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.