] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → TEACHER, TRANSITION SUPPORT (TST)

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Teacher, Transition Support (TST)

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Teacher, Sp Ed Transition CODE: 1047 SQ/OQ: Not Applicable
WORKING TITLE: Teacher, Transition Support (TST) GRADE: AD MONTHS: 10
SUMMARY DESCRIPTION OF CLASSIFICATION: 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.
MINIMUM QUALIFICATION STANDARDS
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.
CERTIFICATE AND LICENSE REQUIREMENTS: Maryland special education certification. Maryland class D driver¿s license.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) Ability to establish and maintain community-based worksites that vary in degree of accessibility. As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Required to attend school meetings, evening informational workshops for parents/guardians and students, programs and activities outside the instructional day as mandated by the Montgomery County Education Association agreement. Teachers employed in special education schools or discrete special education service models are required to successfully complete specific courses provided by MCPS. The courses are designed to meet the needs of students with disabilities, particularly courses in behavior management which include nonviolent crisis interventions. Teachers in these identified schools and programs will be required to support behavioral interventions. Teachers are also required to attend community meetings and provide instruction at job sites.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Note: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or ability associated with this classification, but is intended to accurately reflect the core job elements.)

Analyzes variety of student data to develop secondary transition plans that include authentic transition activities that align with student¿s postsecondary employment, education, and independent living goals.

Coordinates and monitors the implementation of secondary transition plans for compliance with state performance plan indicators.

Collaborates with special educators, school counselors, paraeducators and other key staff members to establish a team approach to the delivery of transition services.

Shares secondary transition resources with students and parents/guardians on post-secondary education, work-based learning, integrated employment, continuing and adult education, adult services, independent living, and community participation options.

Promotes student access to internships and employment by sharing information regarding summer youth employment opportunities with students and parents/guardians.

Maintains student transition portfolios, which profile strengths, needs, preferences, resume of work experiences, and summary data.

Coordinates linkages to community partners responsible for providing postsecondary transition services.

Monitors student application status with the Maryland Department of Health Developmental Disabilities Administration (DDA), the Maryland State Department of Education Division of Rehabilitation Services (DORS) and other adult service agencies.

Ensures annual transition interview and all transition pages are completed prior to Individualized Education Program (IEP) meetings.

Collaborates with school counselors, and college career coordinators to ensure that students are able to use the Naviance Family Connections portal to identify college and career goals.

Contributes to the development and delivery of an effective instructional program for secondary students with disabilities in areas of self-advocacy, college and career planning, work-readiness skills, safe travel, independent living, problem-solving, social skills and community involvement, as appropriate.

Identifies training opportunities for students, which will promote work readiness skills.

Collaborates with school personnel and supervisors of community site-based work experiences, and develops and monitor individual student training plans.

Facilitates staff member training on jobsite expectations, data collection requirements, and travel training.

Communicates effectively with families and representatives from county government, adult service providers, and postsecondary institutions to promote successful transitions from school to adult living.

Engages families in the secondary transition planning process.

Performs related duties consistent with the scope and intent of the position.
Class Established: 8/82
Date(s) Revised: 9/88, 1/01, 7/07, 1/08, 11/17
Last Reviewed:

This description may be changed at any time.