POSITION SUMMARY:
Under the direction of the Coordinator
Supervisor, the Assistant Instructional Supervisor – Secondary Transition will
be responsible for developing and monitoring the implementation of the special
education secondary transition services for students with disabilities as outlined in federal, state, and local policies and
procedures.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Works closely with central office staff, school
based staff, parents and students to coordinate the development, implementation
and monitoring of evidenced-based transition services for all high school
programs to achieve post-secondary outcomes for students with disabilities;
Works
collaboratively with the Office
of Career Technology Education, other central offices and Professional School
Counselors to ensure a seamless transition for all students with disabilities
to appropriate post-secondary services through course scheduling and transition
planning;
Provides technical support to central office and
school based staff in the collection and analysis of secondary transition data
to ensure accurate and compliant data reporting to Maryland State Department of
Education (MSDE);
Attends Individual Education Program (IEP)
meetings as requested to discuss secondary transition services and
post-secondary options for students with disabilities;
Provides technical support and assistance with
the implementation of online state assessments;
Provides professional leadership and monthly
training to Transition Work Study Coordinators (TWSC), secondary transition
teachers, and transitioning youth coordinators for high school students across
all instructional programs on current best practices in secondary transition;
Leads
in the development and delivery of systemic and school-level professional
learning on writing, implementing and monitoring quality secondary transition
plans as well as the implementation of evidence-based transition programming in
secondary schools;
Provides leadership and oversight for the
career work experience and community connections for students with disabilities
in secondary programs;
Prepares and responds to written correspondence
and requests for presentations to central office staff members, administrators,
parents, and community members at-large regarding the provision of transition
services;
Interprets
and articulates special education regulations, policies and procedures as it relates to secondary transition to
principals, educators, other school staff and parents to ensure compliance with
federal and state mandates;
Keeps
abreast of latest research, best practices, developments, resources and techniques in the delivery of secondary
transition services and shares that information and resources with students,
families, educators and administration;
Collaborates
and presents to a range of state and local community organizations to ensure appropriate
support and opportunities are available to students with disabilities as they
prepare for college, the workforce or other postsecondary experiences;
Writes, implements and monitors grants to
manage program implementation and professional learning for central office and
school based staff on transition services to achieve post-secondary outcomes
for students with disabilities;
Acts as a liaison between MSDE and PGCPS on key
special education issues in the area of secondary transition;
Acts as a liaison between key PGCPS departments
and the Department of Special Education in the area of secondary transition
services;
Plans, coordinates and implements college and
career fairs for students with disabilities; and
Performs other duties as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Thorough
knowledge of special education and
secondary transition state and federal laws and mandates;
Thorough knowledge of current educational
principles, best practices and procedures in special education, staff training,
instruction, and assessing program needs in secondary transition;
Knowledge
of PGCPS organization and administration of curriculum, program of studies,
policies, and federal and state laws related to instructional responsibility in secondary transition;
Knowledge of various PGCPS
practices to support the needs of students with disabilities preparing for
college, entry into the workforce, and/or other postsecondary experiences;
Extensive knowledge of evidence based
practices in special education instruction and transition services to support
achievement of post-secondary outcomes for all students with disabilities;
Thorough
knowledge and understanding of disabilities;
Ability
to effectively work with principals, specialists, and other educators to
implement and monitor the instructional program in diverse school settings;
Excellent oral and written communication skills, as well as
effective human relations and interpersonal skills; and
Computer literacy including proficiency with Microsoft
Office.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Master’s degree from an
accredited college or university in education, special education or a closely related
field required. A minimum of five (5) years of successful teaching experience
and/or experience in secondary
transition planning required.
CERTIFICATION REQUIREMENTS:
Advanced Professional
Certificate with Administrator I endorsement required; certification in Special
Education or a related service field required.
SUPERVISORY RESPONSIBILITIES:
Supervises and
evaluates secondary transition program specialist and resource teachers.
PHYSICAL DEMANDS:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
None.