FACULTY MSD (Transition Coordinator) (Secondary Transition)

Introduction

The Maryland School for the Deaf provides an inclusive,\r\nlanguage-rich environment for deaf and hard of hearing students from birth\r\nthrough age 21. Rooted in a bilingual education approach, we ensure full access\r\nto American Sign Language and English across comprehensive academic,\r\nextracurricular, and student life programs. In partnership with families and\r\ncommunities, we empower students to think critically and develop a sense of\r\nself and belonging.\r\n

LOCATION OF POSITION

The position will be based primarily on the Frederick Campus; however, the coordinator will also\r\ncarry a caseload of students on the Columbia Campus and must be able to travel between both\r\nlocations as needed.\r\n\r\n\r\nMSD, Frederick Campus, 101 Clarke Place, Frederick, MD 21705\r\n\r\n\r\nMSD, Columbia Campus, 8169 Old Montgomery Road, Ellicott City, MD 21043\r\n

Main Purpose of Job

The Transition Coordinator supports secondary students who are deaf and hard of hearing in\r\ndeveloping the skills, experiences, and supports needed for a successful transition from school to employment, postsecondary education, independent living, and community participation. This\r\nposition plays a critical role in coordinating community partnerships, and individualized transition planning, with a strong focus on students with complex needs.\r\n

POSITION DUTIES

Assessment, Planning & IEP Transition Services\r\n\r\n\r\n\r\n Evaluate individual student needs, strengths, interests, and goals to develop\r\n comprehensive, individualized transition plans.\r\n Develop, write, coordinate, and implement transition plans within the IEP beginning at\r\n age 14.\r\n Provide age-appropriate transition assessments to support measurable postsecondary\r\n goals in employment, education/training, and independent living.\r\n Meet individually with students to conduct transition activities, review courses of study,\r\n and ensure alignment with postsecondary goals.\r\n\r\n\r\nCase Management, Coordination & Monitoring\r\n\r\n\r\n\r\n Serve as a case manager and primary liaison among students, families, teachers,\r\n related service providers, administrators, and community agencies.\r\n Oversee the implementation of transition plans, monitor student progress, and adjust\r\n supports and services as needed.\r\n Disseminate information to staff, students, and parents regarding student needs,\r\n progress, timelines, and available resources.\r\n Work closely with Work to Learn (WTL) staff who provide Pre-Employment Transition\r\n Services (Pre-ETS).\r\n Oversee graduation requirements and provide course advising.\r\n Will be responsible for meeting with assigned students and completing required\r\n documentation for Medical Assistance reimbursement on a monthly basis.\r\n\r\n\r\nPostsecondary Education & Training Connections\r\n\r\n\r\n\r\n Connect students and families with vocational training programs, postsecondary\r\n education options, and adult service agencies.\r\n\r\n\r\n\r\n\r\n\r\nIndependent Living & Skill Development\r\n\r\n\r\n\r\n\r\n Develop, provide, and monitor transition activities related to:\r\n \r\n Academic skills\r\n Employment readiness\r\n Transportation and community navigation\r\n Activities of daily living (ADLs)\r\n Independent living skills\r\n \r\n \r\n Work closely with classroom teachers to directly teach and reinforce specific transition\r\n skills across settings. The Transition Coordinator will be visible in classrooms,\r\n co-teaching transition-related activities, particularly for students who are not earning\r\n credits, have complex learning needs, struggle with reading, or have gaps in learning\r\n and communication. This includes modeling skills, providing hands-on support,\r\n adapting lessons for diverse learning needs, and ensuring that transition objectives\r\n are integrated into daily instruction.\r\n\r\n\r\n\r\n\r\nCommunity & Adult Agency Collaboration\r\n\r\n\r\n\r\n Develop and sustain collaborative relationships with adult service agencies.\r\n Facilitate referrals to adult service providers.\r\n Advocate for students and families by providing education related to disability rights,\r\n services, and supports.\r\n\r\n\r\n\r\n\r\nProgram Development & Campus Support\r\n\r\n\r\n\r\n Provide transition services for all transition-age students at the Columbia Campus and\r\n support a smaller caseload of Frederick Campus students. (caseload sizes vary from\r\n year to year for each campus).\r\n Be physically present on the Columbia Campus a minimum of two days per week.\r\n Collaborate with other Transition Coordinators to develop how students will participate\r\n in their own IEP meetings.\r\n\r\n\r\n\r\n\r\nEssential Skills & Attributes\r\n\r\n\r\n\r\n Ability to work independently and manage a flexible schedule.\r\n Strong problem-solving and advocacy skills.\r\n Comfort working in community and employment settings.\r\n Commitment to high expectations and meaningful outcomes for students.\r\n\r\n\r\n\r\n\r\nWork Environment\r\n\r\n\r\n\r\n Local travel required\r\n\r\n\r\n\r\n\r\n\r\n\r\n

MINIMUM QUALIFICATIONS

Education: Master's degree in Deaf Education, Special education, Counseling, Social Work,\r\nRehabilitation or a related field required.\r\n\r\n\r\nExperience:\r\n\r\n\r\n Two years of professional experience supporting transition-age youth or young adults\r\n who are deaf in educational, vocational, community-based, or human service settings.\r\n Demonstrated experience in one or more of the following areas: transition planning,\r\n case management, vocational training, independent living skills development, or\r\n community- based instruction.\r\n Knowledge of the Deaf culture and Deaf Education required.\r\n Must be fluent in ASL and written English.\r\n Ability to develop, implement, and monitor individualized transition plans aligned with\r\n postsecondary outcomes.\r\n Strong collaboration, organization, and communication skills across school, family and\r\n community settings.\r\n Ability to work independently, manage a flexible schedule and travel between\r\n campuses and community sites.\r\n Demonstrated commitment to supporting students with diverse and complex learning,\r\n communication and behavioral needs.\r\n\r\n\r\n

DESIRED OR PREFERRED QUALIFICATIONS

\r\n Experience developing and implementing transition services within the IEP process.\r\n Experience working with secondary students with disabilities, particularly those with\r\n multiple or complex support needs.\r\n Experience collaborating with adult service agencies (e.g., vocational rehabilitation,\r\n developmental disabilities services).\r\n Background in case management, vocational rehabilitation, work-based learning, or\r\n community-based programming.\r\n Experience supporting students in independent living skills, employment readiness, and\r\n community navigation.\r\n Familiarity with Augmentative and Alternative Communication (AAC) and/or assistive\r\n technology.\r\n Experience collaborating with classroom teachers to integrate transition skills into daily\r\n instruction.\r\n\r\n

SPECIAL REQUIREMENTS

New hires are subject to a criminal background investigation at their own expense. (Maryland Code,\r\nFamily Law Article 1, Sections 5-560-568)\r\n\r\n\r\nCandidates will need to provide three letters of recommendation with their application.\r\n

SELECTION PROCESS

Applications will be prescreened before candidates are invited to an interview. As an equal\r\nopportunity employer, MSD is committed to recruiting, retaining, and promoting employees who are\r\nreflective of the State's diversity.\r\n

BENEFITS

STATE OF MARYLAND BENEFITS\r\n

FURTHER INSTRUCTIONS

Online application process is STRONGLY preferred. If online access is not available or if you\r\nencounter difficulty, you may submit via mail, e-mail, fax, or deliver in person before the closing date\r\nand time. Please include your name and recruitment number on any documentation to ensure timely\r\nprocessing. Resumes will NOT be accepted in lieu of completing the online or paper application.\r\nAdditional or supplemental information must be submitted by the closing date and time. A copy of\r\nyour college transcripts must accompany your application. The preferred method to receive\r\ntranscripts and additional information is for them to be uploaded. Application inquiries or\r\nsupplemental information can be directed to the following:\r\n\r\n\r\nMailing Address: Maryland School for the Deaf Recruitment Department, P. O. Box 894, Columbia,\r\nMD 21044\r\n\r\n\r\nE-mail: emily.hicks@msd.edu\r\n\r\n\r\nPhone: 410-696-3031, TTY Users: call via Maryland Relay\r\n\r\n\r\nFax: 410-696-3084\r\n\r\n\r\nIndividuals from traditionally underserved and underrepresented groups are strongly encouraged to\r\napply. Bilingual applicants are encouraged to apply. As an equal opportunity employer, Maryland is\r\ncommitted to recruiting, retaining, and promoting employees who are reflective of the State's\r\ndiversity. We thank our Veterans for their service to our country, and encourage them to apply.\r\n\r\n\r\n