Transition Resource Teacher

Transition Resource Teacher

Atlantis Academy, a growing, dynamic organization with a social mission to offer hope, is seeking a Transition Resource Teacher to join our award-winning Special Education team and perform meaningful work in a culture that welcomes innovation, encourages creative expression and offers limitless potential for personal and professional satisfaction!

If you're passionate about empowering students with diverse learning needs, thrive in a collaborative and dynamic educational environment, and bring creativity, patience, a solution-focused mindset, a sense of humor, and an unwavering commitment to student growth — We Should Talk!

As a Transition Resource Teacher, you will plan, prepare, and implement instructional, educational, and transition-focused programming for young adult students with Individualized Education Plans (IEPs). Working within the learning center and/or classroom environment, you will deliver instruction, implement curriculum materials and educational software, develop daily lesson plans and classroom schedules, and ensure programming aligns with state, school, and student-specific requirements. This role supports the physical, emotional, educational, and transitional needs of each learner while facilitating career readiness, job training, placement opportunities, and the delivery and evaluation of transition education and services designed to help students successfully prepare for life beyond the classroom.

Responsibilities include developing individualized academic and transition-focused programs for each student by administering formal and informal assessments, analyzing results, and adapting instruction to support each learner's unique needs, goals, and post-school readiness. You will establish clear, measurable learning goals and transition objectives while communicating expectations and progress with students, families, program staff, and other key stakeholders.

You will facilitate transition programming that supports students in developing the academic, vocational, social, independent living, self-determination, and self-advocacy skills needed for success beyond the classroom. You will coordinate daily living skills, independent functioning skills, social skills, vocational skills, and functional academic instruction to promote student growth across school, work, and community environments.

Utilizing a variety of instructional strategies, curriculum resources, educational software, and differentiated supports to meet the diverse needs, interests, and abilities of students. You will collaborate with teachers, students, families, and support teams to identify appropriate career pathways, educational plans, transition goals, and measurable post-school outcomes.

You will facilitate career exploration, vocational assessments, and transition planning activities in partnership with students, families, community agencies, and disability service providers. Partnering with students and families through conferences and ongoing communication to evaluate progress, modify transition goals, and support successful movement toward post-school outcomes.

Acting as a liaison between students, families, the Program, work sites, community agencies, organizations, and business partners to support meaningful transition opportunities. Networking with community agencies, local organizations, service providers, and business partners to expand access to resources, employment pathways, and community-based learning experiences.

Developing and maintaining strong working relationships with businesses, agencies, and organizations that provide employment, training, and support services for students and young adults with disabilities. Arranging paid and non-paid community-based job experiences, work-based learning opportunities, and vocational training placements aligned with student needs, interests, and transition goals.

Identifying and facilitating appropriate workplace modifications, accommodations, and supports to help students access and succeed in work-based learning environments. Monitoring student job performance, workplace readiness, and progress toward established goals while providing coaching, feedback, and support based on individual student needs.

Transporting students to and from work sites, community-based learning experiences, or transition-related activities as needed and in accordance with Program expectations. Establishing a firm, fair, consistent, and respectful learning climate across classroom, work-site, and community settings to promote student engagement, accountability, and success.

Maintaining a safe, secure, structured, and effective learning environment by setting clear expectations, implementing individualized behavior plans, and applying appropriate supports and consequences. Implementing Program-wide positive behavior supports and individualized strategies designed to encourage appropriate behavior, skill development, and student success.

Maintaining student safety across classroom, work-site, community, and transportation environments through active supervision, close observation, line-of-sight monitoring, and appropriate physical proximity. Providing timely, accurate, and professional documentation, including daily grades or points, progress notes, progress reports, report cards, transition-related records, and other required student documentation.

Communicating clearly, professionally, and courteously with families, external partners, staff members, and other stakeholders to ensure information is accurate, concise, timely, and aligned with student needs. Promoting positive community relations by coordinating with outside agencies, organizations, businesses, and individuals to extend instructional and transition-related activities beyond the classroom.

Providing families with information about transition-related education, services, resources, agencies, and post-school options to support informed planning and student success. Supporting the overall success of the Program by performing additional responsibilities as assigned. Performing other duties as assigned.

Qualifications required include a bachelor's degree or higher in education, special education or a closely related field of study. Licensed currently or in the process of obtaining a FL state special education instruction credential preferred. Hold currently or have the ability to obtain a valid FL state driver's license. Ability to obtain and maintain certification in company approved crisis management training. Prior experience working with curriculum development, differentiation and instruction in a classroom setting. Prior experience teaching life skills, independent living or adult education, preferably in a special education program setting. Prior experience and/or highly knowledgeable in special education services and compliance, particularly for students with learning disabilities, emotional behavioral disorders, autism spectrum disorders and/or other related disabilities. Prior experience and/or highly knowledgeable in working with students with individualized education plans (IEP's). Proven success in developing and implementing effective education plans for students with diverse needs. Proficiency in providing motivation and having critical conversations with students that help move them toward realistic goals. Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving, and decision-making ability. Ability to think and act quickly and calmly in an emergency and make independent decisions. Knowledge of relevant technology including experience with instructional technology, Microsoft Office Suite, database entry and basic office equipment.