Transition Coordinator- Special Education (Support 18-22 year old students)

This is a part-time position

Transition Coordinator (Special Education) 2026-2027

Location: Steilacoom High School

Start Date: August 31, 2026
FTE: 0.5 FTE (schedule will be determined by student and program need)
Days Per Year: 183
Base Salary Range for Part-Time Position: $34,325 - $59,042
Professional Learning Stipend Part-Time: $3,438 - $6,480
Supplemental Contract for Special Education Staff: Six (6) additional paid days (per diem rate)
Special Education Support Day: Join your special education colleagues prior to the start of the year to review updates, receive caseloads and plan with your teams (per diem rate)
Caseload: Up to 12 students
The 2026-27 SEA Salary Schedule has not been finalized -- please refer to the 2025-26 salary schedule here

Are you interested in helping students turn their goals into a plan for life beyond high school? Our Transition Coordinator plays an important role in ensuring our students with disabilities leave high school ready for life beyond graduation through thoughtful planning, collaboration, and meaningful partnerships with local employers and agencies. We’re looking for someone who loves making connections, enjoys having fun, and creates a safe and supportive space where students can grow.

Our district is located a 20 minute drive south of Tacoma, and serves just over 3,000 students across six schools, including a remote PreK-3 elementary school on Anderson Island and five mainland schools:

• Cherrydale Primary School (PreK-3)
• Chloe Clark Elementary (PreK-3)
• Saltar’s Point Elementary (Grades 4-5)
• Pioneer Middle School (Grades 6-8)
• Steilacoom High School (Grades 9-12)

Minimum Qualifications and Skills

• Successful experience or demonstrated commitment toward working with culturally and racially diverse students, families, and communities.
• Successful completion of a teacher certification program at an accredited college or university and valid Washington State certification with endorsement in Special Education.
• Successful experience as a special education teacher, including demonstrated understanding of transition services required under law.
• Exceptional interpersonal skills and proven ability to collaborate with others.
• Strong relationship-building and networking skills to work with educators, families, and community partners.
• Experience or skill in leading, scheduling, and supporting paraeducators assigned to the classroom.
• Experience implementing IEP services and monitoring student progress toward goals.
• Knowledge of strength-focused instructional strategies that promote autonomy, cooperation, and student voice.
• Experience planning, preparing, and delivering differentiated instruction that facilitates active learning.
• Experience creating a caring, orderly, and purposeful classroom environment that facilitates student learning.
• Demonstrated skill supporting students with disabilities and students who exhibit unsafe stress responses.
• Experience supporting adult learners in effective instructional strategies for students with disabilities, including recognition of how anxiety may impact learning.
• Understanding of how injustice or racial inequity may impact students' and families' experiences with school and special education.
• Self-motivated and organized with the ability to manage responsibilities independently.
• Ability to maintain accurate records with strong attention to detail.
• Ability to maintain confidentiality, work effectively under pressure, and remain flexible.
• Ability to maintain regular, in-person physical presence at the assigned work location during scheduled work hours.
• Ability to meet and maintain punctuality and attendance expectations.
• Type II driver's license or willingness to obtain one prior to the start of the school year.