Edmond Transition Academy Coordinator

The Transition Principal provides instructional, behavioral, and operational leadership for students enrolled in district transition learning programs. The Transition Principal is responsible for ensuring academic progress, social-emotional development, attendance improvement, and postsecondary transition outcomes for students who require specialized, flexible, or intensive supports. This role collaborates closely with district leadership, student services, special education, counseling, families, and community partners to ensure equitable access to education and successful student outcomes., 1. Serves as the instructional leader of the school.

2. Establishes and maintains an effective learning environment.
3. Ensure compliance with IDEA, Section 504, ESSA, and Oklahoma State Department of Education (OSDE) requirements.
4. Support IEP teams in implementing appropriate instructional placements, services, accommodations, and transition plans.
5. Oversee daily operations of transition or alternative programs, including scheduling, staffing, and student placement decisions.
6. Ensure safe, structured, and supportive learning environments.
7. Manage program budgets, resources, and grants as assigned.
8. Develop and implement procedures that support student success and program accountability.
9. Build strong relationships with students and families to support engagement and retention.
10. Coordinate with community agencies, workforce partners, higher education institutions, and social service providers to expand student opportunities.
11. Serve as a liaison between the district, families, and external partners
12. Recruit, supervise, and evaluate instructional and support staff assigned to transition programs.
13. Provide professional development focused on alternative education, behavior supports, trauma-informed care, and instructional strategies.
14. Foster a collaborative and student-centered school culture.
15. Supervises the maintenance of all required records and reports.
16. Establishes guidelines for proper student conduct and student discipline.
17. Orients newly assigned staff members and assists in their development.
18. Assumes responsibility for the safety and administration of the school building.
19. Supports the superintendent in his overall administrative efforts; interprets his ideas and decisions to staff and public; keeps him informed of pertinent developments and events; and seeks his counsel or decision as necessary.
20. Delegates authority to responsible personnel to assume responsibility for the school in the absence of the principal.
21. Assumes responsibility for the implementation and observance of all Board policies and regulations by the staff and students.
22. Other duties as may be assigned., Performance of The performance of this job will be evaluated by the Executive Director of Special Services in accordance with the provisions of the Board's policies and state law., + Constantly (More than 5.6 hours or 69% of the day): Judgement & Decision Making

• Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Coordination, Service Orientation, Social Perceptiveness, Systems Evaluation, Instructing, Systems Analysis
• Rarely: (Less than 1 hour or 12% of the day): Persuasion, Negotiation

• Technical Skills:

• N/A

SUPERVISORY Supervisory Responsibilities

• Supervisory Responsibility: Team or Group
• Supervisory Activities: Directing, Hiring, Training, and Disciplining

• Number of direct reports: 25
• Number of indirect reports:

• Decision-Making Authority: Decisions impact a functional area or department
• Customer Interactions: Very High: Significant interactions with immediate co-workers, department heads, school staff/administrators, vendors, and parents
• Budget Management:

• Order supplies: Yes
• Create or Develop a Budget: Yes

• Budget Authority: Up to $25,000
• Financial Accountability: Very Low
• Asset Management

• Manage district assets: Site/Department
• Responsible for safety/security of district assets: Site/Department

WORKING CONDITIONS The working conditions described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

Physical & Psychomotor Demands:

• Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Finger & Hand Dexterity, Hearing, Standing, Walking

• Occasionally (Up to 2.5 hours or 32% of the day): Sitting, Balancing, Crawling, Crouching, Kneeling, Lifting, Multi-Limb Coordination, Pulling, Pushing, Reaching, Repetitive Motion

• Rarely: (Less than 1 hour or 12% of the day): Climbing

• Work Type:

• Heavy work: Intense upper body work such as carrying loads or sawing. Frequently exerting up to 50 pounds and occasionally exerting up to 100 pounds. May require the ability to stand up to six hours in an eight-hour workday.

• Work Environment:

• Everyday risk and discomfort level: The environment involves everyday risks or discomforts that require normal safety precautions typical of such places as offices, meeting and training rooms, libraries, residences, or commercial vehicles, e.g., use of safe work practices with office equipment, avoidance of trips and falls, observance of fire regulations and traffic signals. The work area is adequately lighted, heated, and ventilated.
• Employees must be able to work in high-stress , fast-paced environment. EEO Disclaimer Edmond Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, military status, ancestry or genetic information (collectively, "Protected Classes"). The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Edmond Public Schools reserves the right to change or assign other duties to this position.

Required

• Education: Master's Degree in Educational Leadership or related field
• Previous Experience: 4-6 years of similar experience
• Ability to work cooperatively with others, demonstrate self-discipline and initiative, and follow state and district guidelines

CERTIFICATES, LICENSES, REGISTRATIONS

• Valid teaching certificate
• Oklahoma Principal Certification
• Master's degree in Educational Leadership or related field
• Minimum of five (5) years of successful teaching and/or administrative experience

KNOWLEDGE & SKILLS Knowledge:

• Knowledge of alternative education models, graduation pathways, and transition services.
• Experience leading alternative, transition, or re-engagement programs
• Strong background in special education and student services Basic Skills:

• Constantly (More than 5.6 hours or 69% of the day): Active Listening and Monitoring
• Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Speaking, Writing, Reading Comprehension, Complex Problem Solving, Active Learning, Critical Thinking, Learning Strategies
• Rarely: (Less than 1 hour or 12% of the day): Mathematics, Science

• Resource Management Skills:

• Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Time Management, Management of Personnel Resources, Management of Financial Resources, Management of Material Resources