Transitions Job Coach

Position: Transition Coach
Location: Durham and Orange County
Supervised by: Director of Transitions Services
Positions Supervised: None

Minimum Qualifications: AA or BA required.  Experience working in a public school environment; job coaching/job development experience. Individuals must be highly motivated and able to work without direct on-site supervision.  Excellent computer skills with a strong background in Word, PowerPoint, and Excel. Excellent interpersonal and organizational skills and the ability to communicate effectively orally and in writing; minimum 3 yrs related experience with students/adults with developmental disabilities strongly preferred. Must have clear background check & driving record; requires verification of immunizations or receipt of required immunizations                            

The Transition Coach assists students with disabilities to gain valuable pre-employment skills.  This position is a partnership with the local school system and Vocational Rehabilitation to facilitate employment training for identified students..  Excellent communication skills, flexibility, and the ability to work as part of a team are required.    Use of reliable transportation required; mileage will be reimbursed.  Transition Coaches will be expected to provide job coaching in the community  when school is not in session. 

DUTIES & RESPONSIBILITIES 

• Work with students, teachers, school teams and caregivers to identify transition planning needs, develop individual transition plans. 

• Work with school staff and network with local businesses to develop community-based training and school and work-based learning opportunities based on student’s identified interests and needs for job exploration. 

• Assist students in completing career portfolios. 

• Adhere to model fidelity in Transition-to-Work for students with disabilities. 

• Provides individualized support for students to acquire competitive and marketable skills.  This could include: Systematic Instruction to teach and break down tasks, building natural supports, developing accommodations, identifying appropriate assistive technology, etc. 

• Communicates effectively with the school staff, Instructor, other skills trainers, department managers /mentors, co-workers, family members, and school and agency personnel as it relates to the student being trained. 

• Perform specific task analysis, especially when the student is challenged to learn and perform tasks to a productive and quality level.  

• Assist with completing the Assessments to determine the abilities of the student, the demands of the internship tasks and assist the team to make meaningful matches. 

• Work with consumers, employers, families, job placement specialists, agency personnel, affiliate school personnel and other appropriate parties to problem-solve issues related to training and employment. 

• Practice positive reinforcement techniques with students, co-workers, and other staff. 

• Trains students in the areas of grooming, hygiene, communication, interviewing, and behavior as they relate to successful employment. 

• Provides travel training to the host business and job site when necessary. 

• Assist in developing and supporting a Peer Mentor program 

• Assist students in the identification of local colleges and post-high school programs that have strong systems of support for students with disabilities or who may be at risk 

• Provide classroom and individualized activities related to job exploration; job club; transitions after high school; job readiness, socialization, safety, travel training, self-help skills, functional academics, self-advocacy and interview skills. 

• Assist families and students in identifying and accessing transition services. 

• Support students in exploring postsecondary training options. 

• Attends training to become knowledgeable of strategies and current “best practices” in the field of supported employment. 

• Provide coaching for students placed in community employment. 

• Lead job-related classes including self-advocacy/self-determination. 

• Utilize effective job coaching techniques including task analysis, prompts, and fading. 

• Provide follow-up and support services as needed. 

• Other duties as assigned. 

PROFESSIONAL RESPONSIBILITIES 

KEY RESULT AREA:  Responsible for performing those duties and activities that are conducive for an effective and efficient daily operation. 

• Adheres to and promotes standards of the host business and/or competitive work site in order to promote performance, productivity, quality and efficiency. 

• Submits and completes appropriate paperwork. 

• Recognizes and acts concerning the safety and welfare of the consumers. 

• Demonstrates daily work assignment responsibilities:  is accountable for all hours                      assigned, is punctual and regular in attendance, and attends appropriate training activities. 

PERSONAL CHARACTERISTICS 

KEY RESULT AREA:  Responsible for personal characteristics necessary to develop attributes consistent with the educational community. 

• Participates in professional growth activities such as conferences, in-services, etc. 

• Is an effective role model. 

• Shows enthusiasm and a sense of humor. 

• Exhibits an overall positive attitude. 

• Utilizes sound judgment and decision-making skills. 

• Uses Standard English in oral and written communication. 

• Works as a productive team member with the instructor, families, affiliate school and all agency personnel as well as other stakeholders. 

• Is adaptable in dealing with individual and cultural differences. 

• Protects the privacy of individuals and the confidentiality of information unless disclosure services a professional purpose or is required by law. 

• Avoids action that could result in conflicts of interest. 

PHYSICAL REQUIREMENTS 

• Able to work standing for an 8 hr. shift.   

• Able to sit for up to 8 hours 

• Able to lift & carry 25 lbs.  

• Able to work under varying climatic conditions, indoors or outdoors, in cold or heat.