Description | VOCATIONAL COORDINATOR JOB DESCRIPTION TITLE: Vocational Coordinator QUAUFICATIONS: Professional Educator license: Endorsement In Special Education REPORTS TO: Director of Exceptional Services FUNCTION: To provide direct supportive services including instruction, work training and supervision for identified secondary students. RESPONSIBILITIES:
A. Plannins and Preparation The Vocational Coordinator understands the philosophical, historical, and legal foundations of special education. Additionally, the Vocational Coordinator understands how students differ in their approaches to learning; creates instructional opportunities that are adapted to diverse learners; understands instructional planning; and designs instruction based on knowledge of the diScipline, student, community, and curriculum goals. In planning and preparation, the teacher demonstrates knowledge of content, students, instructional outcomes, resources, instructional practice, and designing assessments. The Vocational Coordinator: • Develops short and long-range plans consistent with curriculum goals, learners' diversity, and learning theory. • Demonstrates working knowledge of current legislation, regulations, policies, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, diScipline, transition, supplemental services and supports, specialized health care and asslstive technology, to individuals with all types of disabilities across the age range. • Understands issues In definition and identification procedures for individuals with disabilities, including those individuals from culturally and/or linguistically diverse backgrounds. • Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing defiCits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior. • Understands the Common Core Standards and prepares effective instructional strategies and resources for teaching the scope and sequence in the vocational curricular domains. • Plans effective instructional strategies for adapting or modifying curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum, including social, language, academic, vocational skills, and life skill domains (I.e., domestic, recreatlon/leisure, vocational, and community). • Utilizes specialized materials, equipment, and assistive technology for Individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of asslstlve and Instructional technology to meet a student's Individual needs. • Prepares and utilizes assessment methodologies to adapt for Individual students as appropriate, Including physical adaptations to meet a student's Individual needs. • Maintains and inventories vocational curriculum and asslstlve/adaptive technology. • Plans and prepares for IEP and parent meetings.
B. The Classroom Environment The Vocational Coordinator uses an understanding of Individual, group motivation and behavior to create a learning environment that encourages positive social Interaction, respect and rapport. This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and student behavior. The Vocational Coordinator: • Understands basic classroom management theories and methods, with strategies for individual behavior management, crisis prevention, intervention, de-escalation techniques, and the balance between classroom management with teaching strategies. • Implements strategies for assessing learning environments and conducting functional behavioral assessments within the environment. • Understands the characteristics of environments, including materials, equipment, and spatial arrangements that facilitate development, learning and interaction among students and co-workers. • Develops and coordinates job/training sites for identified students. • Establishes high expectations and personal achievement. • Understands the aspects of schedule, routines, and transitions that promote development and learning. • Demonstrates ways In which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and expectations on the job/training site. • Provides supervision of job coaches as identified by the Administrator. • Consults with teachers and therapists to plan for student's needs and required adaptations, modifications, and use of assistive/adaptive technology on the job/training site.
C. Instruction The Vocational Coordinator understands the central concepts and methods of inquiry; uses a variety of instructional strategies to encourage students' development of critical thinking. problem solving. and performance skills; and creates learning e)(periences that make content meaningful to all students. Additionally, the Vocational Coordinator understands the educational assessment process and uses various assessment strategies to support the continuous development of all students. The Vocational Coordinator: • Implements effective researched-supported Instructional strategies for basic sequences of skills in the vocational area; including techniques for modifying instructional methods, curricular materials, and the environment to meet learners' needs that are appropriate to those learners' ages and skill levels. • Uses instructional time effectively and efficiently, while facilitating the integration of related services into the Instructional program. • Chooses and implements Instructional techniques and strategies that promote successful transitions for Individuals with disabilities. Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication appropriate to each student. • Understands assessment as an educational process including how to Interpret information obtained from standardized and non-standardized assessment, analyze and use to develop instruction and goals for individual students. • Implements a variety of procedures for identifying student's learning characteristics and needs, monitoring student progress, and evaluating learning strategies and instructional approaches. • Implements accommodations and modification as Identified for individual students on the various job/training sites. • Implements strategies for assessing students' skills within the vocational area. • Understands and effectively utilizes computerized web-based systems for documentation procedures/communication, goal development and modification, progress monitoring, performance assessment, accommodations/modifications, program supports and overall IEP Information.
D. Professional Responsibilities The Vocational Coordinator understands teaching as a profession, maintains standards of professional conduct, and provides leadership to improve students' learning and well-being. The Vocational Coordinator is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. The Vocational Coordinator: • Provides frequent and appropriate information to families about vocational services and conveys information about individual student progress in a culturally sensitive manner. • Has working knowledge of resources, strategies, networks, organizations, and unique services for Individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal). • Provides training and consultation to secondary teachers regarding materials, curriculum, and planning as they relate to vocational goals. • Engages in professional development to stay current on researched-based Instructional strategies and services and seeks additional resources and assistance as needed to meet the Individualized needs of students. • Understands the importance of serving as a role model and advocate for all students. • Participates in student, staff and professional meetings including behavior management plans, functional analysis of behavior, eligibility, placement, IEP and annual reviews as appropriate. • Understands rights to privacy, demonstrates confidentiality, and respect for differences among all persons interacting with Individuals with disabilities. • Collaboratively works with community agencies and outside therapists for students and understands the reciprocal relationship of sharing confidential Information with these Individuals. • Function as a liaison with community and adult agencies servicing students' vocational needs. • Completes required formal written evaluatlon(s) for aSSigned Job Coach(es) demonstrating understanding of the evaluation process under the supervision of the Director or his/her certified designee. • Observes and follows all poliCies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance. • Performs duties as assigned by administration.
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