Teacher Special Education Transition Specialist (2026-2027)

SUMMARY:

Provides instruction and transition-related service planning using results-oriented processes to develop the skills needed by special education students to be successful in seamless transitions from high school into post-secondary education work and/or services for secondary special needs students with disabilities which may range from mild to severe.

The essential functions pursuant to the Americans with Disabilities Act may include the characteristic duties and responsibilities noted herein however this list represents examples only and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

• Model KISD core organizational beliefs and values;perform duties effectively and efficiently for the purpose of supportingas well ascontributing to high student achievement.

• Provide program support and service delivery; communicate effectively within and acrossteamsplusparticipatein cross-functional work groups.

• Maintain a commitment to theDistrictmission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.

MAJORRESPONSIBILITIES AND DUTIES

Instructional Support

• Identifyand document students post-school goals learning preferences and need for accommodations through the Transition Plan.

• Identifymeasurable transition-related goals andobjectivesthat focus on postsecondary education or training employment independent living and community and leisure activities.

• Develop educational experiences that correspond with post-school goals andobjectives such as participation in college preparatory curricula and/or in vocational and technical education.

• Identifytransition-focused instructional activities and services through the Transition Plan.

• Utilize a planning process that is student-centered andfacilitatesstudentsself-determination including student decision-making.

• Provideappropriate accommodationsthatfacilitatestudent and family involvement in the individual planning process.

• Collaborate with ESCs and Transition Specialist from surrounding Districts to promote and improve the quality of information and services provided to students and families.

• Collaborate with general and vocational educatorsregardingstudents learning needs and instructional programs.

• Promote collaboration and delivery of pre-employment transitions services for students with disabilities transitioning from secondary education to employment and independent living through dissemination of information about TWCs Vocational Rehabilitation (VR) services.

• Facilitate intake appointments as needed indicated by TEA and TWC MOU (2017).

• Identifyand provide information about transition services and program and/or curriculum options to parents and students.

• Serve as a resource for students and families with disabilitiesregardingpost-secondary outcomes and options.

• Participate in planning and facilitation of informational sessions for students and parents featuring community agencies post-secondary education options employment opportunities military options etc.

• Identifystudents abilities toparticipatemeaningfully in the development of their IEP.

• Utilize a variety of assessment information as a basis for the IEP; as authorized by students and families provide assessment information to relevant service providers.

• Evaluate the progress or attainment of students post-secondary goal(s) at least annually including student evaluation of his or her progress.

Communication

• Interact effectively and collaboratively with community service providers to identify and address students service and support needs.

• Establish andmaintaina professional relationshipand open communication with parents students colleagues and community members.

Professional Growth and Development

• Participate in staff development activities to improve job-related skills.

• Comply withStateDistrict and school regulations and policies for classroom teachers.

• Maintain knowledge of Transition Programming through Transitiontrainingsand workshop attendance.

Other

• Maintain confidentiality.

• Keep informed of andcomply withfederal state district and school regulations and policies for special education teachers.

• Develop andmaintainsystems for retrieval of information in support of all programs; compilemaintain file and secure all physical and computerized reports records and other required documents.

• Assistwith data collection for reporting to TEAregardingtransition and post-secondary planning.

• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research.

• Comply withall policies operating procedures legal requirements and verbal and written directives.

• Comply withthe Professional Code of Ethics and Standard Practices forTexasEducators.

• Follow District safety protocols and emergency procedures.

• Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

• BachelorsDegree fromanaccredited university

• Valid Texas Teaching Certificate with requiredSpecial Education endorsements for assignment

Experience:

• Three (3) years successful experience as a Special Education Teacher

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

• Knowledge of special needs of students in assigned area

• Knowledge of Admission Review and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation

• Knowledge of curriculum and instruction

• Knowledge of Federal State and Local legal requirements for Transition

• Knowledge of technology usage

• Knowledge of community service providers and agencies for persons with disabilities

SUPERVISORY RESPONSIBILITIES:

• None

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

• Personal computer phone systems video/instructional equipment and peripherals

Posture:

• Prolonged siting and standing; frequent kneeling/squatting bending/stooping pushing/pulling and twisting

Motion:

• Frequent walking; repetitive computer work with frequent use of hands and wrists

Lifting:

• May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities control behavior through physical restraintassistnon ambulatorystudents and lift and move adaptive and other classroom equipment

• May lift and move textbooks and classroom equipment

Environment:

• Exposure to biological hazards

• Regular Districtwide travel to multiple work locations as assigned as well as travel in the community to job locations

• Regular exposure to noise and computer monitors

• No remote work

Mental Demands:

• Work with frequent interruptions;maintainemotional control under stresswork;prolonged or irregular hours

INTENT AND ACKNOWLEDGEMENT:

This description is intended toindicatethe kinds of tasks and levels of work difficulty required of positionsgiventhis title and shall not be construed as declaring what the specific duties and responsibilities of anyparticular positionshall is not intended to limit or any waymodifythe right of any supervisor to assigndirectand control the work of employees under use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.

Required Experience:

IC