Job Description

SUMMARY DESCRIPTION:

Under the supervision of the school administration and the Transition Services Unit (TSU), develops and coordinates age appropriate transition plans for students who receive special education services. Conducts ongoing transition assessments, supports the instructional program, and collaborates with families, school teams and community partners. TST coordinates student-centered transition activities and linkages to community resources to ensure successful post-school outcomes in employment, education, and independent living by implementing evidence and research-based transition practices.

CERTIFICATE LICENSE:

Maryland special education certification. Maryland class D driver¿s license.

KNOWLEDGE, SKILLS, and ABILITIES:

Thorough knowledge of Montgomery County Public Schools (MCPS) academic priorities identified in the MCPS Strategic Planning Framework: ¿Building Our Future Together.¿ Knowledge of MCPS special education policies and procedures. Knowledge of the Council for Exceptional Children advanced special education transition specialist standards and the alignment with MCPS priorities. Knowledge of the Governor's Transitioning Youth Initiative and the adult services application and selection process. Knowledge of the college application process. Knowledge of the Employment First Transition Framework and principles of customized employment. Ability to use a variety of informal and formal transition assessments and procedures to determine students¿ strengths, needs, preferences, and interests to develop, implement, and monitor effective transition plans. Ability to manage time and prioritize tasks. Excellent interpersonal, oral, and written communication skills are necessary. Knowledge of and the ability to apply the six performance standards established for the MCPS Teacher Professional Growth System (TPGS).

EDUCATION, TRAINING, and EXPERIENCE:

Bachelors degree from an accredited college or university, an emphasis in Transition Services preferred. Three years or more teaching experience with a background in transition assessments, instruction, job development, job coaching, and travel training. Demonstrated continuous professional development through expanded transition-related practices and increased effectiveness and efficiency in service delivery. Other combinations of applicable education, training and experience, which provide the ability to perform effectively in the position, will be considered.