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Transition Assistance Program Jobs in Illinois (NOW HIRING)

Chicago Public Schools

Transition Specialist

Chicago, IL · On-site

$54K - $77K/yr

... Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward ... Support schools through providing guidance, technical assistance, and leading professional ...

Mercy Home For Boys and

Transition Coach

Chicago, IL · On-site

Works with the Program Managers to refer a youth for specialized services as necessary and consult ... assistance as needed; set limits and expectations when appropriate; provide praise) * Is ...

Sertoma Star Services

Transition Case Manager

Matteson, IL · On-site

$50K - $55K/yr

Transition Case Manager Department: Community Mental Health and Counseling Status: Full-time Who We ... Employee Assistance Program * 403(b) with company match * Tuition assistance * Eligibility for ...

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All JobsTransition Assistance Program JobsTransition Assistance Program Jobs in Illinois

Transition Assistance Program information

See Illinois salary details

$34.9K

$68K

$111.9K

How much do transition assistance program jobs pay per year?

As of Jul 30, 2026, the average yearly pay for transition assistance program in Illinois is $68,015.00, according to ZipRecruiter salary data. Most workers in this role earn between $48,500.00 and $78,500.00 per year, depending on experience, location, and employer.

What is the difference between Transition Assistance Program vs Veterans Benefits Coordinator?

AspectTransition Assistance ProgramVeterans Benefits Coordinator
Primary FocusHelping service members transition to civilian life, including employment, education, and benefitsAssisting veterans in understanding and applying for benefits, including healthcare, disability, and pensions
Work EnvironmentGovernment agencies, military installations, workshopsVeterans affairs offices, government agencies, nonprofit organizations
Required CredentialsTypically no specific credentials; knowledge of military transition resources helpfulVeterans Affairs certifications, knowledge of veteran benefits

The Transition Assistance Program primarily focuses on helping active-duty service members transition smoothly into civilian careers and life, while Veterans Benefits Coordinators assist veterans in navigating and securing their entitled benefits. Both roles serve military personnel but differ in scope and target audience, with TAP emphasizing transition support and benefits coordination focusing on veteran benefits management.

What are some typical challenges faced by Transition Assistance Program (TAP) specialists when helping service members transition to civilian employment?

TAP specialists often encounter challenges such as addressing the diverse backgrounds and needs of transitioning service members, bridging gaps in civilian job search skills, and helping clients translate military experience into civilian terms. They also navigate the emotional aspects of transition, such as uncertainty and stress. Effective specialists collaborate closely with career counselors, employers, and veterans' organizations to provide comprehensive support and resources, ensuring each participant is prepared for the next step in their career.

What is the Transition Assistance Program?

The Transition Assistance Program (TAP) is a government initiative designed to help military service members, veterans, and their families transition from military to civilian life. TAP offers a variety of services, including career counseling, resume workshops, job search assistance, and information about benefits and educational opportunities. The program aims to provide resources and support to ensure a smooth and successful transition into the civilian workforce. Participation in TAP is mandatory for most separating service members. Overall, TAP helps individuals prepare for post-military employment and adjust to civilian life.

What are the key skills and qualifications needed to thrive as a Transition Assistance Program (TAP) Counselor, and why are they important?

To thrive as a Transition Assistance Program (TAP) Counselor, you need a background in career counseling, knowledge of military-to-civilian transition processes, and often a bachelor’s degree in counseling or a related field. Familiarity with career assessment tools, resume-building software, and job search platforms is typically required, along with certifications such as GCDF or CCSP. Strong interpersonal skills, cultural sensitivity, and the ability to motivate and guide clients are crucial soft skills in this role. These skills ensure that transitioning service members receive effective support, resources, and guidance to successfully enter the civilian workforce.
What are popular job titles related to Transition Assistance Program jobs in Illinois? For Transition Assistance Program jobs in Illinois, the most frequently searched job titles are:
What job categories do people searching Transition Assistance Program jobs in Illinois look for? The top searched job categories for Transition Assistance Program jobs in Illinois are:
Transition Assistance Program jobs near you
Infographic showing various Transition Assistance Program job openings in Illinois as of July 2026, with employment types broken down into 85% Full Time, 8% Part Time, and 7% Contract. Highlights an 100% In-person job distribution, with an average salary of $68,015 per year, or $32.7 per hour.

Reading Assistance Program Teacher

Belvidere Community Unit School District 100

Belvidere, IL • On-site

Full-time

Posted 10 days ago

Job description

Position Type:
Middle School Teaching
Date Posted:
7/23/2026
Location:
Belvidere South Middle School
Date Available:
08/17/2026
DATE REQUIRED: August 17, 2026
QUALIFICATIONS / EXPERIENCE DESIRED: PEL with a BSPA (Spanish) endorsement
SALARY: Starting base of $45,163.00 w/o TRS (CBA Agreement- Article 26)
BENEFITS: Blue Cross Blue Shield Booklet(Benefit Booklet)
Job Description
Position: Certified Teacher
Reports to: Building Principal
Qualifications: Valid Illinois Teaching Certificate
Terms of Employment: 9 months
Basic Function: In cooperation with the administration, a certified teacher creates a flexible program and a class environment favorable to learning and personal growth; establishes effective rapport with students; motivates students to develop skills, attitudes and knowledge needed to provide a good foundation, in accordance with each student's' ability; and establishes good relationships with parents/guardians and with other staff members.
Performance Responsibilities
Planning and Preparation
  1. Identifies student educational needs and abilities.
  2. Develops, modifies, and adapts lesson planning to meet the needs of each student.
  3. Plans multiple and varied forms of assessment.
  4. Encourages the use of a wide variety of learning materials and technologies when planning lessons.
  5. Makes plans which are consistent with district mission statements as well as district and state standards.
  6. Designs lesson plans which guide the learning process toward the achievement of curriculum goals.
  7. Designs well organized lessons with clearly stated objectives, appropriate activities, procedures, assignments and assessments.
  8. Maintains an organized, efficient learning environment.
  9. Develops, organizes, and prepares lessons; has materials ready; gives clear directions.
  10. Uses a variety of instructional tools relevant to lesson plans.
  11. Plans appropriate room arrangements.

The Classroom Environment
  1. Creates an environment that is conducive to learning and maximizes student time on task.
  2. Accountable and responsible for school equipment and materials.
  3. Maintains an orderly system of classroom management, such as: room arrangements, making announcements, distributing and collecting materials and homework assignments.
  4. Maintains adequate records in accordance with district policy including grade book, substitute folder, emergency procedures and student attendance.
  5. Maintains student behavior which is conducive to learning:
  6. Follows building and district disciplinary policies and procedures.
  7. Clearly states rules and expectations, treats students with respect and dignity, and has clearly delineated rewards and consequences.
  8. Clearly communicates the student management behavioral system to students and parents.
  9. Monitors behavior and provides appropriate feedback to students and consistently and fairly implements discipline plan.
  10. Deals effectively with inappropriate behavior.
  11. Assumes responsibility for student supervision outside the classroom.
  12. Consistently meets obligations on time.

Instruction
  1. Plans for the effective use of instructional methods and strategies.
  2. Encourages the use of a wide variety of learning materials and technologies when planning lessons.
  3. Involves students in the planning and organization of activities.
  4. Develops lessons that meet the needs and learning styles of all students.
  5. Implements effective instructional methods and strategies.
  6. Uses and adapts appropriate teaching methods and technologies that reflect the district mission statement, building mission statements and Illinois State Standards.
  7. Uses numerous resources for enrichment in the lesson.
  8. Encourages active participation in classroom discussion and activities.
  9. Demonstrates command of current subject content and teaching methods.
  10. Emphasizes the application of higher level thinking skills.
  11. Practices a variety of delivery techniques including appropriate technology resources.
  12. Includes community resources in instruction.
  13. Uses a variety of motivational techniques to encourage student success.
  14. Uses instructional time effectively.
  15. Successfully accomplishes planned objectives.
  16. Makes smooth transitions from one activity to another.
  17. Assesses using effective instructional methods and strategies.
  18. Assesses student understanding of lesson objectives.
  19. Uses a wide variety of assessment tools that match lesson objectives.
  20. Uses assessments that are continuous, clearly designed, effectively explained and purposeful.
  21. Identifies students with special needs and explores appropriate services.

Professional Responsibilities
  1. Promotes students' intellectual, emotional, and social growth.
  2. Helps students establish realistic goals.
  3. Helps students develop a sense of responsibility and self-discipline.
  4. Communicates high expectations in performance and behavior.
  5. Encourages respect for all cultures, races and religions.
  6. Helps each student recognize the value of his/her own uniqueness.
  7. Creates a classroom atmosphere, which encourages acceptance of others' rights to have different attitudes and values.
  8. Works to establish good rapport and maintains effective communication with students.
  9. Treats students fairly and consistently.
  10. Treats students with courtesy and respect.
  11. Makes students feel secure and important.
  12. Praises student contributions.
  13. Is available for individual work with students.
  14. Cooperates and supports building and district initiatives.
  15. Participates in the school improvement process.
  16. Participates on building/district committees.
  17. Cooperates with reasonable requests by administration.
  18. Attends/is involved in building /district events.
  19. Implements procedures and guidelines as contained in handbooks and directives.
  20. Contributes positively to total school environment.
  21. Promotes positive professional relationships with colleagues.
  22. Shares ideas, information and materials.
  23. Demonstrates a willingness to mentor or to be mentored.
  24. Collaborates with student support service personnel.
  25. Consults support staff relative to student concerns.
  26. Participates in student staffings, prepared with pertinent data.
  27. Maintains and provides opportunities for parental communication.
  28. Participates in conferences, coffees/teas, orientations, open houses, information sessions.
  29. Encourages and initiates parent conferences when appropriate and necessary.
  30. Answers communication from parents as promptly as possible.
  31. Supports parent-teacher groups.
  32. Informs parents and the public about school activities when appropriate and necessary.
  33. Maintains accepted standards of professional behavior.
  34. Exemplifies the virtues they seek to inspire in students.
  35. Presents a professional appearance.
  36. Maintains composure and a collaborative attitude when communicating with parents.
  37. Restricts discussion of confidential matters to appropriate times/places with appropriate persons, respecting students' rights to confidentiality.
  38. Establishes and maintains cooperative professional relations with others.
  39. Promotes positive public relations toward school and community.
  40. Continues to show evidence of professional growth and competence.
  41. Keeps abreast of current educational trends, including technology.
  42. Attends workshops, conferences, and other staff development opportunities.
  43. Adapts teaching to new findings, ideas, and theories.
  44. Belongs to professional organizations.
  45. May perform other related tasks as assigned from time to time.

Attachment(s):
  • RAP - BSMS.pdf

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