24/25 Teacher-18-21 Students Transitioning into Vocational Education (STrIVE)

Purpose Statement

The job of Teacher-18-21 STrIVE is done for the purpose(s) of providing support to the instructional process with specific responsibility for facilitating learning for special education students; instructing- assessing- and program planning for students with mild and moderate to severe intellectual disabilities and multiple disabilities; monitoring and evaluating student progress and behavior; researching- obtaining- and providing instructional materials for special education services; serving as a resource for students- parents- and District personnel. 

Essential Functions

• Administers a variety of evaluative tools (e.g. observations- data sheets- surveys- checklists- etc.) for the purpose of assessing student competency levels in the areas of pre-vocational- vocational- and daily living and developing individual learning plans.

• Assesses student progress towards objectives- expectations- and goals (e.g. behavioral- motor development and communication skills- academic needs- vocational abilities- etc.) for the purpose of providing feedback to students- parents- and administration.

• Assists teachers and related staff for the purpose of supporting lesson plans that develop students` pre-vocational- vocational- academic- and daily living skills.

• Coaches students in vocational skills (e.g. work requirements- interviewing skills- vocational soft skills- etc.) for the purpose of enhancing their readiness for employment.

• Collaborates with parents- instructional staff- other school personnel (e.g. SLP- OT- PT- Vision- etc.) for the purpose of improving the overall quality of student outcomes and achieving student educational plan objectives.

• Coordinates program activities (e.g. employer and school partners- transportation- community based instruction- vocational room- etc.) for the purpose of completing activities in a timely manner and meeting the work education objectives.

• Counsels students (e.g. job search skills- role within the vocational placement- etc.) for the purpose of informing them of employment- career options- and developing an interest in successful job-site performance.

• Develops individual education plan goals and other written materials for student IEPs for the purpose of establishing strategies/opportunities for student success.

• Informs parents and legal guardians of student progress for the purpose of communicating expectations- student`s achievements- developing methods for improvement- and reinforcing classroom goals in the home environment.

• Instructs students for the purpose of improving their success in academic- interpersonal- and daily living skills through a defined course of study.

• Manages student behavior for the purpose of providing a safe and optimal learning environment.

• Maintains complete confidentiality and professional discretion with a variety of confidential and non-confidential activities- files and records (e.g. conversations- emails- progress reports- student information- partnership lists- etc.) for the purpose of documenting activities- complying with mandated requirements- and providing up-to-date information.

• Monitors students` performance and/or activities in a variety of educational environments (e.g. community- job site- field trips- etc.) for the purpose of identifying areas requiring additional training on techniques and methods for maintaining solid work habits.

• Participates in a variety of meetings (e.g. workshops- in-services- staff meetings- etc.) for the purpose of conveying and gathering information required to perform functions and remaining knowledgeable with program guidelines.

• Prepares a variety of written materials (e.g. grades- attendance- anecdotal records- IEPs- progress reports- exit plans- data sheets- lesson plans- evaluations- etc.) for the purpose of documenting student progress and meeting mandated requirements.

• Prepares documents- files- and records (e.g. reports- instructions- IEP goals and objectives- etc.) for the purpose of communicating information to other parties.

• Prepares vocational and daily living skills activities for students- including shopping for supplies and supporting cooking activities- for the purpose of supporting student progress in those skill areas. 

• Promotes the program to the business community for the purpose of educational needs.

• Reports incidents and appropriate documentation (e.g. fights- suspected child abuse- suspected substance abuse- bullying- emergency safety intervention- etc.) for the purpose of maintaining personal safety of students- providing a positive learning environment- and adhering to the education code of ethics and school policies as a mandated reporter.

• Responds to inquiries from a variety of internal and external sources for the purpose of resolving problems- providing information- and referring to appropriate personnel.

• Serves as a student primary provider for the purpose of ensuring each student is receiving services and all IEPs are in compliance.

• Supervises and evaluates paraeducators (e.g. training- scheduling- supporting- etc.) for the purpose of monitoring performance and ensuring standards are achieved.

• Supports the assessment of student pre-vocational and vocational needs for the purpose of developing and implementing an educational transition from school to community.

• Transports students for the purpose of ensuring students arrival to vocational activities.

Other Functions

• Performs other related duties- as assigned- for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills- Knowledge and Abilities

SKILLS are required to perform multiple- highly complex- technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; and analyzing situations and taking appropriate action.

KNOWLEDGE is required to perform algebra and/or geometry; read technical information- compose a variety of documents- and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes- policies- regulations- and laws; age appropriate activities; lesson plan requirements; stages of child development; methods of instruction and training; basic disabilities; behavioral management strategies; and conducting meetings.

ABILITY is required to schedule a significant number of activities- meetings- and/or events; gather- collate- and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; exhibiting tact and patience; demonstrating flexibility and creativity; diffusing confrontations; organizing tasks; setting priorities; maintaining confidentiality; and communicating with diverse groups.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; operating within a defined budget. Utilization of some resources from other  work units is often required to perform the job`s functions. There is some opportunity to significantly impact the organization’s services.

Work Environment

The usual and customary methods of performing the job`s functions require the following physical demands: frequent lifting and carrying up to seventy-five (75) pounds- some pushing- and/or pulling- significant stooping- kneeling- crouching- and/or crawling and significant fine finger dexterity. Generally the job requires 30% sitting- 60% walking- and 10% standing. The job is performed under conditions with exposure to risk of injury and/or illness and in some varying atmospheric conditions.

Benefits Information

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