Special Education Teacher Englewoods Transition Program

Overview

Position Summary
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This teaching position is for the Transition in Englewood Schools (T.I.E.S.) program for young adults ages 18-21. The T.I.E.S. teacher needs to have a high degree of organization and management skills, including time management and prioritization, data management and IEP case management. Exceptional interpersonal and communication skills that allow the teacher to build rapport, actively listen, clearly communicate and collaborate with various stakeholders is preferred.

Must be able to create specifically designed programing based on each young adult's interests and needs, aligning with their transition goals. Strong knowledge of adult services systems, vocation and life skills acumen, disability related adaptations and resource mapping is preferred. The teacher must be adaptable, patient and possess strong problem-solving skills. The teacher will supervise para educators that will support the young adults both in the school and out in the community.

This teacher is fully responsible for all aspects of the IEP process for their assigned young adults, which includes creating and writing comprehensive IEPs, actively working with young adults on their individualized goals, and leading IEP meetings. They also oversee ongoing academic and life skills evaluations, complete regular progress reports, and ensure the delivery of all outlined services. Experience with assistive technology and supporting young adults with a wide range of abilities including significant support needs, is preferred.

Creating good community relations within Englewood and the surrounding metro area will be crucial in this role.

The essential duties for an 18-21 special education transition teacher are highly focused on preparing young adults with disabilities for successful adult living, encompassing post-secondary education, employment, and independent living. These duties include but are not limited to:

• Individualized Transition Planning & Assessment
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• Conduct comprehensive, age-appropriate transition assessments (vocational, independent living, functional academic, social-emotional).
• Develop and implement highly individualized IEPs with measurable post-secondary goals (PSGs) directly tied to young adult interests, preferences, and needs in education, employment, and independent living.
• Facilitate young adult-led IEP meetings, ensuring young adult voice and self-determination are central to planning.
• Community-Based Instruction & Skill Development
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• Design and deliver instruction in real-world, community settings (e.g., job sites, public transportation, grocery stores, community colleges, recreation centers).
• Teach and practice essential functional academic skills (e.g., money management, time management, literacy for daily living).
• Provide explicit instruction and opportunities to practice independent living skills (e.g., cooking, cleaning, personal hygiene, health management, managing appointments).
• Develop vocational skills, including job search strategies, interview skills, workplace social norms, and on-the-job training.
• Establish and maintain robust partnerships with adult service agencies (e.g., Division of Vocational Rehabilitation, Medicaid Waiver services, Developmental Pathways, mental health agencies, housing authorities).
• Facilitate young adult and family connections to these adult service providers to ensure seamless transfer of services after exiting school.
• Connect young adults with post-secondary education opportunities and support services.
• Educate young adults on self-advocacy, disability rights, and decision-making for their adult lives.
• Work collaboratively with families, providing information, resources, and support to prepare for their child's transition to adulthood.
• Foster young adult independence and self-determination in all aspects of the program.
• Progress Monitoring & Data-Driven Instruction
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• Collect and analyze data regularly to monitor young adult progress on IEP transition goals.
• Adjust instructional strategies and supports based on ongoing data to ensure young adult growth and goal attainment.
• Maintain accurate records and documentation of all services provided and young adult progress.
• Program Development & Advocacy
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• Continuously seek and develop new community partnerships, internships, and work experiences.
• Advocate for inclusive opportunities and equitable access to post-school options for young adults with disabilities.
• Stay current with best practices, research, and legislative changes related to transition services.
• Paraprofessional Leadership & Supervision
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• Effectively supervise, guide, and train assigned paraprofessionals, providing ongoing professional development specific to student needs and creating structured schedules that promote both staff well-being and student independence.
• Perform other related duties as assigned or requested

Supervision (not evaluation) of support personnel involves conducting supervisory duties in…