Transition Manager, Institute Community Inclusion, University of Massachusetts, Boston, MA

Posted: Friday, May 13, 2022

The Institute for Community Inclusion seeks a Transition Manager to work on state and federally funded projects based at the University of Massachusetts in Boston. The Transition Manager will be responsible for project coordination, collaborating with staff, interns, and research assistants assigned to the team, overseeing or implementing activities and protocols related to grants and contracts in the area of secondary transition. The Transition Manager will contribute to the development and implementation of secondary transition and college-based transition services contracts and service agreements. Activities will include developing and deliver online and in-person training for a range of staff including transition specialists, special education teachers, educational coaches, job coaches and college program coordinators. Position allows for individual to work remotely but must have flexibility to attend meetings at the university and travel within the state, when necessary, to meet university and project requirements. National travel may also be required.

Sample of Duties:

  • Coordinate and implement projects (grants and contracts) at the local and state and levels; co-lead initiatives focused on the areas of transition and postsecondary education related research, training and technical assistance to insure that project development and implementation is consistent with current and emerging practices in the field; contribute to project reports as required by funding agencies;
  • Provide and oversee staff training and technical assistance on transition and postsecondary related topics;
  • Contribute to content development and ongoing maintenance for project websites, as well as dissemination activities (website, social media, mailing list) for projects;
  • Develop instructional content (face to face, online learning modules, distance education) for transition and postsecondary related training;
  • Serve as instructor for one graduate level, 3-credit transition-related course each academic year.
  • Assure quality completion of activities related to transition and postsecondary -related training, technical assistance and demonstration activities;
  • Participates in the development and editing of written products for multiple constituencies, including brief products, Grab and Go series, Fast Facts and summary reports for funding agencies.
  • Provide knowledge and resources within the Institute in the areas of transition services, employment and postsecondary policy, research, training and technical assistance; contribute to the development and implementation of projects; promote the development of technical assistance and training skills in project staff;
  • Serve as a subject matter expert in secondary transition services in local, state and national organizations, conferences, task forces and committees;
  • Collaborate with other ICI staff to increase cohesiveness across projects and focus areas through shared staff resources, project collaboration, integrated work plans and other relevant approaches;
  • Stay abreast of changes in the field related to inclusion within transition and postsecondary education and the supports and services available for individuals with disabilities and individuals from diverse linguistic and ethnic backgrounds
  • Perform other duties as assigned.

Minimum Qualifications:

Work requires the knowledge of theories, principles, and concepts typically acquired through completion of a Master’s degree in special education/transition or a related field, such as counseling/ vocational rehabilitation, or other related field, and a minimum of two - five years of direct teaching experience with transition-aged youth with significant intellectual/developmental disabilities. One year of supervisory experience is required. Preference will be given to candidates with project management experience including providing training and technical assistance for secondary special educators, parents, consumers, and community-based organizations in the following areas: inclusive secondary/postsecondary education, self advocacy/student leadership, person-centered planning and individualized supports, collaborative teaming and community building, career development and competitive employment, and the development of social networks for people with significant developmental disabilities.

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