Work Based Learning Specialist, Vocational Rehabilitation
The Work-Based Learning Specialist, Vocational Rehabilitation will implement goals outlined in the IVRS Intermediary Grant, including strategies to promote and enhance career awareness among high school students with IEP and 504 plans, or other documented disability (physical, emotional, or learning) through work-based learning opportunities. This position will work with area IVRS Counselors to identify students with disabilities and their needs, in addition to often working one-on-one or in small groups with these students to help them achieve career planning goals. Enhance relationships with employers, workforce, and economic development entities in the Great River Region, as well as targeted secondary schools (9th – 12th grades).
This position is a full-time position (261 work days per year); with an annual starting salary of $38K, commensurate with level of experience.
Benefits include single medical ($1000 deductible), dental & vision insurance, $50,000 life insurance, long-term disability, paid sick leave, paid holiday and spring breaks, 15 days vacation and participation in IPERS or TIAA-CREF retirement plan.
The Work-Based Learning Specialist, Vocational Rehabilitation will be assigned to the West Burlington campus but must have the ability and mobility to regularly visit other areas throughout the college district and state. Must be able to work on a basis of “available as work demands” in addition to a fixed schedule, which may include evenings and weekends.
The Work-Based Learning Specialist, Vocational Rehabilitation will abide by the employment contract and relevant policies and guidelines of the Board of Trustees.
This position is grant-funded and will not be renewed if grant funding expires.
Responsibilities include but are not limited to:
• Coordinate with IVRS staff in assigned high schools, students, parents, and special education teams to obtain necessary approvals and documentation (Pre-Ets Agreement and Release of Information) to initiate Pre-Employment Transition services individually or in small groups in a school or virtual setting.
• Collaborate with high school teams and IVRS to provide without duplication Pre-Employment transition services to students which may include developed lessons, assessments, or activities pertaining to the following categories: Job Exploration Counseling; Work based Learning Experiences; Counseling on Opportunities; Work based Readiness Training; and Instruction in Self-Advocacy.
• Provide job exploration counseling to potentially eligible or eligible students with disabilities to help them identify work-based learning possibilities consistent with their areas of interest, including exploring business with potential career pathways and business sectors consistent with regional workforce demand areas.
• Facilitate work-based learning experiences for eligible students with disabilities, including internships, job shadows, apprenticeships, work experiences, tours, speakers, externships, career fairs, etc. These experiences may include in-school or after-school opportunities or experiences outside the traditional school setting that are provided in an integrated competitive environment in the community. Focus is on work-based learning experiences that integrate the business work setting and assist the student in exploring real jobs in the community.
• Learn and embrace the comprehensive community college philosophy and related Iowa Code.
• Learn, apply and model all SCC policies and procedures, including but not limited to the strategic goals and expectations of accountability within the Academic Affairs division.
• Learn about the Americans with Disabilities (ADA), the Workforce Innovative Opportunities Act (WIOA), and the Individuals with Disabilities Education Act (IDEA).
• Learn to accommodate and work with students with varying disabilities.
• Participate in discussions with representatives from community colleges, businesses, high schools, economic development, Iowa Workforce Development (IWD), parents, and IVRS to discuss work-based learning experiences for students with disabilities. Focus is on developing and improving strategies for students with disabilities to increase independence and access to community, integrated employment. This could include providing instruction and disseminating information about effective employment practices.
• Coordinate with local workforce development boards and one-stop center businesses to develop work-based learning opportunities for students with disabilities.
• Provide workplace readiness training to develop social skills and independent living as well as employment readiness consistent with feedback generated regarding business needs. Utilize VR and IWD staff to provide training to businesses on disability-awareness needs and accommodations, when necessary.
• Document work results and data collection in reports to IVRS.
• Complete required reports related to grant activities within the expected timeline.
• Attend meetings/workshops, conferences related to work-based learning initiatives.
• Frequent travel to high schools in area.
• Work closely with and assist the Director of High School Relations and Work Based Learning Specialist with developing and delivering applicable program opportunities.
• Work within budget of Vocational Rehabilitation Intermediary Grant.
• Work collaboratively with faculty, staff, and administration as necessary.
• Participate and contribute to annual Local School Plans developed with each area high school to include partners within AEA, School Special Education Teams, School Administration, and IVRS.
• Team with the local IVRS office to develop Pre-Employment summer programming for potentially eligible and eligible transition students attending districts in the local area.
• Work in collaboration with IVRS staff assigned to high schools with monthly communication at minimum to move transition services forward for students served and to identify potentially eligible students with the most significant needs who would need multiple services over an extended period of time for IVRS to open case files.
• Other duties as assigned.
Requirements:
• Bachelor’s Degree required in Counseling, Psychology, Education, or Human Relations and an emphasis on working with students with disabilities is desired.
• Experience in human relations, counseling, student services, education, or related field required and experience in working with students with disabilities is desired.
• Excellent interpersonal and communication skills (listening, speaking, and writing) required.
• Proficiency with Zoom and Microsoft Office applications and social media and ability to learn and develop competency in IVRS’s administrative software (IRSS).
• Ability to work independently with good judgment in perceiving priorities and meeting deadlines.
• Ability to read, comprehend and abide by government forms and regulations.
• Qualities of honesty, strong work ethic, character and personal integrity.
• Commitment to providing services with professionalism, discretion and confidentiality.
• Ability and desire to work cooperatively in a team environment, be open, flexible, and supportive to change as necessary.
• Abilities with prioritization, time-management, sound judgment, timely follow-up and follow-through are essential.
• Flexibility to work evening hours and occasional weekends.
• Ability to use own vehicle if SCC vehicle is not available.
• Valid driver’s license and insurance on personal vehicle.
• Ability to travel between the college campuses and targeted high schools. Regional, state, and national travel may also be required.
• The Work-Based Learning Specialist Vocational Rehabilitation must have the ability and mobility to serve a rural service area; travel to other areas within and outside of the college’s region will be required. Must be able to work on a basis of “available as work demands” in addition to a fixed schedule, which will include evenings and some weekends. In addition, the individual in this position will actively promote a positive image for the college district.