Vocational & Transition Specialist, Secondary position Dedham Public Schools - 4.2 Dedham, MA Job Details 3 hours ago Qualifications Special education law Working with students Educational compliance and regulation understanding Student transition planning in special education Student transition support Full Job Description Vocational & Transition Specialist, Secondary position

Department:

Special Education Position Type:

Unit A Position Overview The Vocational & Transition Specialist is a specialized special education role responsible for ensuring high-quality, student-centered transition planning and vocational development for students with disabilities beginning at age 14, in alignment with IDEA transition requirements and DESE/Federal Indicator 19. This position ensures that transition planning is measurable, individualized, instructionally meaningful, and driven by student voice, and that transition services are grounded in ongoing, age-appropriate transition assessments that inform postsecondary goals related to education/training, employment, and independent living. Indicator 19 Framework (Role Alignment) This position directly supports district compliance with Indicator 19, which requires that, for students aged 14 and older: Measurable postsecondary goals are in place Goals are based on age-appropriate transition assessments conducted by a qualified transition or vocational specialist Transition services and courses of study are developed and aligned to postsecondary goals Students are formally invited to IEP meetings where transition is discussed Transition planning reflects student preferences, interests, and strengths Students with disabilities have access to courses that support their transition planning The Vocational & Transition Specialist ensures these elements are present in both documentation and practice. Key Responsibilities Indicator 19 Compliance & Transition Quality Serve as a district-level lead for Indicator 19 implementation, supporting schools in meeting both technical and qualitative expectations for transition planning. Support IEP Teams in developing measurable postsecondary goals related to education/training, employment, and independent living (as appropriate). Complete transition/vocational evaluations Ensure annual IEP goals, services, and activities are clearly aligned to postsecondary goals. Review IEPs for Indicator 19 alignment and provide coaching, guidance, and corrective feedback as needed. Support preparation for DESE monitoring, audits, and corrective action related to transition and vocational requirements. Student Participation & Voice Ensure students age 14 and older are formally invited to IEP meetings where transition planning is discussed. Promote active student participation in transition planning through: Student-led or student-centered IEP practices Structured reflection on interests, strengths, and preferences Supported participation for students with communication, cognitive, or emotional disabilities Coach staff on strategies to authentically embed student voice and self-determination, including alternative and supported communication approaches. Age-Appropriate Transition Assessment (Indicator 19-B) Ensure consistent use of age-appropriate transition assessments beginning no later than age 14 and updated periodically to reflect student growth and evolving interests. Support IEP Teams in selecting transition assessments that identify students': Interests Preferences Strengths Postsecondary aspirations Assist teams in interpreting transition assessment data and using results to: Develop measurable postsecondary goals Identify appropriate transition services and activities Align vocational experiences and instructional planning Promote assessment practices that center student voice, including self-reflection, interviews, inventories, and supported communication methods. Ensure transition assessment results are clearly reflected in IEP documentation and inform decision-making beyond compliance. Transition Services & Course of Study Alignment Support IEP Teams in identifying and coordinating transition services, including instruction, related services, community experiences, and vocational activities aligned to postsecondary goals. Collaborate with school staff to ensure students' courses of study support identified postsecondary outcomes. Ensure transition services are individualized, developmentally appropriate, and connected to real-world preparation. Teach course(s) specific to transition services for SWD (eg., for BRIDGE, CONNECTIONS, and TBL) Vocational Development & Work-Based Learning Coordinate and support vocational exploration and work-based learning opportunities for students with disabilities, aligned to IEP transition goals. Ensure vocational opportunities are accessible, inclusive, and aligned with student readiness and interests. Support documentation of vocational experiences as transition services where appropriate. Collaborate with internal staff and community partners to expand vocational pathways for students with disabilities. Collaboration & Capacity Building Collaborate with special educators, school psychologists, adjustment counselors, guidance counselors, administrators, and related service providers. Provide consultation and professional learning related to: Indicator 19 requirements Age-appropriate transition assessment Student-centered planning Vocational compliance Support consistent district-wide understanding of high-quality transition planning beyond minimum compliance. Family & Interagency Coordination Support families in understanding transition requirements, timelines, and postsecondary options. Assist IEP Teams in coordinating with adult service agencies when appropriate, while maintaining student-centered planning. Support collaboration among schools, families, and community partners. Data, Monitoring & Continuous Improvement Assist with data collection and review related to: Indicator 19 compliance Transition assessments Student participation and vocational experiences Use data to identify gaps, improve practices, and strengthen district performance on Indicator 19. Support continuous improvement efforts related to transition and vocational programming.

Qualifications Required:

Massachusetts educator licensure (or eligibility) appropriate for a Unit A position Experience working with students with disabilities in transition-related contexts Knowledge of IDEA transition requirements and Indicator 19 Commitment to student-centered, strengths-based practice

Preferred:

Experience with IEP transition planning for students age 14+ Experience with vocational programming or work-based learning Familiarity with student-led IEP practices Strong collaboration, facilitation, and coaching skills Core Competencies Deep understanding of Indicator 19 and IDEA transition requirements Ability to translate compliance into meaningful student outcomes Strong commitment to student voice and self-determination Collaborative systems-level thinking Equity-focused and inclusive practice Strong organizational and communication skills