Adult Transition Program Special Education Teacher/Case Manager

Job Description

Reports to: Assistant Director

Contract Length & Wage Status: 10 months with an annual salary based on the MVSEA salary schedule

Primary Purpose:

The Adult Transition Program Special Education Teacher/Case Manager provides individualized instruction, case management, and transition planning for students ages 18–22 with disabilities. The role focuses on developing independence across school, home, community, and vocational settings through programming aligned with each student’s IEP.

Qualifications/Previous Experience:

Required:

Illinois Professional Educator License with Special Education (LBS1) endorsement (or eligibility)

Preferred:

Experience with transition-age students (18–22) with disabilities
Knowledge of transition planning, assessments, functional curriculum, and adult-service systems
Valid driver’s license and ability to travel between sites

Key Responsibilities:

Instruction & Student Development

Provide instruction in functional academics, independent living, vocational readiness, social communication, self-advocacy, and daily living skills
Teach practical life skills such as budgeting, shopping, cooking, personal care, home maintenance, wellness, and travel training
Promote independence, safety, and self-determination

Case Management & Compliance

Develop, implement, and monitor IEPs, including transition goals, services, and progress reporting
Serve as case manager, including scheduling and facilitating IEP meetings and ensuring compliance
Maintain accurate documentation (attendance, service logs, reports, compliance materials)

Community & Vocational Programming

Coordinate and supervise community-based vocational training and off-site instruction
Travel to instructional and vocational sites, including community colleges and local partners

Collaboration & Communication

Collaborate with staff, families, district representatives, and community partners to support student programming
Communicate regularly with parents/guardians regarding student progress and needs
Supervise and support paraprofessionals and support staff

Program Support

Develop and adapt instructional materials and supports to meet individual needs
Implement behavior intervention strategies and positive supports
Perform additional duties as assigned

Professionalism:

Works cooperatively with administrators, consultants, community members, district liaisons, and team members
Provides feedback and effectively communicates with students and parents
Follows the Board of Education, district, and building guidelines and procedures
Maintains a high level of integrity, fairness, ethical behavior, and confidentiality of information regarding students, personnel, and all job-related matters
Punctual, dependable & dedicated to providing a high-quality Special Education Programming
Demonstrates flexibility and teamwork by completing other tasks as assigned

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment, including personal computers and peripherals

Posture: Frequent sitting and standing, bending/stooping, transitioning from floor to standing, pushing, pulling, and twisting

Vision: The abilities required for this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus

Motion: Frequent movement throughout the work environment, repetitive hand motions, frequent keyboarding, use of a mouse, and occasional reaching

Lifting: Ability to lift up to 35 pounds independently; ability to assist with 100+ pound transfers with equipment or team support

Environment: May work prolonged or irregular hours

Mental Demands: Ability to solve complex problems in situations where only limited standardization exists; ability to interpret instructions provided in written and oral form; ability to work with frequent interruptions and maintain emotional control under stress.

*The mental demands, physical demands, and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable an employee with a disability to perform the essential functions.

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.