Special Education Teacher – Transition Classroom

SUMMARY:

The Special Education Teacher (Transition) designs and implements specialized instruction for young adults (ages 18-26) with developmental and physical disabilities. The role focuses on fostering social competence, economic independence, and community integration. Operating across classroom, community, and job-site environments, the teacher leads a multidisciplinary team to develop and execute outcome-based IEPs that empower students to become confident, productive community members.

MINIMUM QUALIFICATIONS:

• Valid Michigan Teaching Certificate with K-12 special education endorsement.
• Proven experience in the development, implementation, and data-tracking of IEPs.
• Demonstrated ability to individualize instruction and lead a collaborative educational team.

PREFERRED QUALIFICATIONS:

• Endorsement in Cognitive Impairment (SA) and/or Autism (SV).
• Experience teaching with secondary-level and work-based learning (WBL).
• Knowledge of local school districts in Marquette and Alger counties.
• Expertise in Functional Behavioral Assessments (FBAs) and Positive Behavior Intervention Support (PBIS).

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Organize and manage a transition-focused educational environment, including providing guidance and direction to paraprofessionals and related service personnel regarding daily activities and scheduling.
• Maintain rigorous and timely documentation of student attendance, progress monitoring, and service logs in accordance with state, federal and district mandates.
• Design and implement instruction in integrated environments (classroom, job sites, community) focusing on:
  • Independent living skills (self-help, home/family management, human sexuality).
  • Vocational training and career preparation.
  • Recreation, leisure, and community resource navigation.
  • Communication skills and techniques, both verbal and non-verbal.
  • Social Skills (boundary setting, initiating conversations, conflict resolution).
• Collaborate and lead the IEP team to develop measurable, longitudinal, and outcome-based goals; provide regular progress reports according to statutory timelines.
• Develop and utilize positive behavior management techniques; implement individualized behavior intervention plan; maintain Handle with Care (HWC) certification.
• Maintain proactive communication with parents, guardians, and community agencies to ensure a continuum of service.
• Administer medication as scheduled and document medical information per policy.
• Attend in-service and refresher courses to increase and update teaching skills and to remain current in their professional area.
• Support students with learning to utilize public transportation options, such as the Marq-Tran Bus; this includes waiting for the bus with students in all weather conditions.
• Participate in team meetings, parent conferences, and Agency staff meetings.
• Perform other duties as assigned

PHYSICAL DEMANDS AND WORK ENVIRONMENT:

• Ability to deal with issues in a fair manner, treat diverse populations and personalities with dignity and respect, and act in a highly ethical manner.
• Ability to work in a fast-paced environment yet maintain flexibility in thinking and actions.
• Must demonstrate initiative and the ability to work independently.
• Professional appearance; professional and positive attitude.
• Frequently required to walk, stand, sit, kneel, crouch, stoop, and reach with hands and arms. Must have the physical agility to move quickly to respond to student crises or run after a student if necessary.
• Must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 50 pounds.
• Must have the physical capability, core strength, and balance to successfully complete Handle with Care crisis intervention training and safely implement approved physical restraint techniques or escort procedures when a student presents an immediate danger to themselves or others.
• Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus to monitor safety across the classroom. Clear speaking and sharp hearing are required to communicate effectively in a dynamic group environment.
• The primary work environment is a specialized classroom within a residential care facility (Teaching Family Homes).
• The environment can range from a quiet learning setting to a high-stress, fast-paced atmosphere. Noise levels can occasionally be loud due to vocal student outbursts.
• The position involves working directly with adolescents who have severe emotional and behavioral disabilities. Employees may regularly encounter resistive behaviors, non-compliance, intense emotional crises, foul language, and potential verbal or physical aggression.
• Requires working in constant, close collaboration with residential staff, classroom aides, and therapy providers to maintain an interdisciplinary safety net for youth.

SPECIAL CONDITIONS:

• Must keep the affairs of Marquette-Alger RESA and LEAs confidential at all times.
• Must uphold confidentiality of privileged and sensitive student/staff information.
• May require occasional travel for professional activities using personal vehicle.

TERMS OF EMPLOYMENT: Full time position. Must have regular and reliable job attendance, performance, and the physical ability to do the job

REPORTS TO: Special Education Supervisor

COMPENSATION & BENEFITS: According to Marquette-Alger RESA MEA Collective Bargaining Agreement

APPLICATION DEADLINE: 3:00 p.m., Friday, October 23rd, 2026

Marquette-Alger RESA does not discriminate on the basis of race, color, national origin, ethnicity, religion, sex, age, height, weight, familial status, marital status, military service, veteran status, genetic information, disability, or any other legally protected basis, and prohibits unlawful discrimination, including harassment and retaliation, in any education program or activity that it operates, including in admission and employment. Marquette-Alger RESA’s Non-discrimination, Anti-Harassment, and Non-Retaliation Policy, as well as the grievance procedure for reporting concerns or complaints, are available at maresa.org/about-us/notice-of-nondiscrimination/.