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