Special Education Teacher - Transition Program, APT

Special Education Teacher – Transition Program, APT (Achieving Positive Transition), Students Ages 18-21 Job Title: Special Education Teacher – Transition Program, APT (Achieving Positive Transition), Students Ages 18-21 Reports To: Building Principal Classification: Professional Wage/Hour Status: Exempt Days: 188 Salary: See Compensation Plan Contract: Probationary/Term Date Revised: 11/15/2023 Position Type: Certified Professional / Professional (Non-Campus) Date Posted: 1/12/2026 Primary Purpose Responsible for the special education transition program for adult students ages 18‑21 with significant disabilities located at the Work‑Based Learning Center. This person will oversee and develop general work supervision for students which will include direction and on‑the‑job training in work expectations, workplace behavior, compliance to workplace safety standards, production, and task completion. In addition, functional personal management, recreational/leisure, and independent living skills are integral instructional components of the program. This program will also include community based instruction such as training at nonprofit organizations to support the development of vocational, social, and other skills in the community. Qualifications/Skills Education/Certification: Bachelor's degree in related field. Valid Texas Teacher Certificate or Teaching Certificate from out of state appropriate for position. ESL Certification required during 1st year if not already obtained. Certification must meet requirements for becoming and remaining qualified for this position in a manner required by Federal and/or State law. Special Knowledge/Skills: Excellent organizational, communication and interpersonal skills. Physical capacity to meet needs of students with physical disabilities. Ability to instruct students and manage their behavior. Ability to work effectively with parents, adult students, and the Work‑Based Learning Center team. Proficient in the effective use of technology. Major Duties and Responsibilities Instructional Strategies Adhere to the district's philosophy of instruction. Develop and implement lesson plans that fulfill the requirements of district's curriculum program and show written evidence of preparation as required. Modify instructional strategies, training, and activities to meet individual needs of students. Identify/evaluate student competencies. Develop appropriate IEP goals/objectives for students based on data collection and documentation. Collaborate with campus high school special education teachers regarding incoming A.P.T. students to develop appropriate IEPs. Work directly with the lead Work‑Based Learning teacher in coordination of programming and alignment of the Work‑Based Learning Center programs. Student Growth and Development Oversee/develop a supportive environment in developing career awareness, work‑skills preparation, work behaviors, and job acquisition as a continuum of services offered at the Work‑Based Learning Center. Systematically collect data and documentation and complete situational assessments for students to support data‑driven job training decisions and further development of postsecondary transition goals. Provide an age‑appropriate environment focusing on a more seamless transition to each student’s identified postsecondary transition goals. Increase each student’s level of independence, self‑determination, and self‑advocacy skills. Develop each student’s functional personal management, recreation/leisure, and adult/independent living skills. Be a positive role model for students and support the mission of the school district and postsecondary student outcomes. Classroom Management and Organization Create classroom/work environment conducive to learning and appropriate for the physical, social and emotional development of adult students. Support the generalization of behavioral, vocational, and social skills in the community. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Support the selection of training materials, equipment and other instructional materials that align with the Work‑Based Learning Program. Attend required meetings and complete required reports. Communication Establish and maintain open communication by conducting conferences with parents, students, teachers, and administrators. Maintain a professional relationship with colleagues, students, parents, administrators, and community members. Use effective communication skills to present information accurately and clearly. Collaborate with other teachers and related service providers to support student needs. Professional Growth and Development Participate in staff development activities to improve job‑related skills. Keep informed of and comply with state, district and school regulations and policies for classroom teachers. Compile, maintain and file all physical and computerized reports, records and other documents required. Attend and participate in the Work‑Based Learning Center required meetings. Obtain Mandt Training Certification. Other Maintain flexibility in the performance of required duties. Perform other duties as assigned. Supervisory Responsibilities None Equipment Used Computer, copy machine, and Work‑Based Learning Center vocational training equipment. Working Conditions Mental Demands Maintain emotional control under stress. Work with frequent interruptions. This position requires regular in‑person interaction with the public. Physical Demands Frequent standing, stooping, bending, pulling and pushing. Move and operate classroom/work training equipment and media equipment. Physical capacity to lift, transfer, and otherwise assist students with physical disabilities (e.g. ability to lift 50 lbs.). Equal Opportunity Employer Statement Spring Branch Independent School District is an Equal Opportunity Employer in compliance with Title IX and the Americans with Disabilities Act (ADA) of 1990 and does not discriminate on the basis of race, color, national origin, religion, gender, age, veteran status or disability. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. By applying for this position, I acknowledge that I have read and understand the job description listed above. #J-18808-Ljbffr Spring Branch Independent School District