Transition Specialist (Special Education Program Specialist)

Young World Physical Education

Espanola (NM)

On-site

USD 58,000 - 79,000

Full time

14 days+

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Job summary

Espanola Public Schools seeks a Transition Specialist to coordinate districtwide secondary transition services for students with disabilities and ensure IDEA/Indicator 13 compliance. You will support the development of IEP transition components and work with teachers, administrators, and community partners.

The role requires NM teaching licensure (preferred) and at least 3 years with secondary SPED. Normal hours are 7:15 a.m.–3:50 p.m. on a 203‑day schedule, with a 4‑day week.

Qualifications

Bachelor's Degree in Special Education or closely related field.
3+ years of experience with secondary SPED.
Experience with IDEA, transition planning and IEPs.
Bilingual English/Spanish preferred.

Responsibilities

Coordinate districtwide secondary transition services for students with disabilities.
Monitor IDEA Secondary Transition compliance and Indicator 13.
Review IEPs for transition requirements and assist staff with transition components.
Develop partnerships with community agencies and employers for work-based learning.

Skills

IDEA knowledge

IEP development

Transition planning

Bilingual (EN/ES) preferred

Coaching staff

Education

Bachelor's Degree in Special Education

Valid NM Educator License preferred

3+ years experience with secondary SPED

Tools

Microsoft Office Suite

Google Workspace

District software (NOVA)

Job description

Transition Specialist (Special Education Program Specialist)

Espanola Public Schools Special Education Department - Española, New Mexico Open in Google Maps

Job Details

Job ID: 5874802
Application Deadline: Posted until filled
Posted: Aug 06, 2026 6:00 AM (UTC)

Starting Date: Immediately

Job Description

Title:

Transition Specialist

(Special Education Program Specialist)

Work Unit/Location:

Special Education Department (High School/Middle School and District)

Reports to:

Special Education Director

Supervises: N/A

Contract Length:

203 days

4 Day Week

Pay Schedule:

Per approved Salary Schedule

Overtime Status:

Pre-approved

Hours:

7:15 a.m. – 3:50 p.m.

Union Status:

Non-Union

Licensure: NMPED Teaching License with Special Education Endorsement

The Special Education Transition Specialist provides advanced programmatic and compliance support to the Director of Special Education by coordinating districtwide transition services for secondary students receiving special education services. This position is responsible for promoting compliance with the Individuals with Disabilities Education Act (IDEA) Secondary Transition requirements, including Indicator 13 , and supporting schools in the development of high-quality transition plans that prepare students for post‑secondary education, employment, vocational training, military service, and independent living.

The Transition Specialist serves as a technical assistance resource to special education teachers, related service providers, and administrators by providing guidance on the preparation of compliant transition components of the Individualized Education Program (IEP). This position does not serve as the Local Education Agency (LEA) Representative , does not chair IEP meetings, and does not make eligibility, placement, or programmatic decisions reserved for the IEP Team.

The Transition Specialist meets individually with secondary students to administer transition assessments, career interest inventories, and student interest surveys; assists students in identifying post‑secondary goals; and coordinates community partnerships and work‑based learning opportunities aligned with student interests and post‑secondary outcomes.

This position is designated as a Confidential Employee and routinely has access to confidential student, educational, medical, and personnel information. The employee is expected to exercise sound judgment, professionalism, initiative, and discretion while ensuring all assignments from the Director of Special Education are completed accurately and within established timelines.

Education/Training/Experience:

Minimum Qualifications:

Bachelor's Degree in Special Education, Education, Rehabilitation Counseling, School Counseling, Social Work, Vocational Rehabilitation, or a closely related field.
Valid New Mexico Educator License preferred.
Minimum of three (3) years of experience working with secondary special education students.
Experience with IDEA, transition planning, and Individualized Education Programs (IEPs).
Experience collaborating with community agencies and transition service providers preferred.
Bilingual (English/Spanish) preferred.

Knowledge/Skills and Abilities:

Knowledge of:

Individuals with Disabilities Education Act (IDEA).
New Mexico Special Education Technical Evaluation and Assessment Manual (NM TEAM).
IDEA Secondary Transition requirements and Indicator 13 .
IEP development and compliance requirements.
Age‑appropriate transition assessments.
Postsecondary education and career planning.
Community agencies supporting transition services.
Vocational rehabilitation services.
FERPA confidentiality requirements.
Microsoft Office Suite, Google Workspace, and district software applications.

Ability to:

Interpret federal and state special education regulations.
Review IEPs for transition compliance.
Provide coaching and technical assistance to staff.
Build partnerships with community agencies and employers.
Analyze compliance data and prepare reports.
Work independently and exercise sound professional judgment.
Maintain confidentiality.
Develop positive relationships with students, parents, educators, and community partners.
Organize multiple projects while meeting deadlines.

Resources Used in Performing Job Include (but are not limited to):

Microsoft Office Suite, Google Workspace, district student information systems, special education software (NOVA), transition assessment tools, career interest inventories, office equipment, district vehicles (as assigned), and other district‑approved technology platforms.

Physical/Cognitive Requirements:

Regularly required to sit, stand, walk, communicate verbally and electronically, operate office equipment, and travel throughout the district to school sites and community agencies.

Occasionally required to lift instructional materials and office supplies weighing up to 25 pounds.

Requires exceptional organizational skills, attention to detail, problem‑solving abilities, independent decision‑making, and the ability to manage multiple priorities while meeting compliance deadlines.

Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.

Environmental Conditions:

Work is performed in office, classroom, and community settings with frequent travel to school sites, community agencies, businesses, colleges, and vocational training facilities. Occasional evening meetings or transition events may be required.

Essential Job Functions:

Transition Services and Compliance

Coordinate districtwide secondary transition services for students receiving special education services.
Monitor district compliance with IDEA Secondary Transition requirements, including Indicator 13 .
Review secondary IEPs for compliance with transition requirements prior to finalization.
Assist special education teachers with preparation of transition components of the IEP.
Provide technical assistance regarding measurable post‑secondary goals, transition assessments, transition services, courses of study, and annual goals.
Develop procedures, resources, and guidance documents to improve transition planning districtwide.
Conduct periodic internal compliance reviews of transition documentation.

Student Transition Planning

Meet individually with secondary students to administer age‑appropriate transition assessments, career interest inventories, aptitude assessments, and student interest surveys.
Assist students in identifying career interests, employment goals, educational pathways, vocational training opportunities, military options, and independent living goals.
Align student interests and abilities with post‑secondary education, employment, and community opportunities.
Assist students with career exploration, resume development, employment applications, interview preparation, workplace readiness, self‑advocacy, and independent living skills.
Support students in developing meaningful transition plans that reflect individual strengths, preferences, interests, and needs.

Work‑Based Learning and Community Partnerships

Develop partnerships with local businesses, colleges, vocational programs, Workforce Solutions, Division of Vocational Rehabilitation (DVR), Developmental Disabilities Supports Division (DDSD), community organizations, and other transition agencies.
Coordinate job shadowing, internships, work‑based learning, community‑based instruction, volunteer opportunities, apprenticeships, and career exploration activities.
Assist schools in coordinating agency participation in transition planning meetings when appropriate.
Organize transition fairs, career fairs, college visits, and parent information events.

Staff Support

Provide professional development regarding transition planning, Indicator 13 compliance, and best practices.
Serve as a resource for special education teachers, related service providers, counselors, and administrators.
Assist schools in developing consistent districtwide transition practices.
Collaborate with ancillary staff and school personnel to support student transition goals.

Program Monitoring and Reporting

Maintain records of transition services, student participation, assessments, and work‑based learning experiences.
Compile reports and compliance documentation for the Director of Special Education.
Assist with state monitoring visits, audits, and corrective action plans related to transition services.
Monitor district compliance timelines and provide recommendations for continuous improvement.

Clarification of Responsibilities

This position does not serve as the Local Education Agency (LEA) Representative during IEP meetings.
This position does not determine eligibility, placement, services, or program decisions reserved for the IEP Team.
This position serves solely as a technical assistance, compliance, and transition planning resource.

Additional Responsibilities

Maintain confidentiality of all student, personnel, and departmental information.
Attend required district meetings, professional development, and state training.
Complete all assignments from the Director of Special Education accurately and within established timelines.
Perform other duties assigned by the Director of Special Education.

Personal Accountability:

Demonstrates reliability through regular attendance and punctuality.
Properly notifies supervisor or designee of absences or tardiness.
Completes assignments accurately and within established timelines.
Maintains professional appearance and conduct.
Demonstrates initiative, professionalism, and sound judgment.
Maintains confidentiality of all student, personnel, and departmental information.
Promotes compliance with IDEA, Indicator 13, FERPA, and all applicable federal, state, and district requirements.
Builds collaborative relationships with students, families, schools, and community partners.
Supports the mission of the Special Education Department through timely, accurate, and professional completion of all assigned responsibilities.

EMPLOYMENT: Upon an offer of employment, pass a pre‑employment drug test and comply with the Immigration Reform and Control Act of 1968, pass a background check and provide necessary documentation qualifications.

Position Type: Full-Time
Salary: $58,200 to $79,076 Per Year

Job Requirements