Transition and Work Experience Coordinator - Whitby, Canada - Durham District School Board

Durham District School Board

Verified Company

Whitby, Canada

3 weeks ago

Posted by:

Sophia Lee

beBee Recruiter

Description

Title

Transition and Work Experience Coordinator (contract - December 11, December 20, 2024)

Reports to

System Lead - Inclusive Student Services

Department

Inclusive Student Services

Job Purpose

To support students with disabilities and their families in preparing for their post-secondary pathways ex.

work, school & community, through developing long term coordinated plans and experiences that allow them to be contributing members of society (integrated transition planning begins as early as grade 7 and continues each year).

Responsible to develop strong community partnerships with agencies, organizations, and educational partners.

Coordinated planning allows our students and their families to plan, connect to services/programs, set goals with their school teams and appropriate community agencies to reach their full potential.

The transition from high school to post-secondary pathways can be stressful for students with special education needs and their families, making the support of the Transition Team essential.

Accountabilities

Integrated Transition Planning

leads /chairs the organizing of integrated transition planning meetings (ITP meetings) with students, their families/ guardians, school, and community and Community Colleges

builds capacity with school teams to better understand the ITP process as well as best practices

partners with the school team, conducts these meetings yearly across schools in the Durham District School board (DDSB) from grades 7-12 to review and plan a broad, holistic, person-centered process that identifies the student's goals for work, further education, and life in the community.

ensures that together the transition team outlines the actions that should be taken year by year to help the student achieve these goals, as well as the roles and responsibilities of team members in carrying out these actions.

develops and maintains school and community-based work experiences. (such as 21st century skills training, prioritize strengths and weakness, including but not limited to work experience, but specific skills development)

Monitoring student progress, maintaining working relationship with employers/job sites and provides job coaching with the school and community.

Liaising with community partners and employers

continually establishes and strengthens community partnerships with stakeholders in local programs, including participation on the Transition Advisory Group (TAG) and with local employers

works to ensure that School-community partnerships play an essential role in the transition planning of students with developmental disabilities, often providing supports and resources to student and family needs that goes beyond what is typically available through school

Initiate and support partnerships with community relationships with schools, working with agencies to share schools' inclusive cultures and better ways to improve their services and programs available to students

collaborates with several community agencies to do presentations on transitioning planning for high school students where they share tools and activities that would support program/ agencies participants with their, self-advocacy, employability skills basic understanding of financial skills and concepts; included opportunity to develop and enhance the leadership skills identified by our community partners as needed in today's labor market, to support youth in employment readiness and long-term career success

sits on several community-based committees to support DDSB Students and build strong partnerships with these organizations

Parent Engagement

Collaborate with ISS team community partners to organize information nights/ engagement events that aim to support students with special education.

Strengths and needs for students who are beginning to prepare for the various pathways after high school. In order to learn more about their community services, ask questions and build networks.

Communicate regularly with school teams, community partners and families to ensure that families are supported, engaged, and informed on the decisions that affect them.

Promote family-community partnerships through integrated transition meetings to encourage active community involvement and deliver flexible and responsive service based on student and family priorities, strengths and needs.

Create surveys to identify gaps in service delivery, as well as areas of growth in addition to gathering feedback - from DDSB families.

These are findings are the baseline to measure and establish a benchmark from which to compare results over time and improve ways to serve families.

Share and provide resources with families such as checklists and assessment tools that include important steps to offer support and ensure a smooth transition.

Promote the Community Work Education Program within the Board and the community;
Recruit specialized work experience placements for students with developmental disabilit