About this opportunity
Dedham Public Schools lists this Vocational & Transition Specialist, Secondary position opportunity in dedham, Massachusetts. Review the employer’s description below for duties, qualifications and application requirements.
Job description
Vocational & Transition Specialist, Secondary Position
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
Worksite address
dedham, MA, 02026, US
Who can apply
Review the original listing for work authorization, qualifications and employer requirements.