Transition Support Teacher 2025-2026 / Special Education, HIGH SCHOOL

QUALIFICATIONS Bachelor's degree or higher from a recognized, accredited college or university; Certification in an area of Special Education; Valid Teacher Certification; Minimum of three (3) years of successful teaching as a special education teacher in a high school setting; Successful completion of WBL course by CTE for teachers. TERMS OF EMPLOYMENT Probationary/Term Contract: 200 days SALARY Pay Grade T60 (Teacher Classification) as approved by the Board of Trustees for the school year https://www.cfisd.net/Page/5694 ESSENTIAL FUNCTIONS Conduct a variety of formal and informal age-appropriate career and vocational transition assessments for all assigned campuses. Use interest and preferences of students to develop individualized, student-centered, post secondary goals that lead to meaningful transition plans and services. Collaborate with IEP team members in developing an appropriate educational educational program with respect to students' individual, measurable post-secondary goals and alignment of those goals with instructional strategies, activities, and coursework. Monitor student, family and agency participation in transition planning and implementation. Evaluate and modify transition goals on an on-going basis. Maintain a cumulative electronic folder that tracks student transition assessment and results. Attend IEP staffings and meetings to discuss transition planning services and options. Collaborate with community businesses to establish work experience and job shadowing opportunities including specialized job coaching. Teach lessons/coursework on transition topics related to independent living, self-determination, work-based skills and job acquisition. Facilitate tours/visits of appropriate college campuses, vocational training sites, or work place settings. Evaluate campus documents to ensure compliance with indicator 13 mandates. Collaborate with job coaches and paraprofessionals supporting students. Other duties as assigned by the Director of Special Education and/or Coordinator of Transition and Family Services. MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIROMENTAL FACTORS: Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds) Environment: Frequent districtwide travel Mental Demands: Work with frequent interruptions; maintain emotional control under stress APPLICATION INFORMATION Not all applicants will be interviewed Hiring Managers may choose to email you regarding this application. Please monitor your email regularly for any communication. BECOME AN ADMINISTRATOR WITH CFISD