College/Career/Future-Ready (CCFR) Coach/Mentor

2 weeks ago

Chelsea, United States Shore Educational Collaborative Full time
THE COLLEGE/CAREER/FUTURE-READY (CCFR) EXTENSION PROGRAM CAREER EDUCATOR & COMMUNITY COACH-MENTOR

DEFINITION:

Under supervision of Shore's Director of Transition Services, the CCFR Career Educator & Community Coach/Mentor prepares secondary level students and young adults with disabilities for a self-determined life after high school. Meaningful work, higher education/career training opportunities, competitive employment and wages, healthy relationships, a community network, inclusive participation in community life, and a foundation for a good quality of life are key factors in preparing for each student's future.

This CCFR Coach/Mentor role involves collaborative responsibility for implementing personalized transition planning initiatives that include the initial intake and interviewing regarding each student's personal vision for the future, integrating transition assessments and person-centered-planning (PCP) in the establishment of appropriate inclusive career-oriented, work-based learning (WBL) and career awareness/ exploration/ immersion experiences matching student vision, interests, pre-requisite skill-building, and employer/organizational needs, or college/career training/industry credential opportunities. This position involves mentoring, establishment of potential internships, searching for and supporting competitive employment, community-based work-based-learning (WBL) experiences, student-community networking, and student progress toward self-determination and college, career, and future-readiness.

EXAMPLES OF DUTIES:
  • Supports students as they explore and determine personal vision, talents, skills, assets, employment interests and potential career/community opportunities.
  • Establishes job/career training sites and tours of training/higher education sites.
  • Participates in school/community partnerships with local employers and community organizations maintaining ongoing, sustainable relationships and placements.
  • Observes mandates and models/guides healthy strategies for students negotiating evolving Covid-19 protocols across settings (school/employment/community).
  • Matches student vision and interests with employer and community-based needs.
  • Provides encouragement, mentoring, and monitoring for students across settings.
  • Provides small group seminars and/or assists individual students in developing career-oriented skills - ie: personal transition portfolios, writing resumes, completing applications, practicing 'soft-skills', initiating/exploring/maintaining contact with colleges, career schools, and/or employers: individual and group settings, college tours, career fairs, in-person and virtual continuum of supports, etc.
  • Counsels students regarding desirable work habits, soft skills, professional ethics.
  • Collects and uses feedback regarding student work/progress on the job to enhance student understanding of workplace expectations and successful outcomes.
  • Communicates and collaborates with teachers, families, and other school/agency personnel regarding student progress and skill-building, weekly and/or as needed.
  • Participates in person-centered-planning transition meetings with students, families, and other service providers.
  • Develops, implements, and evaluates plans for placement training.
  • Participates in scheduled CCFR team meetings and supervision sessions.
  • Shares weekly/monthly updates of progress with school & team liaisons.
  • Performs other post-secondary transition planning duties, as assigned.
QUALIFICATIONS:

Knowledge of:
  • Inclusive and Equitable Practices for Individuals with Disabilities
  • Strategies For Encouraging/Supporting Student/Young Adult Self-Determination and Personal Visions for the Future Through Personalized and Creative Action Planning;
  • Personalized Learning and Vocational Skill/Competency Assessment and Skill-Building Strategies and Learning Experiences for Creatively Supporting Young Adults with a Variety of Learning Profiles, Talents, Assets, Strengths, Abilities, and Disabilities

Ability to:

*Perform any expected physical, clerical and/or technological tasks necessary for supporting students at employment sites.

*Carry out instructions and expectations related to student transition planning goals (including related logistics, communication, and physical demands necessary to facilitate student opportunities.)

*Participate in in-service orientations, trainings, education, conferences, and/or formal instruction related to job assignment, as well as share expertise in workshops, seminars, and consultations;

*Show initiative and respect in working with students, families, community, school staff.

*Maintain cooperative, collaborative, professional relationships with students, families, schools, communities, employers, and higher education networks involved in supporting inclusive college/career/future-readiness of students with disabilities.

EXPERIENCE:

Three (3) years of successful experience in workforce development, vocational rehabilitation, job development/coaching-mentoring, and/or community-based skill-building/transition planning supporting the future vision & goals of young adults with varying abilities and disabilities.

EDUCATION:

Taining and education in: transition leadership, vocational rehabilitation, workforce development, special education, community-based post-secondary transition planning for students with disabilities, inclusive concurrent enrollment initiatives, job coaching mentoring and/or other relevant education preferred but not necessary.

LICENSE REQUIRED:

*Valid MA Driver's License and Satisfactory Driver's Record and ability to transport/travel-train students using public transportation for sites, as needed (Proof of Valid Mandatory Vehicle Insurance, If Using Personal Transportation.)

WORKING CONDITIONS: Environment: School/College/Community-Based w/Travel Training

SALARY: This is a full-time, year round position. Hours will vary based on the needs of the students, but will include school hours with some evenings each week.

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