Supervision & Behavioral Management: Supervise students in groups and individually, monitoring behavior to ensure alignment with programmatic expectations.

Student Counseling: Counsel students on personal, social, behavioral, or academic issues affecting their educational progress.

Person-Centered Planning: Ensure every student actively leads or participates in their own Individualized Education Program (IEP) transition meetings. Utilize assistive technology, visual choice boards or person-centered tools to provide a voice for students with limited or non-verbal communication.

Goal Realism & Guidance: Manage complex dynamics where a student's post-secondary dream conflicts with parental wishes or current skill realities. Apply strategies like "failing safely" (e.g., career-testing, job shadowing and temporary classes) alongside stepping-stone goals to gently navigate reality without crushing student ambition.

Student Evaluations: Evaluate individual student abilities, interests and personality characteristics using tests, records, interviews and professional sources.

Multi-Faceted Assessment: Administer age-appropriate formal and informal transition assessments evaluating independent living, travel/transit skills, and actual work behaviors to formulate compliant, measurable post-secondary goals.

IDEA Compliance: Apply strong knowledge of Individualized Education Act (IDEA) transition mandates to draft audited, highly scrutinized goals and dynamically pivot plans based on assessment data.

Rigorous Progress Tracking: Utilize robust organizational systems such as digital tracking tools, rubric-based feedback from job coaches, and student self-monitoring checklists to track and document progress when students are off-campus at work-based learning sites.

Community Site Development: Develop and maintain strong relationships with community sites, public transit systems, and external agencies.

Work-Based Opportunities: Develop work-study programs, internships, and volunteer opportunities for students to gain competitive experience while completing their high school curriculum.

Agency Connections: Manage the "Service Cliff" by facilitating warm handovers introducing families directly to agency contacts and connecting students with Vocational Rehabilitation (VR), Pre-Employment Transition Services (Pre-ETS), and developmental disability boards.

Business Empathy & Partnerships: Proactively engage local business owners, pitching inclusive hiring benefits and demonstrating how a transitioning student adds tangible value to their workforce.

Workplace Learning Labs: Safely intervene when work-based placements experience friction, behavioral incidents, or employer misunderstandings.

Student Independence Coaching: Use workplace mistakes as a live curriculum, coaching students on how to navigate portals, look up records, request legal accommodations,and repair professional relationships independently rather than filling out paperwork for them.

Education: Bachelor’s Degree strongly preferred.

Background in education or social work preferred.

Regulatory Knowledge: Demonstrate deep, compliance-centered knowledge of transitioning students as per the Individuals with Disabilities Education Act (IDEA) mandates.

Transition & Coaching Experience: Documented knowledge and/or experience placing and coaching students in jobs, as well as assisting them in transitioning to college, career, and independent life.

Systemic Mindset: Demonstrated ability to constantly focus on the "real world," utilizing community agency networks, public transit routes, and outer-community resources.

Behavioral & Performance Knowledge: Knowledge of human behavior, performance, and specific student needs (e.g., Autism Spectrum Disorder, ADHD).

Professional Soft Skills: High level of professionalism, strong decision-making skills, and the ability to communicate calmly, transparently, and effectively in writing across varied audiences, including resistant families, school teams, and litigious stakeholders.