Description:
Teacher - Special Education In Steps Program

Job Summary:
Operating under the general direction of the Director of Special Education and in collaboration with building leadership the In Steps Transition Teacher oversees this Special Education transitional program. The primary focus provides high school special education students a multi-tiered array of services including but not limited to instructional, vocational, and life skills activities. Teacher develops lessons and planning with consideration given to the student’s unique developmental, intrinsic qualities, and social emotional skills. Teacher provides direction for support staff and students through daily supervision, one-on-one direction, and small group lessons. This position is often a first point of contact for employers, community members, students, and parents and as such must work cooperatively to facilitate and promote positive relations. In addition, and as assigned, this position may also oversee a variety of applicable operational duties including developing curriculum and supporting instructional materials, assisting with life skills and employment options, collaborating with the School to Work Alliance Program, and Special Education Leadership objectives.

In the transition process, parents, schools, students, and community agencies work together as partners to plan for a student’s transition to adult life. With so many partners involved, it is the Transition Teacher that is ultimately responsible for making sure a student’s transition IEP is implemented successfully. The In Steps Transition Teacher ensures that these services are individualized and provided for each young adult in the following four areas so that the student is provided a clear path to their ongoing adult program with no gap between our D51 transition services and their ongoing adult program. The following areas are the primary responsibilities of the In Steps Transition Teacher to individualize each young adult’s schedule and services to address the 4 elements below.

1. The transition services must be based upon the student’s needs, strengths, preferences, and interests and focus on the measurable postsecondary goals for the student . The transition services listed in the IEP should focus on the student’s post-secondary goals, and not be limited by what is available in the community. In addition, it is important to remember that for every measurable postsecondary goal, there must be transition services identified that facilitate the movement toward the goal. The In Steps Transition Teacher ensures that all transition services are provided and reconvenes the IEP team when a service becomes unavailable or not provided.

2. Community experiences are those activities provided outside of the school building, in community settings. These experiences can be provided by families, schools, employers, and other agencies. Other agencies might include The Workforce Innovation and Opportunity Act (WIOA), independent living centers, vocational rehabilitation, developmental disabilities organizations, and mental health centers. Community experiences may include activities such as school-sponsored field trips, participation in community organizations and clubs (e.g., Girl Scouts or 4-H), community work experiences, or counseling services. The In Steps Transition Teacher ensures that these experiences are provided for each young adult.

3. Employment includes experiences and activities that lead to a job or career plan. These experiences and activities could be provided by the school or other entities that provide community activities. Another way to receive employment services during transition is through classes which address career and job awareness, exploration, and community vocational training experiences. The In Steps Transition Teacher, through collaboration with the Division of Vocational Rehabilitation (DVR) ensures that these experiences and activities help to lead the young adult to a successful employment outcome at the completion of their transition program.

4. Other Post-school Adult Living Outcomes: These are activities that address important adult living skills such as registering to vote, completing tax returns, renting a home, accessing medical services, obtaining Social Security income (SSI), and filing for insurance. This would also include accessing community services (e.g., government services, transportation, specialized services) and community activities (e.g., church, volunteer activities). The In Steps Transition Teacher ensures that these activities are tailored to each young adult’s needs.

Qualifications:

• Bachelor’s degree in education plus additional special education coursework required for certification or licensure;
• Minimum of two years’ experience in Classroom Teacher role;
• Attend and successfully complete all staff development training as required by state law or as directed by their Supervisor.
• Valid Colorado Teacher’s license with CDE Special Education endorsement required

Working Conditions:
188 days / year

Application Procedure:
Apply Online

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$43,665 - $88,001 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$43,665 - $56,484.21

• Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits