Teacher – Full-Time

Job Summary

Assists in the development and implementation of school-based job training programs for students with disabilities receiving an itinerant level of support in high schools. Provides an array of direct services that support the development of job-related skills and assists the student in making a successful transition from school to work. Establishes and maintains ancillary community training/career exploration sites and collaborates with personnel in the local employment sector to determine appropriate job opportunities and associated training activities.  Participates in the Individual Education Plan development process and writes Individual Education Plans for an assigned caseload of students. Orients school staff to program objectives and provides staff with transition related training.

Essential Functions

• Assesses students’ interests and interpersonal and functional skills levels using a Transition Assessment/Inventory tool.
• Determines appropriate setting and methodologies for job-related skills.
• Establishes training plans based on Individualized Education Plan goals and objectives to develop students’ work socialization capabilities.
• Collaborates with outside placement/employment agency staff, school staff, students, parents, employers and others to facilitate transition.
• Consults with on-site supervisors and school staff to insure that school-based training is practical and relevant to job performance.
• Synthesizes and provides, in accord with confidentiality guidelines, student-specific information to agencies involved in the transition process.  
• Partners with community-based organizations and businesses for the purpose of establishing training and career exploration sites for students.
• Assesses students for community site-based training.
• Monitors training sites to ensure that state-of-the-art training is provided to students.
• Collaborates with outside agency staff to determine job availability and skills needed to perform employment tasks.
• Assists students in completing applications, preparing resumes and other employment-related activities.
• Facilitates necessary roster adjustments to permit students’ release from school.
• Participates on a multi-disciplinary team that includes professional and nonprofessional staff; collaborates with other team members for the purpose of planning and developing a comprehensive educational program for students.
• Participates in Individual Education Plan conferences.
• Writes Individualized Education Plans that set individualized goals and objectives for each student in assigned caseload; ensures that Plans are complete and current.
• Monitors implementation Individualized Education Plans for each student in assigned caseload; collects progress monitoring data from work site for use in Individualized Education Plan development.
• Assesses students for community site-based training.

Job Summary

Assists in the development and implementation of school-based job training programs for students with disabilities receiving an itinerant level of support in high schools. Provides an array of direct services that support the development of job-related skills and assists the student in making a successful transition from school to work. Establishes and maintains ancillary community training/career exploration sites and collaborates with personnel in the local employment sector to determine appropriate job opportunities and associated training activities.  Participates in the Individual Education Plan development process and writes Individual Education Plans for an assigned caseload of students. Orients school staff to program objectives and provides staff with transition related training.

Essential Functions

• Assesses students’ interests and interpersonal and functional skills levels using a Transition Assessment/Inventory tool.
• Determines appropriate setting and methodologies for job-related skills.
• Establishes training plans based on Individualized Education Plan goals and objectives to develop students’ work socialization capabilities.
• Collaborates with outside placement/employment agency staff, school staff, students, parents, employers and others to facilitate transition.
• Consults with on-site supervisors and school staff to insure that school-based training is practical and relevant to job performance.
• Synthesizes and provides, in accord with confidentiality guidelines, student-specific information to agencies involved in the transition process.  
• Partners with community-based organizations and businesses for the purpose of establishing training and career exploration sites for students.
• Assesses students for community site-based training.
• Monitors training sites to ensure that state-of-the-art training is provided to students.
• Collaborates with outside agency staff to determine job availability and skills needed to perform employment tasks.
• Assists students in completing applications, preparing resumes and other employment-related activities.
• Facilitates necessary roster adjustments to permit students’ release from school.
• Participates on a multi-disciplinary team that includes professional and nonprofessional staff; collaborates with other team members for the purpose of planning and developing a comprehensive educational program for students.
• Participates in Individual Education Plan conferences.
• Writes Individualized Education Plans that set individualized goals and objectives for each student in assigned caseload; ensures that Plans are complete and current.
• Monitors implementation Individualized Education Plans for each student in assigned caseload; collects progress monitoring data from work site for use in Individualized Education Plan development.
• Assesses students for community site-based training.

Minimum Requirements

• Bachelor’s degree from an accredited college or university.
• Three years of current full-time, paid, professional teaching experience working with students with moderate or severe disabilities.

Knowledge, Skills and Abilities

Demonstrated knowledge of\:

• the theories, principles of and research on adolescent growth and development with an emphasis on the disability categories identified in IDEIA and Chapter 14.
• current methodologies for providing job-related skills training for exceptional students.
• local job market and employment needs.
• community organizations and businesses as potential training and career exploration sites.
• existing post-graduate training/employment opportunities and application procedures for students with disabilities.
• the availability of post-graduate services and referral procedures for students with disabilities.

Demonstrated ability to\:

• train school staff in practices designed to promote successful student transition.
• monitor training sites to ensure that they provide students with state-of-the-art training.
• assist students in completing applications, preparing resumes and other employment-related activities.
• maintain necessary records, compile statistical information and prepare reports.
• communicate effectively, both orally and in writing.
• establish and maintain effective working relationships.
• read, analyze and interpret general periodicals, professional journals, technical procedures, or governmental regulations
• effectively present information and respond to questions from administrators, staff and the general public.
• apply knowledge of current research and theory to the instructional program.
• plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Certificates/Licenses

• Possession of a valid Commonwealth of Pennsylvania Instructional Certificate to teach special education for 7-12.

Minimum Requirements

• Bachelor’s degree from an accredited college or university.
• Three years of current full-time, paid, professional teaching experience working with students with moderate or severe disabilities.

Knowledge, Skills and Abilities

Demonstrated knowledge of\:

• the theories, principles of and research on adolescent growth and development with an emphasis on the disability categories identified in IDEIA and Chapter 14.
• current methodologies for providing job-related skills training for exceptional students.
• local job market and employment needs.
• community organizations and businesses as potential training and career exploration sites.
• existing post-graduate training/employment opportunities and application procedures for students with disabilities.
• the availability of post-graduate services and referral procedures for students with disabilities.

Demonstrated ability to\:

• train school staff in practices designed to promote successful student transition.
• monitor training sites to ensure that they provide students with state-of-the-art training.
• assist students in completing applications, preparing resumes and other employment-related activities.
• maintain necessary records, compile statistical information and prepare reports.
• communicate effectively, both orally and in writing.
• establish and maintain effective working relationships.
• read, analyze and interpret general periodicals, professional journals, technical procedures, or governmental regulations
• effectively present information and respond to questions from administrators, staff and the general public.
• apply knowledge of current research and theory to the instructional program.
• plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Certificates/Licenses

• Possession of a valid Commonwealth of Pennsylvania Instructional Certificate to teach special education for 7-12.