Transition Director Jobs in Illinois (NOW HIRING)

 Job Description Teacher - Transition (Anticipated for 2026-2027)

Reports to:                  Instructional Coordinator 
Employment Group:  Faculty - TRS

FLSA Status:              Exempt
Work Year:                 10 Months

Position Summary

The Transition Teacher supports the TrueNorth mission and is committed to the possibilities in every learner, every day. This educator provides instructional, functional, and community-based learning experiences for students ages 1821 who have completed their high school coursework and require continued support to develop post-school outcomes in academics, life skills, vocational readiness, communication, and recreation.

The Transition Teacher collaborates with families, classroom teams, related service providers, community adult service agencies, university partners, and administrators to promote independence, self-advocacy, and successful transition to adult life. This educator designs and implements individualized instruction, facilitates community-based programming, and supports students in achieving meaningful, real-life outcomes aligned to their transition plans.

Qualifications

• Illinois Professional Educator License (PEL) with LBS I endorsement
• Experience working with transition-age students (1821) preferred
• Knowledge of transition planning, adult service systems, and community-based instruction
• Strong communication, collaboration, and problem-solving skills
• Ability to design and implement functional, vocational, and life-skills instruction
• Experience supporting students with diverse learning, behavioral, and developmental needs

Required Knowledge, Skills, and Abilities

Knowledge

• Knowledge of transition planning requirements, assessments, and best practices
• Knowledge of functional academics, daily living skills, and vocational skill development
• Knowledge of adult service systems, community resources, and post-secondary pathways
• Knowledge of evidence-based instructional and behavioral strategies for transition-age learners
• Knowledge of legal and ethical requirements governing special education and transition services

Skills

• Skill in designing and delivering specially designed instruction aligned to transition goals and IEP outcomes
• Skill in planning and implementing community-based instruction and real-life learning experiences
• Skill in conducting alternate assessments, portfolios, and curriculum-based measurements
• Skill in collaborating with families, educators, and community partners to support post-school outcomes
• Skill in training, coaching, and providing feedback to team members including teaching assistants and drivers
• Skill in maintaining accurate documentation, including assessments, communication logs, and program records
• Skill in using technology to collect data, communicate, and support instruction

Abilities

• Ability to collaborate effectively as a member of a transdisciplinary team
• Ability to communicate clearly and professionally in both oral and written formats
• Ability to support students in community settings and adapt instruction to varied environments
• Ability to prioritize tasks, manage schedules, and coordinate transportation and staffing
• Ability to maintain student safety and provide appropriate supervision across environments
• Ability to maintain strict confidentiality and model ethical practice

Essential Responsibilities

The following statements describe the general nature and level of work assigned to this position. They are not intended to be an exhaustive list of all responsibilities. Additional duties may be assigned that are reasonably related to the position.

Instruction & Curriculum

• Plan and implement direct, systematic, evidence based instructional and behavioral practices in classroom and community settings
• Use the Essential Skills curriculum to design and deliver academic, functional, social, and transition-focused instruction
• Plan and implement daily living skills instruction, including hygiene, safety, food preparation, and independent living tasks
• Collaborate and co-plan learning modules (e.g., health, technology, social skills, business) to support generalization of transition goals
• Plan and implement personal development skills such as goal setting, independence, self-advocacy, and career readiness
• Integrate best-practice instructional methodologies tailored to individual student needs

Assessment & Evaluation

• Assist in planning and implementing alternate assessments, portfolios, and curriculum-based measurements
• Conduct assessments required by the state or district to measure post-school skill development
• Maintain accurate records, including Embrace documentation, assessments, communication logs, and cumulative files
• Collaborate with the transition team to research, plan, and implement ALOP programming where appropriate

Collaboration & Community Engagement

• Collaborate with families and educational staff to identify appropriate post-school outcomes
• Work collaboratively with transdisciplinary teams and families to design, implement, and assess student outcomes aligned to transition plans
• Facilitate team problem-solving with educational staff, community agencies, and adult service providers
• Assist in developing peer, educational, and recreational programs with area universities and community resources
• Support public relations events and activities with high schools, adult agencies, and community partners

Staff Support & Program Coordination

• Provide training, coaching, and evaluative feedback to teaching assistants, job coaches, and drivers
• Ensure that staff implement evidence based instructional and behavioral strategies consistently across environments
• Coordinate schedules, transportation, and staffing support for community instruction in collaboration with administration and transportation specialists
• Design and implement behavior management strategies across environments and train staff to do so effectively

Physical Demands

• Regularly required to sit, stand, walk, bend, reach, and engage in physical activity with students
• Must be able to lift, move, and position materials or equipment up to 30 pounds
• Must be able to supervise students safely in community and workplace environments
• Requires sufficient vision, hearing, and communication abilities to perform essential job functions
• Requires the ability to travel between school sites and community locations

Work Environment

• Work is performed in classrooms, community settings, workplaces, and other instructional environments
• May involve exposure to students with diverse learning, behavioral, medical, and physical needs
• Requires flexibility in adapting to varied instructional environments and schedules across multiple sites
• Noise levels vary and may be moderate to high depending on activity and environment
• Travel between member districts and community locations is required to provide services, consultation, and support