Effective Practice Specialist-Transition Services

Effective Practice Specialist-Transition

REPORTS TO: Director of Transition Services

DEPARTMENT: Transition Services

POSITION OVERVIEW

The Effective Practice Specialist in Transition is responsible for supporting and improving outcomes for students transitioning from secondary education to post-secondary opportunities, including higher education, employment, and independent living. This position focuses on the development, implementation, and dissemination of evidence-based practices, professional development, and systems-level support to ensure effective transitions for diverse student populations, including those with disabilities and other unique needs.

EMPLOYMENT TERMS

• Employment terms covering compensation, benefits, and working conditions are specified by the Board of Education’s policies, procedures, and agreements.
• Annual salary based on position title, as identified on the District Administrator Salary Schedule
• 12 month employment is based on annual evaluation in accordance with this job description.
• FLSA Status: Exempt

QUALIFICATIONS

Education and Experience

• Master’s Degree required
• A minimum of three years in providing transition planning and services required
• Experience in providing professional development preferred

Certificates, Licenses, Registrations

• Special Education Certificate issued through the Missouri Department of Elementary and Secondary Education

DUTIES AND RESPONSIBILITIES

• Work with SSD, Partner District and Community Partner administration to coordinate professional development opportunities for SSD staff, Partner District staff, Community Partner staff and parents, addressing various topics related to behavior management, inclusion and interventions strategies for young children
• Models effective practices and a variety of strategies to meet the needs of individual students.
• Observes and participates in mentoring, coaching and developing the performance of staff members in technical areas.
• May complete formative observations and provide feedback to the administrator
• Assists with screening, interviewing and making recommendations regarding initial selection and assignment of staff.
• May provide input concerning performance and reemployment of staff members in appropriate effective practice areas when requested by administration
• Works effectively with staff to use data in a timely manner to plan, evaluate, and revise instructional programs to meet student’s needs
• Collaboratively plans and provides in-service programs for parents, staff and component district personnel
• Supports students’ individual education programs, transitions, evaluation/reevaluations, related services and programming as designated.
• Teams with SSD staff and administrators to implement effective practices, quality programming, continuous improvement and strong linkages within the assigned area of responsibility.
• Assists with identifying, analyzing and disseminating appropriate information for specific effective practice areas.
• Participates in case reviews, team meetings, IEPs, positive behavioral support planning meetings and other meetings directly impacting services for students as designated.
• Works collaboratively with the SSD regional/countywide administrators and component district staff to implement procedures related to the Rolling Plan, CSIP, Partnership Plan, district goals and philosophies.
• Provides input and makes recommendations to SSD regional/countywide administrators in developing a budget for an assigned area.
• Utilizes available staff development activities to improve the performance of self and others.
• Uses data to analyze and make recommendations regarding staff assignments.
• Works collaboratively with regional/countywide administrators to ensure instructional materials and resources are available for staff and students and are appropriate to meet instructional needs.
• Works with the SSD regional/countywide administrators and staff in problem solving and conflict resolution for issues involving parents, staff and students.
• Effectively engages multiple stakeholders in identifying significant issues related to effective practice areas.
• Makes recommendations regarding effective practices, program issues and staffing to direct supervisor.
• Ensures responsive communication with parents, staff and, as designated, community agencies.
• Participates in collaborative activities within assigned effective practice areas to enhance and support student achievement.
• Provides effective leadership and collaboration within assigned effective practice areas to enhance and support student achievement.
• Collects and maintains accurate data as designated.
• Implements district policies and procedures to ensure compliance with Board policies, district, state and federal laws and guidelines.
• Participates in complying with legislation and due process activities.

Professional Responsibilities

• Communicates and works collaboratively with stakeholders
• Promotes a positive image of Special School District
• Maintains the dignity of others and confidentiality of information
• Maintains regular attendance, follows assigned work schedule, and complies with attendance procedures
• Adheres to Special School District’s policies and procedures, including but not limited to the Board of Education Policies
• Complies with applicable legal, regulatory, and procedural expectations in the workplace
• Performs other duties and responsibilities as assigned

Leadership Responsibilities

• Leads the Department’s contribution to the mission, vision, and values of the district
• Demonstrates actionable knowledge and models commitment to diversity, equity, inclusion, and accessibility
• Fosters a healthy, inclusive, and collaborative culture through positive relationships
• Communicates clearly and effectively
• Develops a mission and strategic goals, and takes responsibility for outcomes
• Inspires and motivates the growth and development of others through feedback
• Makes decisions based on data and input from others
• Maintains accountability for self and others
• Handles adversity and resolves conflict equitably
• Leads with integrity and empathy, and builds trust
• Demonstrates openness and curiosity to other perspectives and ideas
• Practices self-reflection and impact on others
• Maintains resilience and is adaptive to complex and changing situations

ESSENTIAL FUNCTIONS

The requirements described below represent the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Communication Skills

• Ability to utilize effective interpersonal communication skills when interfacing with students, families, community members and other professionals. Ability to write routine reports and correspondence. Ability to speak effectively one-on-one and before groups.

Mathematical Skills

• Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, decimals and percentages.

Reasoning Skills

• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Technical Skills

• The ability to use an electronic IEP system, familiar with a variety of data systems, and Microsoft teams.

Physical Requirements

• While performing the duties and responsibilities of this job, the employee is regularly required to talk and hear, stand, move and walk at a brisk pace, sit, and use hands and arms to handle, feel and reach. The position requires the ability to accompany students anywhere on school premises. The employee is occasionally required to stoop or kneel and occasionally lift and move up to 50 pounds. Additionally, the employee must be physically able to implement all Board of Education Policies, District procedures, and to perform Nonviolent Crisis Intervention training and techniques. The employee must be physically able to react and intervene quickly during crisis situations, such as but not limited to the following circumstances: student elopement, physical altercations involving students, or any situation that requires physical intervention to maintain student safety. Yearly NCI training with participation in physical intervention strategies is a requirement for the job.

Environmental Requirements

• The position requires the ability to travel between various locations. Sounds associated with this role include those associated with a typical school setting. Working with a variety of agencies requires a flexible work schedule including some evening work
• There may be some instances where travel to different school sites or locations for training or district events is required.

Disclaimer

The information contained in this job description is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Board Approved: September 2002

Date/s Revised: July 2009; August 2013; March 2014; January 2025