This dual role combines Special Education Transition and Resource Specialist (RSP) duties to provide academic instruction and transition services for high school students with disabilities. Responsibilities include developing compliant IEPs, facilitating work-based learning, and coordinating postsecondary goals.
Requirements summary
Requires a California Special Education Credential and a 4-year degree, with a preference for 5 years of experience in Special Education. Candidates must be proficient in conducting academic assessments and maintaining legal compliance for IEPs.
Summary: This position combines the responsibilities of Special Education Transition Teacher and Resource Specialist (RSP) Teacher. Duties will be split between the two roles. Under the direction of the Administrative Director, the Special Education Teacher (Transition/RSP) provides specialized academic instruction, case management, and transition services to high school students with disabilities. The role includes developing and implementing compliant Individualized Education Programs (IEPs) and transition supports that address both academic and postsecondary goals. Essential
Duties and Responsibilities
Special Education Transition Teacher
Coordinate and/or conduct transition assessments, instruction, and services for transition-age students to determine eligibility and facilitate access to community agencies and work-based learning opportunities
Provide technical guidance, professional development, and ongoing support to site-based transition teams in the implementation of transition assessments, instruction, and services, including the development of Individual Transition Plans (ITPs)
Train, monitor, and support school personnel in the implementation of transition-related activities, including: o Ongoing transition assessment processes o Delivery of transition-focused instruction for secondary students with disabilities o Development and implementation of Compliant Individualized Education Programs (IEPs) and ITPs in accordance with the Individuals with Disabilities Education Act (IDEA), SELPA, and Charter policies
Support and assist the Administrative Director of Special Education in the resolution of due process cases related to transition services
Identify, prepare, and facilitate student participation in work-based learning experiences, including internships, job shadowing, and employment placements
Represent transition services and provide expertise in IEP team meetings, as appropriate
Gather, document, and monitor student data related to state grants, compliance requirements, and mandated charter/district/state follow-up activities
Assist case managers, students, and families with the development and implementation of postsecondary transition plans, including education, employment, and independent living goals
Develop and maintain partnerships with businesses, foundations, and community organizations to promote sponsorships, internships, and job placement opportunities
Conduct outreach to potential partners, including employers, agency representatives, and community stakeholders, to expand transition service opportunities
Collaborate with administrators, student services personnel, and instructional staff to ensure effective delivery of career development and transition services
Facilitate linkages among families, business/industry partners, postsecondary institutions, and community agencies to support successful student transitions to postsecondary education and employment
Coordinate transition-related field trips to colleges, universities, occupational centers, and other post-secondary education and/or career options
Maintain appropriate student behavior and a positive learning environment through effective classroom and community-based management strategies in alignment with Charter and SELPA policies
Perform other related duties as assigned Credentialed Teacher – Resource Specialist
Serve as case carrier to their assigned students with IEPs, including coordinating, preparing, and implementing IEPs for all students on caseload
Provide direct services to students to support students’ ability to access the curriculum, which may be in a general education classroom, utilizing individual or small group instruction as appropriate
Co-teach general education classes and/or teach Learning Center elective to facilitate and support student access to the general education curriculum
Collaborate with general education teachers to develop learning strategies for diverse students’ needs and assist with curriculum adaptations and modifications according to student IEPs
Conduct formal academic assessments and write legally defensible assessment reports
Use data-driven techniques to set appropriate IEP goals for students
Maintain accurate and complete student records
Track all services provided in accordance with students’ IEP requirements
Regularly communicate and collaborate with general education teachers, counselors, DIS providers and administrators to support student needs
Develop and implement Individual Transition Plans that are meaningful and include activities to support students’ post-secondary goals
Maintain consistent communications with families regarding student progress
Provide instruction consistent with Common Core State Standards (CCSS) that is appropriate to meet students’ learning needs
Utilize a variety of instructional strategies, including the incorporation of technology in the learning process
Create/maintain a classroom environment conducive to learning and appropriate for the physical, social and emotional development of students
Maintain appropriate standards of pupil behavior, using classroom management and behavior management strategies and techniques, with a focus on positive behavior interventions
Use effective communication skills to present information accurately and clearly
Participating in staff development activities to maintain and improve job-related skills
Accept and incorporate feedback and coaching from administrative staff
Keep informed about and comply with federal, state, SELPA, and school legal requirements, policies, and procedures
Attend and participate in faculty meetings and serve on staff committees as required
Direct and support instructional assistant(s) in completing assigned tasks
Perform other duties as assigned Education and Experience:
California Special Education Credential with appropriate authorizations (e.g., EL, AUT); added Bridge Authorization preferred if not included in credential
Previous experience with transition program coordination preferred
Minimum of 3 years of experience working in Special Education, 5 years preferred
Previous experience conducting assessments using the WJIV and/or other academic assessments (e.g., Brigance, KTEA, etc.) and writing assessment reports
History of maintaining and supporting compliance with legal requirements and timelines for Special Education
Experience with Welligent preferred
Excellent verbal and written communication skills Work Environment: The work environment characteristics described herein are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
Works in both classroom and office settings within a comprehensive high school environment.
Engages in frequent interaction with students, teachers, administrators, and parents.
Participates in IEP meetings, trainings, collaborative planning sessions, and department meetings.
Performs duties in general education classrooms, resource classrooms, and administrative offices.
Occasionally required to attend off-site meetings or events (e.g., NPS, SELPA, parent conferences).
May work extended hours, including evenings or weekends, to meet program needs.
Involves sitting, standing, and walking between classrooms throughout the school day.
Requires regular use of a computer and standard office/classroom equipment.
May need to lift and carry instructional materials or items.
Work environment may include moderate to high noise levels, particularly when working in classrooms or large group settings.
Work environment is fast-paced and deadline-driven, requiring flexibility and strong organizational skills.
Requires ability to maintain confidentiality, exercise sound judgment, and collaborate effectively in a student-centered team environment. Physical Requirements:
Spend most of the day standing and sitting in the classroom.
While standing the teacher will frequently hold light objects they are working with and demonstrating, etc. These can be held from waist level to slightly above the teacher’s head.
Teacher must be able to walk through the classroom and be able to maneuver in tight spaces between desks. Dealing with students can entail kneeling or squatting, stopping and bending from 50-70 degrees at the waist on an occasional to frequent basis on a given day.
Teachers may be required to assist in physical education on a rotating basis, and this would occasionally involve lifting, using both upper extremities while assisting the child.
Teachers may be required to supervise student lunch, which involves walking on even and uneven surfaces including pea gravel and negotiating a 6” curb.
The teacher may use computers, overhead projectors, TV, etc. which require a 10-pound force to push or pull the TV/VCR stand (the overhead projector required five (5) pounds of force to move).
The teacher often moves students’ desks and chairs to change the layout of the classroom to influence teaching situations.
It is occasionally necessary to lift and carry boxes weighing up to 25 pounds from the office to the classroom up to 200 feet away.
The teacher must sit on an occasional basis when developing lesson plans, grading, etc.
Sitting at a desk with a forward bending from the waist, leaning on forearms, and looking down which requires neck flexion.
It is necessary to grasp and manipulate pens, markers, scissors, staplers, etc. either occasionally or frequently, depending on the day. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. Right to Revise: This job description is not meant to be all-inclusive, and additional duties and responsibilities may be assigned without prior written notice. The school reserves the right to revise this job description as necessary, without advance notice. The statements made herein are intended to describe the general nature and level of work being performed by employees and are not to be construed as an exhaustive list of responsibilities, duties and skills required of personnel so classified. Furthermore, nothing herein shall be construed as a contract for employment. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Qualifications
Market context
California classroom teachers remain in steady demand
In California, classroom teacher roles often stay competitive because licensed centers look for candidates who can show early childhood classroom leadership, lesson planning, and readiness to meet state compliance steps such as background checks and immunizations. This posting’s requirements and benefits are AI-summarized from the original job description, helping you review the role faster and save research time. If you are considering applying, confirm your 12 ECE units and recent classroom experience before submitting.
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