Education Specialist I Transition - Early To Exit IEP Supports

This position is fully funded through the Texas Education Agency Child Find and Early to Exit IEP Supports Grant. Employment is contingent on annual grant funding.

Classification: Admin/Prof

Exemption Status/Test: Exempt/Professional

Job Grade: 4

Department: Special Education

Reports To: Director

Job Goal:

Develop resources and products, participate in special project and grant-related activities, and provide professional development, technical assistance, and services in the area of transition for students with disabilities that support the Texas Education Agency (TEA) and Region 4 Education Service Center's core purpose and strategic goals.

Qualifications:

Education

• Master's degree

Certification

• Valid Texas educator certificate with required special education endorsement appropriate (e.g., School Counselor, Special Education EC - 12, Special Education Supplemental)

Experience

• Three (3) years of district-level leadership in special education programming related to transition for students with disabilities (e.g., Special Education Director, Transition Coordinator, Supervisor, Lead Transition Specialist, School Counselor)

• Five (5) years of experience in providing and/or leading the provision of programs and services in the area of transition for students with disabilities

• Experience in developing presentation and training and/or technical assistance materials, technical writing, and presenting professional development

Special Knowledge and Skills

• Knowledge of transition for students with disabilities including transition for students in Early Childhood Special Education (ECSE) through 18+ programs, conducting transition assessments, writing appropriate measurable postsecondary goals, personal graduation plans, and vocational programming

• Experience in coordination among general education and special education programs to ensure cohesive services for students with disabilities

• Exemplary technical writing and verbal communication skills

• Demonstrated ability to analyze data effectively to identify trends, inform decision-making, and make recommendations about necessary change

• Demonstrated ability to develop and manage the implementation of complex, multi-phase projects

• Experience providing coaching in the educational setting

• Knowledge of rules and regulations related to special education including experience with transition accountability indicators (e.g., State Performance Plan Indicators [SPPI] 1 Graduation Rate, 13 Secondary Transition, 14 Post-School Outcomes)

• Knowledge of data elements, standards, and coding (e.g., Public Education Information Management System [PEIMS], Texas Student Data System [TSDS]) and attendance accounting system (e.g., Student Attendance Accounting Handbook [SAAH]) as related to special education

• Experience in researching, gathering, analyzing, and working with state and federal resources (i.e., US Department of Education, Office of Special Education Programs, TEA) and peer-reviewed literature

• Experience working as or with the Transition and Employment Designee (TED) to provide information and resources about effective transition planning and employment services to school staff, students, parents, and agency providers

Preferred Qualifications:

• Doctorate

• Principalship or Superintendent Certificate

Major Responsibilities:

• Develop, present, and facilitate effective technical assistance materials and resources, technical writing for state grant-related project activities, and presenting professional development.

• Facilitate courses and provide technical assistance and coaching addressing grant-related content delivered through synchronous, asynchronous, and hybrid training.

• Develop and deliver Training of Trainer content for new trainers or recertification refresher for grant-related courses to Regional Education Service Center (ESC), Texas Education Agency (TEA), or Local Education Agency (LEA) trainers or coaches.

• Support state grant-related project activities related to Child Find and Early to Exit Individualized Education Supports, including providing resources, training, and coaching related to transition.

• Provide coaching that adheres to TEA coaching standards and supports the development and recertification of ESC trainers and coaches to support grant-related activities.

• Support the logistics and facilitation of a variety of stakeholder engagements including, but not limited to, conferences, focus groups, advisory groups, communities of practice, and other types of professional learning.

• Collect, analyze, and report relevant data (e.g., SPPI 14 survey data, TEA Special Education Program Reporting leaver information) and assist TEA in developing the state, regional, and local reports.

• Review data and develop and submit reports based on project metrics and other necessary data as determined by ESC and TEA.

• Participate in state-level functions related to area(s) of responsibility including, but not limited to, supporting, developing, and presenting networking meetings to stakeholders (e.g., Regional ESC staff).

• Serve as a team member for statewide professional learning and conference planning, reviewing proposals and session materials, organizing, and presenting.

• Participate in developing communication networks between the TEA, ESCs, and LEAs.

• Collaborate in planning and developing special project activities (e.g., grant proposals), interdepartmental services, demonstration sites, research studies, and other customer-based projects.

• Engage in professional development to maintain knowledge and skills in area(s) of responsibility.

Supervision/Personnel Management

None

Physical Demands/Environmental Factors/ Mental Demands:

Frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; occasional statewide travel; work with frequent interruptions; maintain emotional control under pressure.