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