JOB DESCRIPTION
Job Title Job Coach
Grade
Department Name Special Services
Superior's Title Transition Specialist or Principal
Creation Date May 2000
Revision Date(s) December 2002
People Supervised (Job Titles)
N/A
People Supervised (number)
Payroll $
Direct;
Indirect
Funding Approval Authority $
Job Function:
 Provides services in assisting students with disabilities make a smooth transition
from school to competitive employment, post-secondary education, or independent
adult living.
Job Summary: (Nature of Work);
 Conducts student interest and aptitude assessments and interprets the results for
the students. Uses assessment information to plan career exploration activities for
the students that lead to the successful transitioning of students with disabilities into
local community job shadowing, job sampling, internship placements, and
subsequent employment. The 333 Job Coach works closely with other school
system staff, parents, students, community businesses, and outside agencies to
achieve effective school-to-work transition.
WORK KNOWLEDGE:
 Knowledge of variety of disabilities and their impact on performance in various
work environments.
 Working knowledge of the Occupational Course of Study curriculum objectives
and course requirements
 Knowledge of state procedures and local polices regarding Individuals and
Disabilities Education Act and students with disabilities.
 Working knowledge of state and federal child labor laws and worker permit
regulations.
 Organizational skills to independently manage a caseload of approximately 5560 students, grades 9-12, in two high schools.
 Analytical skills to interpret student assessment results, behavior, and work
capabilities.
 Communication skills needed to relate effectively to students, parents, teachers,
administrators, and business owners and their employees.
 Computer skills, including word processing databases, and power point.
 Mathematical skills to calculate student grades.
 Manual and mechanical skills in order to assist and/or work along side students
with disabilities in a variety of work settings.
 Knowledge of behavior management techniques and skills to effectively
implement techniques
JOB DESCRIPTION (continued)
Job Title: Job Coach
 Ability to mediate and deescalate potentially volatile situations.
 Knowledge of work demands and work ethics across a variety of business
settings
SCOPE OF RESPONSIBILITIES:
 Independently manages a student caseload of 50-60 to provide each student
1. Vocational interest and aptitude evaluations,
2. Career exploration sessions based on assessment results,
3. Opportunities to job shadow and sample in areas of interest at local
businesses,
4. Internship placements in local businesses,
5. A competitive employment position in his/her senior year
 Secures and maintains all required student permission forms, releases of
information, and records of student performance at job sites.
 Maintains confidentiality and adheres to regulations outlined by FERPA.
 Contacts community businesses and convinces them to allow students with
disabilities to job shadow , job sample, intern, or work at their business.
 Independently transports students to evaluation sites, job sampling or shadowing
sites and for job interviews.
 Collects and monitors student worker evaluations and, if necessary, develops
work improvement plans with the students.
 Maintains work evaluations, averages grades weekly, and communicates grade
averages to the appropriate teachers.
 Maintains an accurate database on both in-school and out of school student
work experiences to document if students have met the Occupational
Preparation graduation requirements.
 Prepares monthly reports and records regarding program activities.
 Serves on the Asheville-Buncombe-Madison Transition Council as a working
member.
 Serves as an evaluator on the Portfolio Reviews Committee that reviews and
evaluates all tenth graders to determine their readiness for an internship position
in eleventh grade.
 Plans and coordinates student and business recognition activities and events.
 Prepares and delivers career awareness power point presentations to select
middle school students prior to their participation in the Spring Shadows
program.
PHYSICAL & SENSORY DEMANDS:
 Ability to safety operate a county car
 Ability to perform both manual and clerical tasks (dependent on work site
requirements).
SAFETY OF OTHERS:
 Sole responsibility for the safety of the student(s) they are transporting or job
coaching/assisting at any given job site.
 Monitors student work tasks to ensure that what the students(s) are being asked
to do is safe for them and in compliance with both state and federal labor laws.
 Intervenes as necessary to ensure student safety and/or the safety of others in
the community
PROBLEM SOLVING & WORK COMPLEXITY:
 Develops and implements strategies to acquire business sites for student
placement, to promote successful student performance, and to maintain positive
relationships with the business community
 Determines and effective match between student interest and aptitude and an
employer work needs and expectations.
 Notifies the Transition Specialist concerning graduation requirement deficits so
that additional opportunities can be provided for the student in time to meet
graduation requirements.
 Assists student(s) to become realistic about career interests when those
interests differ from vocational aptitudes.
 Exchanges student information with a variety of appropriate people while
maintaining an appropriate level of confidentiality.
SCOPE & EFFECT OF DECISION MAKING:
 Determines appropriate job settings suitable for student interests, aptitudes, and
skill levels to provide safe environments for students, to promote student
success with the Occupational Course of Study requirements leading to high
school diploma, and to accommodate business interests and maintain positive
school system and business relationships
 Determines intervention strategies as necessary to improve student performance
in community work settings so high school diploma requirements can be met.
 Determines when student work experiences must be curtailed to insure either the
safety of the student or others, or to maintain a positive relationship with the
business.
 Determines how and when to intervene and deescalate conflicts between
students, especially in work settings.
PURPOSE & NATURE OF WORK CONTRACTS:
 Interacts and communicates with teachers, administrators, and business
representatives concerning Occupational Course of Study students’ evaluations,
transportation needs, and work behaviors.
 Contacts and interacts with parents to help them understand the Occupational
Course of Study curriculum and it graduation requirements and the importance
of community-based work experience for the student(s). Secures parent consent
on necessary community-based work forms.
 Contracts local businesses to explain the Occupational Course of Study
requirements and influence them to support students with disabilities by
providing work experience opportunities needed for graduation.
 Discusses students’ work skills with potential employers and explains the
possible impact of students’ disabilities on work performance while maintaining
an appropriate level of confidentiality.
 Works closely with the Vocational Rehabilitation Counselors at each high school
in order to coordinate services and meet the needs of students with disabilities.
 Interacts as needed (but at least monthly) with the Transition Specialist to
evaluate student progress and to problem solve and difficult situations.
EDUCATION:
 High School diploma
 On-The-Job training in working with students with disabilities.