Transition Specialist - Elementary

Alpine School District; American Fork (UT); On-site; USD 24,796 - 28,929; Part time

Job summary

Alpine School District in American Fork, Utah seeks a Transition Specialist (ATEC) to support students with job placements and coordinate with state and government agencies. This is a non-contract, part-time position with 5.5 hours per day and an hourly rate of $18.74.

The role reports to the Principal or Teacher/Coordinator and involves liaising with employers, counseling students, documenting activities, and promoting the program within the district.

Qualifications

• High School Diploma or equivalent is required.

Responsibilities

• Acts as liaison between students and employers to maximize workplace success.
• Coordinates with vocational staff to support lesson plans and student skills.
• Coordinates with state and federal agencies for program information and guidelines.
• Coordinates employer and school partners to meet work education objectives.
• Counsels students in life skills and employability for self-sufficiency.
• Monitors student job sites to ensure compliance with labor laws and safety.
• Maintains confidential and non-confidential records for program reference.
• Promotes the program to businesses, students, teachers, and parents.
• Responds to inquiries from internal and external sources for information.

Job description

Transition Specialist - Multiple positions available

Non-contract, No Benefits

Hours a day: 5.5

Hourly rate: $18.74

Contact Information

• Name: John Hughes
• Phone: [phone]
• Email: [e-mail]

Purpose Statement

The job of Transition Specialist (ATEC Transition Specialist) is done for the purpose/s of providing support to the instructional program with specific responsibilities for recruiting students for job placements; coordinating with state and government agencies working with persons with disabilities; providing information and/or direction to students; and promoting programs with staff and parents. This job reports to Principal or Teacher/Coordinator

Essential Functions

• Acts as liaison between students and employers for the purpose of maximizing the potential for student success in the workplace as well as assisting employers as they work with persons with disabilities.
• Assists vocational coordinator, teachers and related staff for the purpose of supporting lesson plans and/or developing students' vocational skills.
• Coordinates with state and federal agencies and programs (e.g. Division of Rehabilitation Services, National Association for Retarded Citizens, etc.) for the purpose of obtaining information regarding guidelines for program implementation and client services.
• Coordinates employer and school partners for the purpose of meeting the work education objectives.
• Counsels students in independent living life and social skills (e.g. life skills, social skills, employability skills, soft skills, hygiene, careers, etc.) for the purpose of assisting them in becoming self-sufficient and self-reliant individuals.
• Counsels students in career education and job search skills for the purpose of informing them of employment and career options.
• Maintains a variety of confidential and non-confidential manual and electronic lists and records for the purpose of documenting activities and/or providing reliable information for future reference and/or followup.
• Monitors student's job locations for the purpose of ensuring compliance with pertinent child labor laws, insurance guidelines, and safety.
• Monitors students' performance in a variety of work sites according to program guidelines (e.g. visits job sites, obtain employer evaluations, serves as a liaison between employer & student, etc.) for the purpose of identifying areas requiring additional training on techniques and methods for maintaining solid work habits.
• Participates in a variety of meetings (e.g. inservices, staff meetings, job placement meetings, Community Based Trainings, etc.) for the purpose of conveying and/or gathering information required to perform functions and remain knowledgeable with program guidelines.
• Prepares a variety of documents, reports and written materials (e.g. work credit, hours worked quarterly evaluations, reviews, etc.) for the purpose of communicating information to administrators and staff; and providing written support, developing recommendations and/or conveying information.
• Promotes the program to the business community, students, participants, teachers, parents, etc. (e.g. recruits students to ATEC from high schools within the district, etc.) for the purpose of defining the program objectives and opportunities for participation.
• Responds to inquiries from a variety of internal and external sources (e.g. teachers, community, parents, administrators, counselors, caseworkers, etc.) for the purpose of providing information and/or direction as may be required.
• Tutors students in vocational skills (e.g. work requirements, interviewing skills, etc.) for the purpose of enhancing their readiness for employment.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

High School Diplomas or equivalent