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Job Details

Job ID: 5140937

Job Description

Reports to: Principal/Head of School

Who We Are

At our school, we proudly support students with diverse abilities, including those facing

cognitive challenges, physical disabilities, and complex medical needs. Our innovative Transdisciplinary Model fosters collaboration among teachers and therapists, ensuring a holistic learning experience with the priority of increasing each student's ability to communicate through Augmentative and Alternative Communication (AAC). Our vibrant community celebrates a rich tapestry of cultures and backgrounds. Excitingly, in 2025, we’ll be moving to a beautiful new building featuring a therapeutic pool, sensory garden, rooftop classroom, and specialized spaces designed just for our students. We invite you to join us at The Carter for the upcoming 2025-2026 school year.

Position Overview:

The Carter School is seeking a dedicated and passionate Special Education Transition Teacher to join our team. This position will primarily support students ages 16 and up in developing essential vocational skills that will empower them to successfully transition into the workforce. The Transition Teacher will support the functional life skills of students ages 3-21 within a specialized, focused setting. The teacher will also collaborate with other educators, parents, and community partners to ensure students receive a well-rounded, practical education that meets their specific needs and aspirations.

Key Responsibilities:

+ Vocational Skills Instruction: Provide specialized vocational education to students ages 16 and older, focusing on developing skills relevant to a range of transition opportunities. Write and implement goals and objectives consistent with individualized education plans (IEPs), provide timely and regular progress reports on student development, and attend/participate in IEP meetings.

+ Functional Life Skills Instruction: Provide specialized functional life skills education to students ages 3-21. Write and implement goals and objectives consistent with Individualized Education Plans (IEPs), provide timely and regular progress reports on student development, and attend/participate in IEP meetings.

+ Individualized Transition Plans: Design and implement individualized vocational plans for each student, aligning with their strengths, interests, and post-secondary goals. Develop community-based training and community work-based learning opportunities based on identified student interests.

+ Lesson Planning: Develop and deliver engaging, age-appropriate lessons focusing on practical skills and real-world applications in vocational settings.

+ Collaborative Partnerships: Establish and maintain partnerships with local businesses, organizations, and community partners to provide students with work-based learning experiences, job shadowing, internships, and supported employment opportunities.

+ Assessment and Progress Monitoring: Continuously assess student progress toward meeting their vocational goals. Adjust instruction and plans as needed to ensure success and track individual achievements.

+ Transition Planning: Actively participate in transition planning for students with individualized education plans (IEPs), ensuring the transition from school to post-school activities, including employment or further education, is seamless.

+ Family and Community Collaboration: Communicate regularly with families, guardians, and other school staff to meet students' vocational needs and discuss progress and goals.

+ Professional Development: Engage in ongoing professional development to remain current with best practices in vocational education, special education, and job placement strategies for students with disabilities.

+ Supportive Learning Environment: Foster a classroom atmosphere that is positive, supportive, and conducive to learning, where students feel safe and valued while learning new skills.

Responsibilities

+ Provide small-group instruction to students with intellectual and developmental disabilities and significant motor impairments to develop transition skills in the areas of education and training, employment, community experiences, and post-school independent living.

+ Provide needed accommodations for student learning and assessment when required.

+ Collaborate as a team member within the school building to support other staff members in responding to student needs for modification.

+ Assist students in completing career portfolios.

+ Conduct vocational and transition-related assessments in the areas of career skills, interest inventories, career exploration, and vocational programming to effectively guide planning of curriculum, differentiated instruction, and the development of IEP goals.

+ Provide classroom and individualized instruction on job readiness, socialization, safety, travel training, self-help, skills, functional academics, and self-advocacy.

+ Responsible for remaining up-to-date on best practices and curriculum in the field of transition, including varying student-centered planning methods based on student style/preference.

+ Assist students in the community by providing transition services, including, but not limited to, travel training and observations at job sites.

+ Performs other related duties as needed to support the unique population of students in this program at the direction of the School Principal

+ Coordinate person-centered planning with staff.

+ Identify, establish, and maintain linkages with community agencies and businesses.

+ Knowledge of school and post–school services for students with a variety of disabilities regarding person-centered planning, career, employment, and post-secondary related activities

+ Collaborate with the Community Field Coordinator (CFC) to create and maintain a smooth and viable relationship between school, transition team, student, and employer by: Monitoring students, contacting employers, and recognizing needs and concerns of employers.

+ Collaborate with adult providers and community partners as needed.

+ Identify and facilitate appropriate modifications and accommodations in work settings and other community environments.

+ Collaborate with the Family Liaison to assist families and students in identifying and accessing transition services.

+ Provide training on transition topics.

+ Support BPS students from other district schools and programs performing special education transition-related tasks at the Carter School.

+ Performance of other job-related duties as assigned by the school leader.

Qualifications - Required

+ Education: Bachelor’s degree or higher in a related field (Special Education - Severe Disabilities)

+ Hold a Massachusetts Teaching License in Severe Disabilities (All Levels).

+ Hold either an ESL License at the appropriate level or SEI Endorsement.

+ At least 3 years of relevant work experience

+ Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.

+ Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

+ Knowledge of special education and transition mandates, current strategies such as whole life planning, natural supports, and relevant laws and regulations.

+ Ability to work as a member of a team

Qualifications - Preferred

+ Experience teaching in urban schools and/or an industry setting

+ Experience with job development or supported employment programs.

+ MA DESE Transition Specialist Endorsement

+ BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official

+ Languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

Terms: BTU, Group I

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at [email protected].

Position Type: Not provided

Positions Available: 1