Transition Coordinator

Transition Coordinator

Job Title: Transition Team Coordinator

FLSA: Exempt

Reports To: Supervisor

Department: Transition

SUMMARY

Responsible for assisting the transition team with instruction of social skills, classroom operations, transition with students back into regular education classrooms, data collection and analysis, while working withinin a classroom setting.

In addition to the details and requirements for the employee listed below, Laurel Life expects the employee be committed to incorporating principles of trauma informed care in all areas of service delivery.? Commitment to these principles in trauma treatment will be required through attendance in trainings and use of identified evidence based practices.? Trauma informed care includes cultural sensitivity and emphasizes a safe and respectful environment for all clients and staff.?


DUTIES AND RESPONSIBILITIES

• All staff working in a school year work agreement will be available on a full-time schedule beginning the second week of August for training, for the full school year, and ending after the completion of organizational trainings.
• A full day is a minimum of 7.5 hours per day. Each staff person working in a school year work agreement is expected to report to the work site no later than, and depart no sooner than, the same times as required of all other agency and District staff at that site. Start and end times for the employee may vary based upon the specific program. These times are established by the Director and approved by the COO.
• The full school year is defined as every day that school is in session at the particular site. If school is in session, the employee on a school year work agreement is expected to be at work. If a district makes changes in the schedule such as scheduling a snow make up day to occur during a day previously identified as a day off, then the employee is expected to be at work.
• Staff development is very important and all school year work agreement staff are required to attend trainings, which occur at the beginning, at selected times during, and after the end of school year. During the school year, required trainings may be scheduled on minor holidays such as Columbus Day or President's day or others.
• Staff will be available for staff meetings, preparing classrooms for instruction, additional training, and/or interviewing program students during the days after the organizational week of training in August and prior to the beginning of the school year. Staff will be available for clean up, preparing the classroom and/or facility for summer, for completing written reports, and for attending professional training at the end of the school year.

• Special staff meetings or staff training held during the summer months or when school is not in session are counted as part of your work agreement.
• If your total days are not completed within the agreement period, a correction will be made to the last paycheck of the agreement year for the non-completed days.
• Staff working under a school year work agreement is entitled to receive a maximum of two days of personal leave which must be taken within the agreement period and which are counted as agreement days.
• Personal leave may not be carried over to another year and if not used within the agreement period will be forfeited.
• Holidays will not be counted as agreement days.

• Absences from work for illness are addressed in procedures documented in the employee handbook.
• Additional absences from work are considered to be unpaid leave. Salary adjustment or termination may result for school-year work agreement staff who miss work beyond the approved leave mentioned above.
• Employees are expected to comply with all conditions and requirements of the Employee Handbook and any amendments thereto shall remain in effect.
• Assist with orientations, including tours, meeting with families, students, and district staff.
• Assist with therapeutic interventions with students and coordinate with Transition Team.

• Assist supervision of students while being transported to and from school.
• Assist in supervision of students while being transitioned back into regular education classrooms.
• Transport students to and from other school buildings as part of the transition process
• Track, document, and analyze data.
• Demonstrate an understanding of the instructional curriculum to support Transition Teachers when needed.
• Assist Therapist when needed with social skills instruction or one on one behavior intervention.

• Maintain student's behavior files and update when necessary. Provide the necessary feedback to team regarding student's behavior.
• Act as a substitute teacher when needed.
• Supervise students in all related student activities and provide positive, trauma based interventions
• Be actively involved within the classroom and with students, supporting the teacher's efforts.
• Work as a positive team member supporting the team's mission and goals, consistently working in a trusting and cooperative manner with fellow team members and supporting the team's common operating approach.

• Accepts professional responsibility and serves as a role model for positive, pro-social behavior; modeling respect, responsibility, integrity, empathy, impulse control, emotional self-awareness, and professional boundaries.
• Demonstrates commitment to professional growth by attending all required meetings, trainings and organizational trainings.
• Candidate will have to successfully complete and maintain certification of ESPI training. ESPI techniques are only used in compliance with Laurel Life policy and procedure and within guidelines established by third-party experts in the proper and legal use of ESPI.
• May perform other special projects or duties as requested by the Clinical Leader, Supervisor, Regional Director, Managing Director, Vice-President or Chief Executive Officer.

SKILLS

Good interpersonal and communication skills, including the ability to develop effective and meaningful relationships with clients. Must be able to remain calm in a crisis situation, identify underlying causes of problem situations, resolve conflicts and de-escalate potentially explosive situations.


EDUCATIONAL DEVELOPMENT/EXPERIENCE

Preferred completion of general educational courses as would be needed to obtain a Bachelor's degree in psychology, social work, counseling or related area. Experience working with children who may have trouble coping due to emotional issues and trauma.


WORKING CONDITIONS

Work setting is a normal school building or similar facility. Working conditions during recreational programs may involve manual physical activities. Clientele may at times be verbally or physically abusive.

The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive list of responsibilities, duties, and skills required of personnel so classified.

This job description is not intended to be a contract of employment with the employee. The employee covered by this job description is an at-will employee of Laurel Life.