Vocational & Transition Specialist, Secondary position
Department: Special Education
Position Type: Unit A
Position Overview
The Vocational & Transition Specialist is a specialized special education role responsible for ensuring high-quality, student-centered transition planning and vocational development for students with disabilities beginning at age 14, in alignment with IDEA transition requirements and DESE/Federal Indicator 19.
This position ensures that transition planning is measurable, individualized, instructionally meaningful, and driven by student voice, and that transition services are grounded in ongoing, age-appropriate transition assessments that inform postsecondary goals related to education/training, employment, and independent living.
Indicator 19 Framework (Role Alignment)
This position directly supports district compliance with Indicator 19, which requires that, for students aged 14 and older:
- Measurable postsecondary goals are in place
- Goals are based on age-appropriate transition assessments conducted by a qualified transition or vocational specialist
- Transition services and courses of study are developed and aligned to postsecondary goals
- Students are formally invited to IEP meetings where transition is discussed
- Transition planning reflects student preferences, interests, and strengths
- Students with disabilities have access to courses that support their transition planning
The Vocational & Transition Specialist ensures these elements are present in both documentation and practice.
Key Responsibilities
Indicator 19 Compliance & Transition Quality
- Serve as a district-level lead for Indicator 19 implementation, supporting schools in meeting both technical and qualitative expectations for transition planning.
- Support IEP Teams in developing measurable postsecondary goals related to education/training, employment, and independent living (as appropriate).
- Complete transition/vocational evaluations
- Ensure annual IEP goals, services, and activities are clearly aligned to postsecondary goals.
- Review IEPs for Indicator 19 alignment and provide coaching, guidance, and corrective feedback as needed.
- Support preparation for DESE monitoring, audits, and corrective action related to transition and vocational requirements.
Student Participation & Voice
- Ensure students age 14 and older are formally invited to IEP meetings where transition planning is discussed.
- Promote active student participation in transition planning through:
- Student-led or student-centered IEP practices
- Structured reflection on interests, strengths, and preferences
- Supported participation for students with communication, cognitive, or emotional disabilities
- Coach staff on strategies to authentically embed student voice and self-determination, including alternative and supported communication approaches.
Age-Appropriate Transition Assessment (Indicator 19-B)
- Ensure consistent use of age-appropriate transition assessments beginning no later than age 14 and updated periodically to reflect student growth and evolving interests.
- Support IEP Teams in selecting transition assessments that identify students':
- Interests
- Preferences
- Strengths
- Postsecondary aspirations
- Assist teams in interpreting transition assessment data and using results to:
- Develop measurable postsecondary goals
- Identify appropriate transition services and activities
- Align vocational experiences and instructional planning
- Promote assessment practices that center student voice, including self-reflection, interviews, inventories, and supported communication methods.
- Ensure transition assessment results are clearly reflected in IEP documentation and inform decision-making beyond compliance.
Transition Services & Course of Study Alignment
- Support IEP Teams in identifying and coordinating transition services, including instruction, related services, community experiences, and vocational activities aligned to postsecondary goals.
- Collaborate with school staff to ensure students' courses of study support identified postsecondary outcomes.
- Ensure transition services are individualized, developmentally appropriate, and connected to real-world preparation.
- Teach course(s) specific to transition services for SWD (eg., for BRIDGE, CONNECTIONS, and TBL)
Vocational Development & Work-Based Learning
- Coordinate and support vocational exploration and work-based learning opportunities for students with disabilities, aligned to IEP transition goals.
- Ensure vocational opportunities are accessible, inclusive, and aligned with student readiness and interests.
- Support documentation of vocational experiences as transition services where appropriate.
- Collaborate with internal staff and community partners to expand vocational pathways for students with disabilities.
Collaboration & Capacity Building
- Collaborate with special educators, school psychologists, adjustment counselors, guidance counselors, administrators, and related service providers.
- Provide consultation and professional learning related to:
- Indicator 19 requirements
- Age-appropriate transition assessment
- Student-centered planning
- Vocational compliance
- Support consistent district-wide understanding of high-quality transition planning beyond minimum compliance.
Family & Interagency Coordination
- Support families in understanding transition requirements, timelines, and postsecondary options.
- Assist IEP Teams in coordinating with adult service agencies when appropriate, while maintaining student-centered planning.
- Support collaboration among schools, families, and community partners.
Data, Monitoring & Continuous Improvement
- Assist with data collection and review related to:
- Indicator 19 compliance
- Transition assessments
- Student participation and vocational experiences
- Use data to identify gaps, improve practices, and strengthen district performance on Indicator 19.
- Support continuous improvement efforts related to transition and vocational programming.
Qualifications
Required:
- Massachusetts educator licensure (or eligibility) appropriate for a Unit A position
- Experience working with students with disabilities in transition-related contexts
- Knowledge of IDEA transition requirements and Indicator 19
- Commitment to student-centered, strengths-based practice
Preferred:
- Experience with IEP transition planning for students age 14+
- Experience with vocational programming or work-based learning
- Familiarity with student-led IEP practices
- Strong collaboration, facilitation, and coaching skills
Core Competencies
- Deep understanding of Indicator 19 and IDEA transition requirements
- Ability to translate compliance into meaningful student outcomes
- Strong commitment to student voice and self-determination
- Collaborative systems-level thinking
- Equity-focused and inclusive practice
- Strong organizational and communication skills