Position Summary:
Under the direction of the Coordinating Supervisor, the Transition Coordinator serves as the liaison between the Non-Traditional Programs and base schools and is responsible for providing educational guidance, outreach to schools, coordination of students’ enrollment, and supporting students in reaching their individual educational goals on their pathway to graduation and postsecondary opportunities. The incumbent of this position collaborates with the Coordinating Supervisor, school administrators, Professional School Counselors, Pupil Personnel Workers, Court Liaison and the Office of Appeals regarding enrollment, transition between the program and schools, progress and participation in key components of the programs.
Duties and Responsibilities:
- Serves as the liaison between the Non-Traditional Program and base school to ensure the successful transition of students into the program and re-entry to their base schools utilizing a case management approach and through the planning and facilitation of transition meetings;
- Coordinates the enrollment of students in the Non-Traditional Program through the centralized application process including articulation with schools and district partners;
- Supports the identification of each student’s needs (i.e., mental health counseling, substance abuse, social issues, bullying and discipline concerns) for effective programming that meet the student’s individual needs;
- Informs students and parents of the enrollment process, conducts enrollment conferences, and coordinates steps with the Registrar, Professional School Counselor and Coordinating Supervisor;
- Supports the development and implementation of each student’s Individualized Learning Plan;
- Supports the implementation of the student services components of the non-traditional school program, including restorative practices, wrap-around services, attendance, behavioral supports, counseling and related services;
- Collaborates with district partners (English Language Development, Special Education, Equity, Office of Appeals, Student Services, Court Liaison and the Area Office) to support the placement and programming for school-referred, court-referred or Office of Appeals-referred students;
- Collects, monitors and analyzes data for continuous program improvement and increased student academic and behavioral success on their pathway to graduation; prepares and submits reports and data as required by the school and district;
- Maintains a student database to include enrollment, attendance and contact with parents and students;
- Serves as a member of the program’s Student Support Team for the identification and delivery of academic, wrap-around services, socio-emotional learning support and successful instruction of students in a nurturing and supportive learning environment;
- Serves as a member of the Centralized Application Review Team and other committees as required by the Coordinating Supervisor;
- Plans and implements professional development for the program, schools, departments and the district as requested;
- Develops and maintains collaborative relationships with students, parents and community groups/agencies; and
- Performs other duties as assigned.
Qualifications:
- Knowledge of district and state procedures and initiatives related to non-traditional and innovative programming;
- Knowledge of student academic, behavioral and socio-emotional learning transition and techniques;
- Knowledge of restorative approaches and strategies that support the establishment of positive relationships with students, staff and parents;
- Knowledge of adolescent development and innovative programs;
- Ability to use computer technology in an administrative and educational setting;
- Ability to work well with diverse groups of people including but not limited to central office personnel, principals, teachers, parents and students;
- Excellent organizational ability and good human relation skills; ability to communicate effectively orally and in writing;
- Ability to recognize, plan, organize, implement and administer effective student transition programs;
- Ability to problem solve and analyze issues to create plans of actions and create solutions; and
- Ability to remain flexible and multitask to support a myriad of responsibilities and changing conditions of the program.
Education and/or Experience Requirements:
Bachelor’s degree from an accredited college or university required; Master’s degree preferred. A minimum of five (5) years of teaching experience, some of which will have been in a leadership capacity, required; middle school, high school and/or non-traditional school experience preferred.
Certification:
Holds or is eligible for an Advanced Professional Certificate (APC) issued by the Maryland State Department of Education required.
Supervisory Responsibilities:
No direct supervisory responsibilities.
Physical Demands:
The physical demands 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, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
Working Environment:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
Additional Information:
None.
