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Transition Program Coordinator Jobs in Colorado (NOW HIRING)

Regis

Transition-to-Work Coordinator

Denver, CO

$25.48/hr

Why Work at Regis? Job Summary: The Transition-to-Work Coordinator supports students with ... Proficiency in Microsoft Office programs Special Instructions to Applicants: Please submit a resume ...

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Transition Program Coordinator information

What is a transition program coordinator?

A Transition Program Coordinator is a professional responsible for planning, implementing, and overseeing programs that help individuals move from one stage of life or service to another, such as from school to the workforce or from military to civilian life. They work closely with participants, families, and community resources to develop individualized transition plans, provide guidance, and connect individuals to necessary services. Their goal is to ensure smooth and successful transitions by addressing educational, vocational, and personal needs. Transition Program Coordinators often work in schools, non-profits, rehabilitation centers, or government agencies.

What are the key skills and qualifications needed to thrive as a transition program coordinator, and why are they important?

To thrive as a Transition Program Coordinator, you need strong organizational skills, program management experience, and a background in education, social work, or a related field. Familiarity with case management software, data tracking systems, and sometimes relevant certifications like Certified Rehabilitation Counselor (CRC) are often required. Exceptional communication, empathy, and problem-solving abilities help build rapport with clients and coordinate effectively with multidisciplinary teams. These skills ensure smooth transitions for individuals moving between life stages or services, maximizing their independence and success.

What are some common challenges faced by transition program coordinators, and how can they be addressed?

Transition Program Coordinators often encounter challenges such as managing diverse participant needs, coordinating resources across multiple agencies, and effectively communicating with families and stakeholders. Balancing administrative tasks with direct support can also be demanding. To address these challenges, it's important to develop strong organizational skills, foster collaborative relationships, and stay up-to-date with best practices in transition planning. Regular training and open communication channels with team members and community partners can also help ensure smoother program delivery and better outcomes for participants.

What is the difference between Transition Program Coordinator vs Employment Specialist?

AspectTransition Program CoordinatorEmployment Specialist
Required CredentialsTypically a bachelor's degree in social work, education, or related field; certifications varySimilar educational background; certifications in employment services may be preferred
Work EnvironmentEducational institutions, community programs, or government agenciesVocational rehabilitation centers, community organizations, or employment agencies
Employer & Industry UsageUsed in education, social services, and government sectors to coordinate transition servicesCommonly employed in workforce development and rehabilitation sectors to assist clients in finding employment

While both roles support individuals in transition, the Transition Program Coordinator focuses on managing transition programs, often in educational or community settings, whereas the Employment Specialist primarily assists clients in securing employment through direct job placement and support services.

What are the most commonly searched types of Transition Program jobs in Colorado?

The most popular types of Transition Program jobs in Colorado are:

What are popular job titles related to Transition Program Coordinator jobs in Colorado?

For Transition Program Coordinator jobs in Colorado, the most frequently searched job titles are:

What job categories do people searching Transition Program Coordinator jobs in Colorado look for?

The top searched job categories for Transition Program Coordinator jobs in Colorado are:

What cities in Colorado are hiring for Transition Program Coordinator jobs?

Cities in Colorado with the most Transition Program Coordinator job openings:

Transition Program Coordinator jobs near you
Infographic showing various Transition Program Coordinator job openings in Colorado as of August 2026, with employment types broken down into 1% As Needed, 78% Full Time, 16% Part Time, and 5% Contract. Highlights an 94% Physical, 1% Hybrid, and 5% Remote job distribution.

Transition Program Para Educator - Transition Center

Cherry Creek School District

Centennial, CO • On-site

Full-time

Re-posted 12 days ago

Cherry Creek School District rating

7.3

Company rating: 7.3 out of 10

Based on 44 frontline employees who took The Breakroom Quiz

219th of 638 rated elementary and secondary schools

Job description


Job Title: Transition Program Para Educator
FLSA Exemption Status: Choose an item.
Classification Group: Paraeducators
Supervising Position: School Principal or designee
Pay Plan: Educational Support Personnel
Pay Range: Range 07
Last Updated: 07/23/2025
Pay Information
Benefits Information
JOB SUMMARY: Under the direction of a licensed staff member, assist special education students ages 18-21 in the Transition Program classroom by helping individuals or small groups of students with basic curriculum work, implementing instruction, reinforcing learning skills, and reinforcing discipline procedures. Provide technical physical care for students. Maintain a clean and hygienic work environment where appropriate. Schedule and attend parent conferences as needed.
ESSENTIAL DUTIES AND RESPONSIBILITIES: The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Job Task Descriptions Frequency Percentage of Time
1.
Assist students with classroom activities, including adapting the curriculum to individual student needs. Assist with curriculum delivery to both individuals and small groups to ensure mastering of subjects.
Daily 30%
2.
Implement student accommodations and therapeutic procedures and programs under the guidance of licensed staff. Maintain daily records of student progress and behavior in conjunction with the licensed staff, which may include special reports and providing feedback, observations, and opinions to the Individualized Education Program team.
Daily 30%
3.
Provide technical physical care for students with special needs, which may include toileting, grooming, cleaning ventilation devices, feeding, care of gastrostomy tube (G-tube), positioning, and improving range of motion. Following training and as delegated by a registered school nurse, accurately follow student medication delivery orders.
Daily 20%
4.
Safely transport students using a District van.
Daily 15%
5.
Perform other duties as assigned or requested.
Daily 5% TOTAL 100%
REPORTING RELATIONSHIPS: This job has no direct supervisory responsibilities.
MINIMUM QUALIFICATIONS: The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.
  • Criminal background check and fingerprinting required
  • High School Equivalency (HSE) diploma
  • No professional work experience required
  • Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
  • Basic knowledge of Microsoft Office
  • Intermediate oral and written communication skills
  • Ability to work alone and with others
  • Advanced interpersonal relations skills
  • Advanced organizational skills
  • Ability to implement behavior modification techniques
  • Ability to diffuse and manage volatile and stressful situations
  • Ability to maintain confidentiality in all aspects of the job
  • Ability to work one-on-one and in small groups with students
  • Ability to meet insurability requirements of the Colorado School District Self-Insurance Pool

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS: The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position's essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • Work location is subject to change to meet the requirements of the organization
  • Light work strength level (lifting or carrying up to 25 pounds)
  • Works both indoors and outdoors
  • Typically a moderate noise level
  • Frequent bending, reaching, and climbing
  • Eye/hand coordination (e.g., typing, ten key)
  • Visual concentration
  • Concentrated reading/writing/mathematics
  • Prolonged standing and walking
  • Squatting
  • Overhead work
  • Occasional lifting, pulling, and/or pushing
  • May be required to perform physical restraint
  • May be required to assist students with custodial needs (feeding, toileting)
  • Exposure to illness and disease due to body fluids
  • Must operate a vehicle, including transporting student(s)
  • Normal school district environment that may include potential volatile outbursts
  • Day work outdoors when monitoring student activities

DESIRED QUALIFICATIONS: Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.
  • Experience working in the public sector, specifically public education
  • Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
  • Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
  • Associate's degree
  • Experience working with special needs adults or children and licensed special education teaching experience
  • CPR and First Aid certifications

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