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Director Transition Services Jobs (NOW HIRING)

Paraquad, Inc.

Transition Specialist

Saint Louis, MO · On-site

$19 - $22/hr

Direct Services * Provide person-centered options counseling, transition support, information, referrals, advocacy, and independent living skills training to individuals moving from institutional ...

Paraquad

Transition Specialist

Saint Louis, MO · Hybrid

Direct Services * Provide person-centered options counseling, transition support, information, referrals, advocacy, and independent living skills training to individuals moving from institutional ...

The New Foster Care

Be Seen First

Transition Navigator

Detroit, MI · On-site

$50K - $60K/yr

The TN works under the guidance and supervision of the Director of Transition Services and/or Transition Services Supervisors. Essential Responsibilities and Expectations Case Management & Service ...

The New Foster Care

Be Seen First

Transition Navigator

Southfield, MI · On-site

$50K - $60K/yr

The TN works under the guidance and supervision of the Director of Transition Services and/or Transition Services Supervisors. Essential Responsibilities and Expectations Case Management & Service ...

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Director Transition Services information

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$29.5K

$76.9K

$119.5K

How much do director transition services jobs pay per year?

As of Sep 14, 2026, the average yearly pay for director transition services in the United States is $76,855.00, according to ZipRecruiter salary data. Most workers in this role earn between $56,500.00 and $90,000.00 per year, depending on experience, location, and employer.

What is a director transition services?

Director Transition Services refer to specialized support and guidance provided to senior executives, particularly directors, as they transition into or out of key leadership roles within an organization. These services may include onboarding assistance, leadership coaching, succession planning, and career transition support. The goal is to ensure a smooth handover of responsibilities, minimize disruption, and help directors adapt quickly to new roles or career paths. Organizations often use transition services to maintain business continuity and support both departing and incoming directors.

What are the key skills and qualifications needed to thrive as a director of transition services, and why are they important?

A Director of Transition Services typically requires strong leadership skills, experience in program management, and a relevant degree in social work, education, or a related field. Familiarity with case management systems, compliance regulations, and certifications such as Certified Rehabilitation Counselor (CRC) or similar are often necessary. Outstanding communication, problem-solving, and organizational abilities help build relationships with stakeholders and support individuals through transitions. These competencies ensure effective program delivery, regulatory adherence, and successful outcomes for clients navigating major life changes.

What are the primary challenges a director of transition services may face when guiding organizations through major changes?

A Director of Transition Services often encounters challenges such as managing resistance to change, aligning diverse stakeholder interests, and ensuring seamless communication during transitions. Balancing the expectations of leadership with the concerns of employees requires strong interpersonal and project management skills. Additionally, adapting transition plans to address unforeseen obstacles and maintaining team morale throughout the process are crucial for successful outcomes.

What is the difference between Director Transition Services vs Career Coach?

AspectDirector Transition ServicesCareer Coach
CredentialsTypically requires a bachelor’s degree, industry experience, and sometimes certifications in career counseling or transition managementUsually holds certifications like CPC or NCC, with a background in counseling or coaching
Work EnvironmentCorporate or consulting firms, working with clients undergoing career transitionsPrivate practice, coaching firms, or online platforms, working directly with individuals
Employer & Industry UsageUsed by organizations to assist employees in career transitions or layoffsUsed by individuals seeking career guidance or change

While both roles support career development, Director Transition Services focuses on managing organizational or large-scale employee transitions, often within corporate settings. Career Coaches work directly with individuals to guide personal career growth and change. The roles overlap in counseling skills but differ in scope and environment.

What cities are hiring for Director Transition Services jobs?

Cities with the most Director Transition Services job openings:

What are the most commonly searched types of Transition Services jobs?

The most popular types of Transition Services jobs are:

What states have the most Director Transition Services jobs?

States with the most job openings for Director Transition Services jobs include:

What are popular job titles related to Director Transition Services jobs?

For Director Transition Services jobs, the most frequently searched job titles are:

Transition Specialist

Sahuarita, AZ • On-site

Sahuarita Unified School District
Elementary and Secondary Schools • 201 - 500 employees
Learn more about Sahuarita Unified School Districtexternal

Full-time

Re-posted 3 days ago

Job description

Position Type:
Student Services/Cross Categorical - H.S.
Date Posted:
7/13/2026
Location:
Sahuarita High School
Date Available:
7/23/26
Closing Date:
until filled
TITLE: TRANSITION SPECIALIST
CONTRACT TERMS: School Year
SALARY CLASSIFICATION: Certified Salary Schedule
TITLE: TRANSITION SPECIALIST
CONTRACT TERMS: School Year
SALARY CLASSIFICATION: Certified Salary Schedule
GENERAL STATEMENT OF RESPONSIBILITIES:
Under the guidance of the Director of Student Services, the special education advisor is responsible for providing expert guidance and support for teachers, staff, service providers, and administrators to ensure equal and effective access to education for students with disabilities. This role involves coordinating, collaborating and working with educational teams to develop, implement, and monitor Individualized Educational Plans (IEPs), including transition planning and related services for students with disabilities; In conjunction with case manager, supervises paraprofessional staff implementing transition services, and teaching practices with students; Develops and implements district-wide professional development related to special education;; Initiates and makes referrals to adult and community agencies, including Vocational Rehabilitation Services, Division of Developmental Disabilities and mental health providers. Coordinates with IEP team and Director of Student Services in terms of referrals to Project Search and Project Focus; Facilitates visits to potential job sites and related job shadows; Coordinates with post-secondary educational and vocational training programs, including Pima Community College's Access and Disability Resource Center, the University of Arizona Disabled Student Services and SALT Center. Monitors and advises administrative leadership on special education policies, best practices, and outcomes for special education programs, and inclusive settings in general education.
ESSENTIAL FUNCTIONS
Essential functions, as defined under the American with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics. This list is illustrative only, and is not a complete listing of all functions and tasks performed by positions in this job class.
  • Work with general education classroom teachers, case managers, and related service providers to support transition related services, instructional strategies, accommodations, and modifications for students with disabilities;
  • Identify seniors and/or those listed as grade 12 and support the student/families to implement transition activities and plan for postsecondary services;
  • Make student referrals to adult and community agencies;
  • Identify and refer students grades 9-12 for PreETS;
  • Maintain student contact logs;
  • Attend IEP meetings as schedule allows and provide support to teams with recommendations for meaningful student transition services and provide postsecondary agency/service information;
  • Develop an employment/transition related curriculum ;
  • Disseminate and provide updates, transition materials, training and information to the Student Services Department at your school site;
  • Contact job sites and facilitate placements;
  • Complete job site and task analysis;
  • Assume overall responsibility for students at job sites;
  • Make recommendations to employers on types of long-term job supports;
  • Complete referrals to Project Search and Project Focus (in direct coordination with Director of Student Services);
  • Conduct all district Post-Secondary Outcome surveys;
  • Assist and support classroom teachers using community-based instruction (CBI) with community-based job site development;
  • Consult with Case Managers in their work to conduct transition assessments and develop transition plans;
  • Create and implement professional development for staff; mentor staff as it pertains to transition planning and services.
  • Complete all required off-campus paperwork for job placement and support;
  • Promote ongoing scientifically-proven instructional and transition practices at school sites that support achievement for students with disabilities;
  • Interpret federal IDEA, state, and district policies and regulations; advises parents, administrators, teachers, and related service personnel of the relevance of their individual roles within that framework;
  • Ensure students are educated within Least Restrictive Environments (LRE) and are provided Procedural Safeguards consistent with federal and state regulations;
  • Conduct site visits for instructional observations and walk-throughs to determine professional development and job-training needs;
  • Provides guidance and direction for related service personnel aligned with Indicators 13 and 14 and Best Practices in Transition Planning (in coordination with district leadership);
  • Meets and coordinates with Director of Student Services and Principals as needed to ensure that transition programs and services are aligned with district initiatives and practices;
  • And other duties as assigned.

QUALIFICATIONS
A. REQUIRED EDUCATION, TRAINING & EXPERIENCE
  • Valid Arizona Special Education Teaching Certification;
  • Masters Degree in a field related to transition services;
  • Structured English Immersion (SEI) requirement;
  • Five years experience implementing or working with students with disabilities, and school and community-based transition services;
  • Valid Arizona IVP Clearance 1 Fingerprint Card.

B. PHYSICAL REQUIREMENTS
  • The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, feel and type; reach with hands and arms; and talk or hear. The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus.

C. COMMITMENT & DEPENDABILITY
  • Willingness to perform as an integral member of a successful team;
  • Dedication to providing the highest level of service;
  • Willingness to adhere to policies and procedures.

PERFORMANCE EXPECTATIONS
LANGUAGE SKILLS
Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Ability to write speeches and articles for publication that conform to prescribed style and format. Ability to effectively present information to top management, public groups, and/or boards of directors.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
EVALUATION PROCEDURE: In accordance with provisions specified in Governing
Board policy.
SUPERVISION RECEIVED: Reports to Director of Student Services.
SUPERVISORY RESPONSIBILITY: Limited or none
PUBLIC NOTIFICATION OF NON-DISCRIMINATION: Sahuarita Unified School District does not discriminate on the basis of race, sex, color, national origin, sexual orientation, age, sex or disability in admission or access to , or treatment or employment in, its educational programs or activities and provides equal access to the Boy Scouts and other designated youth groups.

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