Secondary Transition Coach

Great Prairie Area Education Agency has an opening for a Secondary Transition Coach beginning with the 2026-2027 school year.

Reports To: Administrator of Special Education Instructional Services

Classification: Certified Staff

Benefits:IPERS generous paid leave package and monthly cafeteria allotment of $1050.00.

Salary:2025-2026 Salary Schedule(based on education and experience).

Job Summary

The Secondary Transition Coach serves as a specialized IDEA-DA SDI Practice Coach dedicated to supporting Great Prairie AEAs Level 2 & 3 Secondary Transition districts. This role is primarily focused on providing intensive on-site implementation support to LEA staff specifically targeting the skills learned in the Department of Education (DE) Secondary Transition training modules.

The goal of this position is to bridge the gap between training and classroom practice resulting in the increased implementation of the SDI Framework and improved post-secondary outcomes for learners with disabilities. This is a field-based role with the expectation that the individual is present in districts 45 days each week to provide direct coaching and implementation support.

The position will require travel across the will be given to applicants who have demonstrated the ability to provide effective professional development and coaching.

Qualifications

• Education: Masters degree in special education or education with at least 30 graduate hours in special education.
• Licensure: Iowa Bureau of Educational Examiners license with a Special Education Consultant endorsement.
• Experience: Minimum of three years as a Special Education Staff member at Great Prairie AEA.

Essential Functions

Instructional Coaching & Implementation

• Provide individualized coaching and modeling to support high-quality instructional practices aligned with the SDI Framework.
• Facilitate group coaching sessions to transfer transition-focused knowledge to building-level personnel.
• Engage in Practice-Based Coaching cycles including goal-setting action planning and providing structured evidence-based feedback.
• Support districts in observing the implementation of key SDI components to ensure fidelity to the model.
• Provide agency fee-based professional learning as directed by the Administrator.

Data & Compliance

• Gather and analyze multiple sources of data (observations student work progress monitoring) to provide feedback to participants the Leadership Team and Systems Coach.
• Maintain and share coaching logs with the Leadership Team to monitor progress and impact.
• Support IDEA-DA designations and data review/action planning as directed by the Administrator of Special Education Instructional Services.

Collaboration & Leadership

• Actively participate in Coaching Networks.
• Partner with LEAs and AEA staff to increase staff competency in secondary transition practices.
• Create tools and resources to support continuous improvement.
• Contribute to strategic planning to align secondary transition services with state and federal guidelines.

Additional Responsibilities

• Advocate for learners with disabilities and promote inclusive practices.
• Perform other duties as assigned to support the overall goals and objectives of the department ensuring flexibility and adaptability in response to changing needs and priorities.

Skills and Abilities

• Experience or capacity to demonstrate positive interpersonal skills cooperative teamwork and excellent written and verbal skills.
• Strong interpersonal and communication skills; ability to build and maintain relationships with district staff and internal teams.
• Highly organized with the ability to manage multiple projects and meet deadlines.

Working Conditions

• Regular travel requirements: Frequent travel is required between office locations and school sites within the agencys designated region. Travel often involves multiple trips within a single day and may necessitate extended periods in a vehicle. Occasional statewide or out-of-state travel for conferences training sessions and other professional development events is also expected.
• Physical demands: In addition to regular standing and sitting the role may involve prolonged periods of walking or standing particularly during site visits or meetings. Occasional lifting and carrying of equipment and materials (weighing up to 25 pounds) is required. This may include setting up for presentations carrying materials to different locations and managing files or supplies. The role also requires sufficient mobility and dexterity to perform office-based tasks including typing filing and other administrative duties.
• Environmental conditions: Travel and on-site visits may expose employees to varying weather conditions and environments including outdoor settings school facilities and community event locations. The ability to adapt to diverse environments including loud or crowded spaces is important.
• Visual and auditory requirements: Effective performance in this role requires clear and efficient verbal communication with staff learners and community members. Auditory ability is necessary for listening to presentations and participating in discussions while visual acuity is required for reviewing documents digital screens and visual materials.
• Cognitive demands: The role requires a high level of concentration attention to detail and ability to manage multiple tasks simultaneously. The ability to remain organized and flexible amidst frequent interruptions and variable work schedules is essential.

Terms of Employment

• The length of the work year and salary will be established by the agency in alignment with board policies.

Evaluation

Performance will be evaluated based on the Iowa Teaching Standards with AEA Criteria as outlined by the Iowa Department of Education and in accordance with established agency policies for certified staff.