Director of Transition Services

About Mastery:

We believe educational inequity is the most pressing social problem facing our country and the civil rights issue of our day. Mastery exists to help solve this problem. Our ultimate goal is to create a model urban school district that serves all students with excellence. We are organized around one driving mission: All students learn the academic and personal skills they need to be truly prepared for postsecondary success and able to pursue their dreams. To fulfill this mission, we attend to the whole child - academically and emotionally - matching high expectations for students with high levels of support.

Mastery Charter Schools is a nonprofit network of more than 24 schools serving over 14,000 students in Philadelphia and Camden. We are the largest turnaround school operator in the nation and have been lauded by President Obama and the US Department of Education for our ability to dramatically boost academic achievement in historically low-performing schools.

We know neighborhood schools matter, all students deserve access to a great education, and the people in our buildings can grow and develop sustainably to make the biggest impact possible in this work.

Mastery's Equity Vision:

We believe that diversity, equity, and inclusion are essential to achieving our mission.

We strive to be an anti-racist school district that eliminates the inequities in academic achievement that limit our students' choices; that cultivates classrooms where every student is affirmed, supported, and held to high expectations; and that nurtures a diverse organization where students, staff, and families are valued, respected, and included.

The Opportunity:

The goal of the Director of Transition Services (DTS) is to ensure our students with disabilities persist at a postsecondary pathway of their choosing that appropriately meets their individual needs. To do so, the DTS will have a leading role in developing and overseeing Transition programming that incorporates both interest and ability and aligned supports and services, with a particular focus on students receiving low-incidence programming. Additionally, the DTS will have a leading role in piloting various strategies through Mastery's partnership with the Gates Foundation; the DTS will be responsible for collaborating with and reporting out to external partners as required by this grant.

Duties and Responsibilities:

• Responsible for implementation of Gates Grant strategy and programs

o On the ground support of Gratz team during pilot years

o Collect and analyze data associated with Gates Grant

o Collaborate on strategies for scaling learnings from the grant across the Network

• Develop a comprehensive Transition Program for students in grades 7-12th (including students within the 18-21 programs) that includes Goal Setting, Services and Courses that can be implemented across Mastery Secondary Schools.
• Develop partnerships with outside agencies to enhance our Transition Programming options for students.
• Support Transition Coordinators across the network

o Remain current on state and federal regulations around transition services

o Develop a data-driven approach for providing Transition services to students who participate in low-incidence programming.

• Collaborate on transition-related and other PD offerings for CAs, CCs, TCs, and CMs
• Support PSAT/SAT for students with disabilities across the network
• Support C3/Early Alumi summer support for SWDs
• Support APSS and CMs with transition goals and services in IEPs

Qualifications:

• Strong content knowledge within Special Education Services with a special focus on Transition Services for students 14+
• Strong knowledge of State (Pa, NJ) and Federal guidelines for providing Special Education and Transition Services to School Age Students
• 5+ years of Transition Programming / Case Management for students with disabilities
• Strong knowledge and experience with Post-Secondary counseling and career exposure programs, including college planning, career development, internships, as well as matriculation challenges and other barriers faced by low-income, first-generation college students preferred
• Strong Professional Development, Coaching, and Support Skills
• Ability to develop Transition Programming to be provided within our schools and to collaborate for services with outside partnerships.
• Excellent Management Skills: Manage a team effectively and support team members to grow professionally
• Relationship Builder: Able to see the world from the point of view of our constituents, garner buy-in, and move the ball forward
• Systems Thinker: Experience developing and monitoring systems, protocols, and trainings
• Analytical Thinker: Able to analyze programs and understand what drives program effectiveness
• Exceptional organization skills - a detail-oriented approach to multi-task and meeting deadlines under pressure;
• Ability to gather data, compile information and prepare reports as well as analyze data in order to make improvement recommendations
• Excellent communication, public relations, and interpersonal skills both orally and in writing with the ability to effectively connect with a broad range of constituents
• Comfort and demonstrated ability to successfully facilitate and engage various size groups
• Track-record of high achievement (premium placed on experience in urban communities and schools)
• Personal drive and commitment to serving urban youth
• Ability to effectively work alone and with a high-performing, mission-driven staff
• Demonstrated resilience to persevere and turn challenges into opportunities while meeting aggressive goals despite limited resources
• Ability to be a self-starter and creative problem solver while also being a quick learner who is willing to ask questions and seek feedback

Education and Experience:

• BA/BS required, Ma Preferred
• 5+ years of Transition Planning / Case Management of Secondary Students with Disabilities.

Physical/Environmental:

• Ability to physically perform the essential duties of the role - either on-site or remotely, and to work in the environmental conditions required, such as: traveling to network campuses; maneuvering in office spaces (including standing, walking, sitting for long periods of time, speaking loudly and clearly, seeing and hearing things both near and far away); stooping, kneeling, reaching file cabinets/shelves; fine finger and hand manipulation in use of computer, chalkboard, dry erase, &/or projectors; filing, faxing, scanning, coping, typing, mailing, and making phone calls; sitting for up to two (2) hours looking at a computer monitor, using a keyboard/mouse, and typing.

Other Requirements:

• Position requires local travel to Mastery and other sites. Must have access to reliable transportation.

Mastery Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. We offer a full benefits program and opportunities for professional growth.

UPDATE AS OF MAY 2022 - Please review Mastery's Health and Safety Plans here to learn about our approach to vaccination and testing as well as our response to COVID-19 for the 2021-22 school year. For ongoing positions, Mastery roles are designated as in-person, with regular on-site responsibilities, unless otherwise noted. As such, Employees must be able to support Mastery Schools' academic plan and business strategies on-site - at a Mastery campus - as required.

Exceptions to this requirement will be considered on an individualized basis.