What are the responsibilities and job description for the Transition Coordinator (Sheppard Pratt School - Cumberland, MD) position at Sheppard Pratt?
The Sheppard Pratt School in Cumberland is a nonpublic special education day school dedicated to providing year-round educational, vocational, and daily living services to students in grades K-12. Our focus lies in supporting students with emotional disabilities and autism, empowering them to succeed academically and beyond. We believe in fostering a nurturing and inclusive environment where every student’s potential is recognized and celebrated. From vibrant artwork adorning our halls to meaningful interactions between staff and students, our school embodies a culture of warmth, connection, and growth.
As a Transition Coordinator, you will:
- Develop, coordinate, and implement transition plans and related activities.
- Assess students' vocational interests, prepare the transition component of the IEP, and serve as a resource to students and their parents/guardians regarding scholarship and financial aid application and access to other entitlements.
- May complete other assessments to determine instructional levels as required.
- Communicate with students based on an understanding of the developmental needs of children and/or adolescents.
- Attend departmental and school-wide meetings in order the gather and exchange information.
- Update and maintain contact with community resources, agencies, and literature.
- Depending on assignment, may be responsible for the supervision of Vocational Program Assistant(s) and/or monitoring of student interns.
Requires:
- Must have either a) Master's degree in counseling, psychology or related field and possession of a Maryland State Professional Counselor license, at the certified level and by time of appointment and continuously throughout tenure in position; or b) bachelor's degree and possession of or eligibility (through application within 60 days of employment) for Maryland State Department of Education at time of appointment and continuously throughout tenure in position.
- 2 years of experience working with behaviorally challenged adolescents. Must possess working knowledge and understanding of the principles of special education and vocational rehabilitation, use of occupational resources, vocational test administration and interpretation, and the ability to coordinate student aftercare planning with treatment team and outside agencies.
- Strong interpersonal and communication skills required.
