Woburn Memorial High School 

Special Education Transitional Education Teacher (Full Time)

Transitional services strive to help adolescents and young adults to work, live, participate in school, participate in the community, and go onto further training, work or schooling,  as independently as is possible for each individual student.  Transition services should be based upon the individual needs of the student, taking into account his/her preferences, interests, strengths and learning profile.   These classrooms service students from grade 9 through 12, with many students remaining in the school setting until the time that they turn 22.  Students in the Transitional Education Classroom have a wide range of abilities and diagnostic criteria. Characteristics of students referred to these classrooms could include students with:

• Severe Autism Spectrum Disorders
• Communication Disorders
• Intellectual Impairment
• Adaptive and Behavioral Needs
• Comorbid Physical Impairment

Responsibilities: 

• Create a welcoming, inclusive, culturally responsive classroom environment that is conducive to student’s learning and their ability to comfortably share their authentic selves.
• Support students with intellectual impairments, autism, and medical disabilities in a safe learning setting, providing individual and small group instruction to students.
• Support students in maintaining safe behaviors across settings, including the use of blocking and reinforcement procedures as well as physical restraint, as needed.
• Run Functional Skills programs and/or Discrete Trial Training programs as appropriate.
• Run/chair annual review and IEP progress meetings; participate in evaluation and eligibility meetings, as appropriate.
• Run consistent behavior support plans, including with the use of token economy and other reinforcement systems as appropriate.
• Transition planning as an ongoing process with discussions occurring on a regular basis
• Student placement may include visits to the program by parents, staff and students
• Transition planning and meetings held with appropriate building staff each spring to ensure thoughtful transition into the next grade and particularly when changing schools
• Formal Transition Planning Process to prepare for vocational opportunities and life after age 22.  
• Administer transition evaluations/assessments, using a variety of formal and informal assessment tools.
• Facilitate referral, application, and eligibility processes for students and families to adult service providers.
• Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.
• Manage IEPs for assigned caseload; coordinate and facilitate IEP meetings, write IEPs, monitor IEP goals/objectives and complete regular IEP progress reports.
• Develop curriculum, design and implement lesson plans including  individual learning and personal care plans for each student.
• Collaborate and disseminate information to staff, students, community partners and parents regarding student needs, progress, and resources.
• Assist with alignment of transition, coordinating with adult agencies as appropriate.

• Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere, including creation of an environment for learning through functional and attractive displays, interest centers and exhibits of student’s work.
• Design and implement a travel-training program to allow students access to the community.
• Identify and build relationships with community and vocational programs to establish employment opportunities.
• Support students as appropriate in the classroom and on vocational work sites, including guiding paraprofessionals in how to best support student needs
• Support students with significant communication challenges, including within the use of Assistive and Augmentative Communication Systems as well as lower technology systems such as PECS or basic sign language, in consultation with the Speech and Language Pathologist.
• Design and implement modifications to school curricula, differentiated instruction, and positive behavior support programs as needed.
• Support and instruct students with activities of daily living, including eating, dressing, and toileting (to include diaper changes and toilet training).
• Evaluate student abilities and progress through a variety of formal and informal assessments, including to determine special education eligibility; monitor student progress and adjust instruction accordingly.
• Run/chair annual review and IEP progress meetings; participate in evaluation and eligibility meetings as appropriate.
• Write IEP’s and progress notes using data collection across the academic year.
• Plan and prepare MCAS Alternative Assessments, as needed.
• Participate in ongoing professional development activities, to include Safety-Care training, including the use of physical restraint.
• Participate in collaborative consultation with special education teams, including service providers as well as Administrators. 
• Maintain accurate, complete, and correct student records as required by law and district policies.
• Maintain and build relationships and communication pathways with parents and other community liaisons.
• Abide by state statutes, school committee policies, regulations, and WPS Employee Handbook.
• Attend all required meetings and perform duties as assigned by the Special Education Director and Building Administrator(s).
• Oversee paraprofessional staff in supporting students and in data collection and entry.
• All other duties as required by the Principal or WPS Administration.

Qualifications & Skill Set:

• Bachelor's degree or higher from an accredited college or university required; Master’s degree preferred
• Required Licensure: Current Massachusetts's DESE Certification in Severe Special Needs for corresponding grade levels (9-12) and age levels (18-22)
• Experience working in a diverse educational setting, including the ability to work successfully with students, colleagues, and families from diverse ethnic, cultural, and socio-economic backgrounds.
• Competence with technology tools and platforms, including Google applications

Terms of Employment: As outlined in the Agreement Between The Woburn Teachers’ Association and The Woburn School Committee.

At the Woburn Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, Woburn Public Schools continues to be an Equal Opportunity Employer  and a  district member of Mass Partnership for Diversity in Education