Coordinator, Transition

The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

Divisions/Teams

• Content and Curriculum: The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. Additionally, the team sets a vision for serving the whole child and closing the opportunity gap through leading the work in academic programming, innovation and high-potential learners.

• Extended Learning and Academic Recovery: The Extended Learning and Academic Recovery division oversees most of DCPS' K-12 summer school programs including enrichment and retention programs in alignment with the laws and regulations of the District of Columbia. Additionally, the team oversees the largest group of afterschool programs with the 21st Century Community Learning Centers grant and meets the needs of high potential students in grades K-5 through the Schoolwide Enrichment Model (SEM.)

• Language Acquisition: The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying English Learner students, and supports schools in developing programs that supports English language acquisition and academic growth.

• Professional Learning and Educational Technology: The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning and educational technology initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators.

• Specialized Instruction: The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.

The Transition team oversees the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment, and community living.

The Coordinator, Transition will be part of a team charged with driving the strategic work that continues to push the District toward our goal of preparing all of our students with disabilities for postsecondary success. The Coordinator will play an integral role in the development and review of postsecondary “pathways,” monitoring for Indicator 13 compliance and providing actionable recommendations as it relates to Secondary Transition initiatives.

The Coordinator, Transition will report to the Director, Special Education Transition.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Assists in evaluating and assessing the effectiveness of various Secondary Transition initiatives.
• Supports the internal monitoring activities of the Transition Team and contributes to the completion of Indicator 13 compliance reviews.
• Refines and maintains a repository of resources for students, families, and educators including guides, templates and digital tools.
• Collaborates on marketing initiatives including creating and posting engaging content on social media accounts, to enhance program visibility and stakeholder engagement.
• Keeps abreast of Secondary Transition related policies and provides actionable recommendations to team leadership.
• Delivers workshops for families and students on postscondary options.
• Coordinates special projects including pilot programs and new initiatives, to enhance Secondary Transition services and supports.
• Develops and designs visual materials to support Secondary Transition initiatives, including presnetations, brochures, and informational materials.
• Liases with schools about Secondary Transition initiatives.
• Helps with the coordination and facilitation of student referrals to adult service agencies.
• Implements detailed project palns, and tracks and reports progress of projects through use of various computer programs and tools, ensuring transparency and accountability.
• Determines nature of obstacles and best DCPS staff to resolve, tracks and follows up until issue is resolved.

• Supports the planning and execution of team and districtwide events, including meetings, informational sessions, outreach activities, transition fairs, and career expos, ensuring all logistics are managed to align with and advance the team's objectives.

• Builds and strengthens relationships across internal departments to foster collaboration and project success.
• Participates in local committees focused on iproving postsecondary outcomes for students with disabilities.

Qualifications

• Bachelor's degree and two to four years of related work experience.
• Master's degree preferred.
• Previous exposure to or experience in the education sector a plus.
• Specific experience in project management preferred.

DCPS Values

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.