Transition Specialist

Jefferson County Schools

CENTRAL OFFICE

- Charles Town, West Virginia This job is also posted in Jefferson County Schools

Job Details

Job ID:

5938561

Application Deadline:

Sep 30, 2026 11:59 PM (Eastern Standard Time)

Posted:

Yesterday

Starting Date:

To Be Determined

Job Description

JEFFERSON COUNTY SCHOOLS

Transition Specialist

DEPARTMENT

Special Programs

REPORTS TO

Director of Special Education

EMPLOYMENT TERM

Part-Time

SALARY:

Stipend/Grant-Funded

EVALUATION

Performance in this position will be evaluated by Director of Special Programs in accordance with WV State Code §18A-2-12, WV State Board Policy 5310, and JCBOE Evaluation Policy.

JOB SUMMARY

The Transition Specialist will provide district-wide leadership and support to ensure students with disabilities receive effective, individualized transition services that prepare them for successful post-secondary education, career training, employment, independent living, and community participation.

The Transition Specialist will collaborate closely with special education teachers, school administrators, counselors, related service providers, families, students, and community partners to strengthen transition planning and implementation across the district. A primary responsibility of the position will be to provide professional development and ongoing technical assistance to school staff in developing appropriate transition assessments, measurable post-secondary goals, and individualized transition plans that are aligned with each student's strengths, interests, preferences, and needs.

The specialist will also establish and facilitate a county-wide transition team comprised of school personnel, community leaders, employers, higher education and workforce representatives, service agencies, families, and other stakeholders. This collaborative team will identify community resources, expand partnerships, improve access to employment and training opportunities, and develop coordinated strategies to improve post-secondary outcomes for students.

MAJOR POSITION RESPONSIBILITIES/ESSENTIAL FUNCTIONS

Transition Planning and Student Support-

• Provide leadership and technical assistance to schools in the development, implementation, monitoring, and revision of compliant and meaningful transition plans.
  
• Support staff in conducting and utilizing age-appropriate transition assessments to identify students' strengths, interests, preferences, needs, and career goals.
  
• Assist school teams in developing measurable post-secondary goals related to education, training, employment, and, when appropriate, independent living.
  
• Support the development of coordinated transition activities and services that are directly connected to students' post-secondary goals.
  
• Promote student-centered planning practices that actively engage students and families in the transition process.
  
• Assist staff in connecting transition goals to students' courses of study, career exploration, work-based learning, community experiences, and functional skill development.
  
• Review transition documentation and provide feedback to school teams to promote quality, compliance, and meaningful outcomes.
  
• Assist schools in identifying appropriate community-based services and resources for students transitioning from secondary education.
  Professional Development and Technical Assistance-
  
• Design and deliver professional development for special education teachers, general education staff, administrators, counselors, related service personnel, and other school staff regarding effective transition planning and services.
  
• Develop training resources, tools, templates, assessment materials, and guidance to support consistent transition practices throughout the district.
  
• Provide individualized coaching and technical assistance to school teams based on identified needs.
  
• Facilitate workshops on transition assessment, person-centered planning, measurable post-secondary goals, employment preparation, work-based learning, self-advocacy, independent living, and community participation.
  
• Stay current on federal and state requirements, evidence-based transition practices, workforce trends, and resources related to students with disabilities.
  
• Support the district's efforts to build staff capacity and establish consistent, high-quality transition practices across schools.
  County-Wide Transition Team and Community Partnerships-
  
• Establish, develop, and facilitate a county-wide transition team focused on improving post-secondary outcomes for students with disabilities.
  
• Recruit and engage community leaders and representatives from workforce development, businesses, employers, colleges and universities, career and technical education, vocational rehabilitation, community service agencies, independent living organizations, and other relevant partners.
  
• Develop partnerships that expand opportunities for students to participate in internships, apprenticeships, job shadowing, work-based learning, career exploration, post-secondary education, and workforce placement.
  
• Coordinate communication and collaboration among schools, families, community agencies, employers, and post-secondary partners.
  
• Identify gaps in available transition services and community resources and develop strategies to address those gaps.
  
• Facilitate community awareness and engagement regarding the capabilities, talents, and employment potential of students with disabilities.
  
• Develop systems for connecting students and families with appropriate post-secondary agencies and services prior to graduation.
  Data, Program Development, and Outcomes-
  
• Collect, analyze, and utilize transition-related data to identify trends, needs, service gaps, and opportunities for improvement.
  
• Assist the district in establishing measurable goals and indicators for improving post-secondary outcomes.
  
• Monitor student and program outcomes related to post-secondary education, training, employment, and workforce placement.
  
• Use data and stakeholder feedback to evaluate the effectiveness of transition practices and recommend program improvements.
  
• Assist with the development and implementation of district-wide transition initiatives, grants, programs, and partnerships.
  
• Prepare reports, presentations, and recommendations for district leadership and other stakeholders regarding transition services and outcomes.
  Collaboration and Advocacy-
  
• Collaborate with students, families, educators, administrators, community agencies, employers, and post-secondary institutions to promote successful transitions.
  
• Advocate for student-centered practices that increase student voice, self-determination, independence, and informed decision-making.
  
• Promote equitable access to post-secondary education, career training, employment, and community-based opportunities.
  
• Serve as a district resource and point of contact for transition-related questions, initiatives, and partnerships.
  
• Perform other duties as assigned by the Director of Special Programs
  

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Bachelor's degree in special education, education, counseling, rehabilitation, social work, workforce development, or a closely related field; master's degree preferred.
  
• Valid professional certification/licensure appropriate to the position, when applicable.
  
• Experience working with students with disabilities in a school, post-secondary, vocational rehabilitation, workforce development, or community-based setting.
  
• Knowledge of transition planning requirements and effective practices for students with disabilities.
  
• Demonstrated experience providing professional development, training, coaching, or technical assistance to educators or other professionals.
  
• Strong organizational, communication, facilitation, and interpersonal skills.
  
• Ability to develop and maintain effective partnerships with schools, families, community agencies, employers, and post-secondary institutions.
  Preferred Qualifications
  
• Master's degree in special education, transition services, counseling, rehabilitation, education leadership, or related field.
  
• Experience coordinating transition services across multiple schools or organizations.
  
• Experience with transition assessments and Individualized Education Programs (IEPs).
  
• Knowledge of vocational rehabilitation, workforce development, career and technical education, higher education, and community-based services.
  
• Experience developing employer partnerships and work-based learning opportunities.
  
• Experience leading multi-agency or community coalitions.
  
• Knowledge of federal and state special education regulations and transition requirements.
  
• Experience using data to evaluate programs and improve student outcomes.
  Knowledge, Skills, and Abilities
  The successful candidate will demonstrate:
  
• Strong knowledge of secondary transition planning and evidence-based transition practices.
  
• Ability to translate regulations and best practices into practical tools and strategies for school staff.
  
• Excellent public speaking, presentation, facilitation, and professional development skills.
  
• Ability to build trusting relationships and partnerships across schools and community organizations.
  
• Strong project management and organizational skills.
  
• Ability to work independently while functioning effectively as part of a multidisciplinary team.
  
• Strong written and verbal communication skills.
  
• Ability to analyze data and use findings to guide program improvement.
  
• Commitment to student-centered, culturally responsive, and inclusive practices.
  
• Ability to advocate effectively for students and families while maintaining positive relationships with stakeholders.
  Performance Outcomes
  Success in this position will be demonstrated through measurable improvements in:
  
• Quality and implementation of student transition plans.
  
• Staff knowledge and capacity related to transition planning and assessment.
  
• Student participation in transition planning and self-advocacy.
  
• Student participation in career exploration and work-based learning.
  
• Connections between students and post-secondary education, training, vocational rehabilitation, and workforce services.
  
• Partnerships with local employers, community organizations, colleges, and workforce agencies.
  
• Student outcomes related to post-secondary education, training, competitive employment, and independent living.
  
• Collaboration and coordination among schools, families, and community partners.

PHYSICAL/MENTAL REQUIREMENTS

The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The position requires the ability to travel among district schools and community locations, attend meetings and events, facilitate professional development, and communicate effectively with students, staff, families, and community partners. Reasonable accommodations may be provided as required by law.

The information contained in the job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties performed by this position. Additional duties may be assigned by the Superintendent or his/her designee.

Position Type:

Part-Time

Job Requirements

Citizenship, residency or work visa required