Transition Specialist - 190 Days

SUMMARY The Transition Specialist supports student transitions, monitors attendance and behaviour, facilitates orientations, and provides staff support. He/she tracks student progress, coordinates with schools, and delivers wraparound services. Additionally, the liaison collects discipline data, coordinates with home schools, and informs administration of any concerns.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Liaison between sending schools and New Bridge Academy
• Set schedule for and participate in parent/student orientation
• Work with Attendance staff to monitor & follow-up on attendance and tardies of students
• Assist school registrar in preparing AIP for students with excessive absences
• Provide behaviour management support to teachers and students
• Provide ongoing professional development and support to school personnel regarding strategies to help ensure student success
• Follow‑up with home schools regarding transfer grades
• Monitor students' progress after transitioning to home school
• Provide support to home schools liaisons to assist with student transitions
• Visit and check in with students at their sending school
• Coordinate with home schools to schedule check‑in meeting at New Bridge Academy
• Provide wraparound services for all grade levels each week during RISE time to include topics such as: Transition Skills, Setting Goals, Behaviour Management, etc. as needed
• Collect data related to student discipline and alternative placements at New Bridge Academy
• Inform administration of any and all problems or concerns related to receiving student information from sending schools
• Perform other duties assigned by immediate supervisor

SUPERVISORY RESPONSIBILITIES None declared in the description.

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

EDUCATION and/or EXPERIENCE Bachelor's degree in education. Three years of experience in teaching in behaviour management, special education, or related fields, particularly working with students who exhibit challenging behaviours. Experience in education administration, or an equivalent combination of education, training and experience that provides the required knowledge, skills, and abilities is preferred.

CERTIFICATES, LICENSES, REGISTRATIONS Valid South Carolina Secondary Teaching Certificate in the appropriate area(s). At least five years public school experience as a teacher of record.

LANGUAGE SKILLS Ability to read, analyse, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardisation exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES Ability to apply knowledge of current research and theory to instructional programmes; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication.

PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk or hear and sometimes walk and sit. The employee from time to time may be required to lift significant amounts of weight up to and exceeding 25 lbs., such as lifting students or items like wheelchairs and equipment. The employee may occasionally push or lift up to 50 lbs., such as boxes of books and AV/VCR carts. The employee is directly responsible for the safety, well‑being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate to loud. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well‑being and work output of students.