilitation counseling, or human development.
• Knowledge of Universal Design for Learning (UDL).
• Knowledge of transition services and post-secondary programming for young adults with disabilities.
• Experience running a safe, structured, community-based program.

Responsibilities

• Design and lead instruction across immersive experiences and micro blocks.
• Track student progress and adjust instruction weekly.
• Collaborate with program staff to align with transition program goals.

Skills

Special education background

UDL principles

Transition services knowledge

Community-based program management

Education

Bachelor's degree

Job description

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

Plan and administer both academic and research programs and services. Interpret principles and concepts generated by faculty, develop ideas and options for faculty review and decision, and then develop and implement instruction and research programs reflecting faculty interest. Special subject matter expertise in academic and/or research area is required for these jobs. Program management jobs without a research specialty may be better classified in Administrative Services Administrator series.

Core Duties:

• Oversee and administer research activities by evaluating academic programs, making recommendations that impact policies and programs, and coordinating and implementing changes.
• Collect and analyze data, create reports, review and explain trends to determine program effectiveness; formulate and evaluate alternative solutions and/or recommendations to achieve the goals of the program.
• Teach and/or assist in the teaching and administration of courses. Create and/or advise in the development of curriculum. Make recommendations for course improvements.
• Write and edit content for proposals, peer-reviewed publications, and other program activities under the general direction of PI. Assist with the development of research grants, (i.e., may suggest new funding opportunities, write portions of grants, and/or summarize data for grant support).
• Represent the program or function as the key contact and subject matter expert within the department, unit or school and develop communications for internal and external constituencies. Organize and/or participate in outreach activities such as events, partnerships, fundraising, training, and conferences. Lead workshops and facilitate meetings.
• Monitor expenses, budgets, and finances of the program. Make recommendations on funding based on program spend.
• May oversee and train student workers.

Minimum Education and Experience Required:

Bachelor's degree and two years of relevant experience or combination of education, training, and relevant experience. Advanced degree may be required for some programs. Program administration and or research experience may be required.

Knowledge, Skills and Abilities:

• Demonstrated oral, written, and analytical skills, exhibiting fluency in area of specialization.
• Ability to oversee and provide basic direction to staff.

Certificates and Licenses Required:

For teaching jobs, advanced degree or certification may be required for some programs.