Transition Coordinator

Position Type:
Other Professional Staff/TRANSITION COORDINATOR

Date Posted:
6/23/2026

Location:
TBD

Closing Date:
07/14/2026
The North Penn School District seeks to develop a community that values and adapts to diversity. We strive to acknowledge, respect, understand, and celebrate the dynamics of racial and cultural differences. Through the development of culturally proficient staff, the establishment of structures that promote equitable opportunities, and partnerships with families and students, our School District will create an environment of respect where all members of the school community are empowered to learn, grow, and appreciate one another. We look forward to your interest!


Title: Transition Coordinator

Reports To: Building Principal and Special Education Supervisor

Takes Direction From: Building Principal and Special Education Supervisor


Schedule/Calendar: 7.5 hours/day 37.5 hours/week 191 days/year


Summary: The Transition Coordinator shall be responsible for assisting students with disabilities and their families in obtaining services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. The Transition Coordinator will work collaboratively with school staff to determine the individual students' functioning and needs within the school and community setting in order to develop an appropriate transitional plan to remove any identified barriers to learning. The Transition Coordinator will set goals for transitions, monitor and assess student progress, and modify plans as needed in collaboration with school staff. The Transition Coordinator will provide individual, small group, or whole group direct coaching in the area of transitions and post-secondary programming, depending on the identified needs.


Essential Functions:

• Meets and instructs assigned classes in locations and times designated
• Prepares for classes assigned and shows written evidence of preparation upon request of the principal/district office administrator
• Plans lessons that are differentiated in order to demonstrate alignment with the PA Core and approved courses of study
• Demonstrates understanding of the Danielson Framework and executes its implementation
• Creates a classroom environment that is conducive to learning and is appropriate to the maturity and interests of the students
• Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives
• Prepares and develops instructional materials and lessons that target the students' IEP goals and objectives and meet the diverse needs of the learners on your caseload
• Uses strategies and techniques to improve the development of sensory and perceptual motor skills, language, cognition, and memory skills as indicated in the students' IEPs
• When deemed necessary by the IEP, modifies the general education curriculum for each student based upon their needs using various instructional methodologies and/or incorporating technology
• Develops and prepares IEPs and other special education reports in accordance with special education timelines in order to ensure the district is in compliance
• Works collaboratively with all IEP team members and staff to ensure the student's specific needs are being addressed and progress is being made
• Maintains accurate and complete student records as required by PA special education laws, regulations, and district policies
• Monitors that all IEPs/SDIs are being implemented properly across all school environments
• When deemed necessary, develops Positive Behavior Support Plans in collaboration with the team for students who demonstrate behaviors that impede their learning or that of others
• Develops reasonable rules of classroom behavior and procedure
• Teaches socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement
• Teaches personal development/functional skills such as goal setting, independence, and self-advocacy
• Monitors special education assistants to ensure that they are fulfilling job responsibilities
• Facilitates use of assistive devices, supports technology, and provides assistance with activities of daily living
• Prepares, administers, and grades tests and assignments to evaluate students' progress
• Ensures that student goals are monitored during the duration of the IEP with effective progress monitoring
• Provides opportunities for students to be included in the least restrictive environment with non-disabled peers
• Supports the use of all necessary supplementary aids and services to provide meaningful access
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Schedules and holds all special education meetings within the designated timelines and in accordance with PA special education laws and regulations
• Consults the parents, administrators, school psychologists, interagency personnel, and related service providers to develop individual educational plans designed to promote students' educational, physical, social, and emotional development
• Attends professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence
• Attends staff meetings and serves on staff committees as required
• Coordinates transition activities for college, career, and community readiness
• Facilitates referral, application, and eligibility process for students and families to adult service providers
• Assists with the alignment of the transition continuum of services at the secondary level
• Coordinates community-based relationships and opportunities for transition-aged students
• Additional duties as assigned by the supervisor

Education and/or Certification Required:

• Bachelor's degree in Education
• Appropriate PA Special Education certification
• Experience in working with individuals with disabilities

Knowledge:

• Demonstrated knowledge of subject content, curriculum, and methodology of effective teaching
• Understanding disability areas under IDEA
• Knowledge of how disabilities impact an individual's ability to function in the post-secondary setting
• Knowledge of state and federal laws/regulations that protect individuals with disabilities in education, employment, and community
• Knowledge of community services, and programs for individuals with intellectual disabilities

Requisite Skills:

• Software proficiency with the application uses, specifically knowledge of Google and all associated functions: email, calendar, docs, sheets, slides, etc.
• Strong organizational, communication, and interpersonal skills
• Skilled in the use of multi-media and computer technology to enhance learning
• Must maintain emotional control and exercise reasoning and problem-solving skills while under stress
• Demonstrated skill in identifying problems and their resolutions
• Flexible, dependable, and highly organized

Abilities:

• Ability to direct classroom
• Ability to plan
• Ability to instruct students and manage their behavior
• Ability to interpret procedures and analyze data for decision-making
• Ability to apply knowledge of current research and theory to instructional programs
• Ability to establish and maintain effective collaborative relationships with students, peers, administrators, and parents
• Ability to work effectively as a team member with colleagues
• Ability to support equity, diversity, and inclusion

ADA Compliance:

Reasonable accommodations may be made to enable individuals with disabilities to perform the functions of this position.


Physical Requirements: (Choose one of the following.)

? Sedentary ? Light work ? Medium work

? Heavy work ? Very heavy work

ADA Compliance:

Physical Requirements : Choose one of the following. Most desk jobs are sedentary or light:

Sedentary : involves sitting most of the time. Incumbent should be able to exert up to 10 lbs of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or move objects.


Light work : If the use of arm and/or leg control requires exertion of forces greater than that for sedentary work and the individual sits most of the time, the job is rated for light work. The incumbent should be able to exert up to 20 lbs of force occasionally, and/or up to 10 lbs of force frequently, and/or a negligible amount of force constantly to move objects.


Medium work : The incumbent should be able to exert up to 50 lbs of force occasionally, and/or up to 20 lbs of force frequently, and/or up to 10 lbs of force constantly to move objects.


Heavy work : The incumbent should be able to exert up to 100 lbs of force occasionally, and/or up to 50 lbs of force frequently, and/or up to 20 lbs of force constantly to move objects.


Very heavy work : The incumbent should be able to exert in excess of 100 lbs of force occasionally, and in excess of 50 lbs of force frequently, and in excess of 20 lbs of force constantly to move objects.


HR USE ONLY

Last Revised: __________________ Reviewed by: Grade Level: