ACCESS Employment Specialist

ACCESS Employment Specialist

The ACCESS Employment Specialist oversees and performs responsibilities related to TSD's work-training program for deaf young adults between the ages of 18-22. The specialist is responsible for initiating business contacts and developing employer relationships for the purpose of securing job placements for young adults who are involved in supported employment. Matches young adults' post-secondary career goals with available job sites using transition assessments and young adult/staff/family input. Facilitates as a liaison between employers and school staff for the purpose of communicating workplace expectations and resolving potential issues/concerns. Gathers all required young adult/staff/parent information and completes necessary documentation prior to young adult job placement on and off-campus. Works under minimal supervision, with extensive latitude for the use of initiative and independent judgment.

Essential Functions

• Oversees and collaborates with the Transition Coordinator and the Principal to ensure effective execution of job site activities and successful placement of young adults.
• Initiates and develops employer contacts for the purpose of securing job placements both on and off campus.
• Develops and maintains an active list of potential job sites for young adults that represent a variety of career clusters.
• Ensures that all required information and documentation is completed prior to young adult job placements.
• Evaluates effectiveness of employment programs and job sites.
• Counsels young adult employee on topics related to job placement and job adjustment.
• Reviews employment applications and provides feedback to prospective applicants, job search support, interview preparation, and mock interview practice to help build confidence and improve interview skills.
• Arranges for TSD transportation to job sites and provides city bus training for young adults as needed.
• Facilitates as a liaison between employers and school staff for the purpose of communicating work place expectations and resolving potential issues/concerns.
• Provide off campus support by visiting community job sites, monitoring student progress in real world work environments, and maintaining communication with employers to ensure successful employment experiences and address any concerns and to offer any training to the job sites as needed.
• Assists in the development of career education IEP goals through the ARD Committee process for each young adult assigned.
• Seeks employer feedback through surveys and personal contact.
• Encourages young adults to become self-advocates with the appropriate level of staff support.
• Enters and reviews young adult and parent information on the transition database and accesses information for employment placement.
• Reviews and utilizes young adult transition service document information for employment purposes.
• May assign or request job coach for site by working with the Transition Coordinator.
• Consults with Case Manager as needed to facilitate employment transition post school-based program.

Student Management

• Reviews young adult records and conducts job task analyses to determine if reasonable accommodations are required.
• Monitors and documents young adult's work performance/behavior at assigned work sites.
• Assumes responsibility for learning and adapting to each young adults' special medical, physical, communicative, instructional, and emotional needs.
• Supervises assigned young adults at designated times on campus, during on and off campus transitions, and at work sites.
• Provide job coaching and employment support to students in community based work settings including the first few days of work.
• Monitors student progress and provide feedback to improve job performance and workplace success and support the students as they navigate challenges, concerns, conflicts in the workplace.

Other Duties

• Assumes responsibility for employer appreciation and recognition activities.
• Participates in staff development training programs, work training meetings, faculty meetings, and special events as assigned.
• Conducts follow up surveys with former TSD young adults for the purpose of collecting data for required state reporting.
• Completes travel, food and medical requests relevant for work training.
• Maintains ongoing communication with the work site liaison and TSD staff regarding student employment updates, new job placements, workplace performance, and any support needs or concerns.
• Other duties as assigned.

This document in no way states or implies that these are the only duties to be performed by the employee occupying the position.

Required Qualifications:

• High school diploma or equivalent
• One year of professional experience providing community support services for individuals with disabilities
• Two years of professional experience working with individuals who are deaf and/or have other disabilities, or professional experience as a job coach or in a similar position
• Previous experience delivering presentations
• Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Language Proficiency Interview (SLPI) is ADVANCED.

Desirable Qualifications:

• Bachelor's degree in social work, counseling, special education, or vocational rehabilitation counseling
• Previous experience performing web-based research to locate and identify local, national, and state resources that provide employment support and assistance for deaf individuals.
• Previous experience compiling and organizing a resource and referral information directory
• Previous experience writing or editing at a professional level including reports, emails and/or training curriculum
• Curriculum development experience.
• Knowledge of local, state, and national resources serving deaf and hard of hearing people
• Proficient sign communications skills
• Knowledge, Skills and Attributes/Attributes
• Leadership—ability to serve as a lead worker providing direction to others
• Instructional Knowledge—knowledge of content; instructional methodologies, classroom management
• Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
• Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
• Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
• Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
• Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
• Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
• Interpersonal Skills—the individual maintains confidentiality, remains open to others' ideas and exhibits willingness to try new things.