Transition Program Coordinator Jobs in Florida (NOW HIRING)

Salary Schedule

Under direction of the Exceptional Student Education (ESE) Director, the purpose of the position is to develop and implement the ESE Post High School Transition Program aimed at training students with moderate to severe disabilities (SWD) on employability skills resulting in opportunities for employment for SWD in Orange County Public Schools. Employees in this position are responsible for working directly with SWD to provide work experience in local businesses. The goal of the program is to help students with moderate to severe disabilities develop successful post high school employment plans and outcomes. Performs related work as directed.

EXAMPLES OF ESSENTIAL FUNCTIONS
Respond to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light.
Establishes and maintains effective communications and working relationships with various entities, i.e., business partners, teachers, district administrator in charge of the transition program, students, parents, and other agency personnel.
As required by the student’s Transition Individual Education Plan, document student work performance data and submit weekly progress reports to the Teacher of Record.
Assesses student employability skills for the purpose of identifying job placement potential; assists with job placement coordination and transition.
Utilizes appropriate strategies and problem-solving tools to make decisions concerning job sites and placement.
When appropriate, provides worksite consultation to identify barriers to employment.
When appropriate, identifies for employers and assist with the implementation of worksite accommodations.
Identifies supports that may be necessary in learning self-determination, i.e., travel training, career interests and ability matching.
Keeps the supervisor and Teacher of Record informed of potential problems or unusual events. Represents the district in a positive and professional manner.
Assists students in developing career goals using Transition assessments.
Identifies and explores paid and non-paid community-based work experiences through job development and networking activities with community employers.
Collaborates with employers and ESE district personnel to develop and/or identify work experience opportunities consistent with the expectations outlined in the student’s Transition Individual Education Plan.
Attends staff development workshops as appropriate.
Participates in Transition Individual Education Plan meetings as appropriate.
In a timely manner, collaborates with district staff regarding Vocational Rehabilitation eligibility status of students.
Respond to inquiries and concerns in a timely manner.
Responsible for keeping up to date on current technology, as job appropriate, being used by OCPS.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.
The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.
MARGINAL FUNCTIONS
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.
Performs related duties as directed.
MINIMUM TRAINING AND EXPERIENCE
Associate’s degree or higher; or at least sixty (60) semester hours from an accredited institution of high learning (official transcript required to validate education)* supplemented by two (2) years progressively knowledgeable and responsible experience working with students at the secondary level who are moderate to severely disabled with an emphasis on teaching appropriate behaviors and work/life skills that will lead to opportunities for employment; with administrative support skills to monitor and document student progress and ability to effectively communicate with business partners, students, parents, and the teacher about the student’s on-the-job training skill mastery. Must have ability to supervise students with moderate to severe disabilities at a job site the duration of each day; and function independently with minimal supervision and supports.
Must possess a valid driver’s license and proof of insurance. Certifications/training in CPR, CPI, first aid and behavioral management preferred.
All applicants for this position must be highly qualified prior to the start of their employment with Orange County Public Schools. The district will no longer permit non-certified Program Assistant, Job Coach, Employment Specialist, Certified, job applicants to obtain highly-qualified status by attending the Educational Paraprofessional Academy. Passing a third-party provided paraprofessional certification exam (e.g., ParaPro Assessment) can substitute for the educational requirement. For information about the ParaPro Assessment visit www.ets.org/parapro.
PERFORMANCE APTITUDES
Data Utilizations: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to apply principles of leadership, persuasion and/or influence. Requires strong “people” skills. Must enjoy working with people with varied backgrounds and ability levels. Requires excellent listening skills with ability to provide appropriate and supportive responses.
Equipment, Machinery, Tools, and Material Utilization: Requires the ability to operate, maneuver and/or control the actions of modern office and computer equipment and related peripherals.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; ability to calculate decimals and percentages.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.
ADA COMPLIANCE
Physical Ability: Some tasks may involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 50 pounds) and occasionally heavier items (50 pounds or over).
Sensory Requirements: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
Environmental Factors: Depending on area of assignment, tasks may present potential for exposure to adverse environmental conditions such as violence, disease, or pathogenic substances.
The Orange County School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.