Supervisor of Transition Program na Pennsylvania School For The Deaf

Description

Reports to: Director of Academic Affairs

Employment Information: 12-month, Full-Time position, Non-Bargaining Unit

Summary:

Supervisor of Transition Programs is responsible for developing and maintaining an effective transition program, overseeing activities and measuring program success. Ensures meeting the goals for the Transition Program for students to prepare them for life after they leave high school, including participation in post-secondary education or training, employment, and community living. 

General Qualifications:

• 3-5 years previous supervisory experience preferred
• Demonstrated experience with networking and managing a program
• Former experience with students in a post secondary program a plus
• Entrepreneurial experience and/or work experience in adult work programs preferred
• Demonstrates specific knowledge of Federal Indicator 13 for post-secondary transition planning
• ASL advanced proficiency required
• Knowledge of state and federal laws, rules, regulations, due process, and requirements relating to the delivery of transition services and adult programs and services via OVR and ODP
• Collaborative leadership skills 
• Strong technological background
• Strong communication, interpersonal and organizational skills

Responsibilities:

• Oversees day-to-day operations of Transition Academy
• Runs Transition Programs that act as a bridge between school programs and the opportunities of adult life, including higher education or training, employment, independent living and community participation.
• Builds relationships and partnerships to enhance Transition Programs with businesses, universities and agencies to connect students with services, education and work opportunities
• Sets job expectations for all transition program staff. Conducts hiring, coaching, provides feedback, evaluations and disciplinary action.
• Supports transition programming for students school wide starting as young as preschool and supports required formal transition plans that begin at age 14. 
• Assist individuals in preparing for and obtaining employment in the community.
• Cultivate and maintain partnerships with businesses, colleges, trade schools, community and state based organizations to create educational, internship and work opportunities for the transition program.
• Guide and creation of plans for each individual in transition program educational and career interests, appraisals of personal strengths and other relevant vocational factors
• Coordinate, maintain and/or support IEPs, goals, transition plans, schedules, lesson plans
• Recommend professional growth and development opportunities for faculty members 
• Participate in curriculum committee work in the development of curriculum designed for students’ unique needs, student assemblies and activities
• Plan, organize, and advertise school-sponsored events pertaining to post-secondary transition, such as career fairs, meet and greets, and virtual tours for students and families
• Acts as an instructional leader for non-certified staff supporting adults within the community, introducing current information on best practices in the respective disciplines and assuring staff competency with evolving technologies and service delivery models
• Collects, collates, analyzes, and interprets information from varied data sources to ensure smooth programmatic function and fiscal responsibility. 
• Complete other duties as assigned

Requirements

Physical Demands:

• Ability and willingness to travel within the state, including occasional overnight travel.
• Flexibility to work occasional evenings and weekends as required.
• Position may involve periods of sitting, standing, walking, bending, reaching, or similar physical activity.
• Ability to lift or move light objects (e.g., books, chairs, student desks, office supplies) up to approximately 25 pounds, with or without reasonable accommodation.
• Sufficient dexterity to perform required job duties using standard office or classroom equipment, with or without reasonable accommodation.
• Ability to access and use technology and communication tools necessary for the role, with or without reasonable accommodation.