Career Coach - Evansville

Description

The  Career Coach will be employed by a community rehabilitation provider  and will serve as the single point of contact representing the  collaborative. This position will be fully embedded in the school and  school culture and responsible for: 1) facilitating quality employment  outcomes and career choices for students, including supporting  development of work internship sites, 2) assisting VR in referral  process of students for this project as needed, 3) supporting school  personnel with skill development and training of students, 4) connecting  students and families with necessary resources, including provider  selection and 5) collecting data to support the goals of the research  project, and 6) communicating with collaborative partners.

Duties/Responsibilities:

Planning

1. Serve as the “single point of contact” representing the collaborative in the schools regarding all aspects of the project.
2. Partner  with Vocational Rehabilitation Services (VRS) and support the  Vocational Rehabilitation Counselor in identifying eligible applicants,  sharing information about VRS, and facilitating the VRS application  process with students.
3. Assist the Collaborative in working with  the Project team to implement internal and external marketing activities  and promotional materials.
4. Participate in planning transition/career fairs at participating schools.

Development

1. Provide  support in identifying and providing for adaptations and job  accommodations for student interns, school staff and employers.
2. Provide  benefits information and connect students with resources to provide a  full benefits analysis and technical support, if needed.
3. Partner with and assist school staff on skill development and student self-determination training using identified curricula.

Support

1. Be fully embedded in the school and school culture focusing on quality employment outcomes for students on this project.
2. Support collaborative partners to develop and facilitate immersed internships/work experiences for students.
3. Attend monthly Career Coaches’ conference calls, local collaborative meetings and statewide collaborative meetings.
4. Support  school staff and students/families at case conferences of students  participating in transition planning, as necessary to enhance school  staff’s ability to build capacity.
5. Support school staff in working with identified VR personnel.
6. Participate in Pre-Employment Transition Services in one on one and group settings.
7. Assist school personnel in identifying “gap” students with disabilities.

Advocacy

1. Act  as liaison with Vocational Rehabilitation Services’ staff and other  employment providers who are part of the collaborative to promote  students’ choice of providers, coordinate job matches, and identify  support needs for the students.
2. Partner with IN*SOURCE staff to  help families understand the process, help navigate the system, raise  expectations around employment, and mentor as needed.

Assurance

1. Conduct  weekly data collection and monitor outcomes on students engaged in the  project to address specific research questions and forward on data to  the Statewide Project Coordinator/Core Collaborating Partners.
2. Model  “best practices” for school personnel as they build competency in the  various transition skill areas of career planning, job development,  systematic instruction, jobsite analysis, and negotiating skills.
3. Provide  information for transition IEP process and participate in IEP meetings  to assist in effective transition planning and implementation as needed.
4. Gather information on students who are participating in some level of transition planning.
5. Gather  information on students who do not currently participate in transition  planning but would benefit from enhanced vocational support.
6. Gather information on students with disabilities within each participating school system.
7. Assist in gathering “needs assessment” data.

Requirements

1.  Knowledge  of transition practices from school to adult life, person-centered  planning, self- determination and community support services.
2. Knowledge of benefits planning and work incentive programs or willingness to learn.
3. Good computer skills, oral and written communication skills, and organizational skills.
4. Membership in professional, business, or community organizations is an asset.
5. Must be able to keep accurate documentation.

Education and Experience:

1. Bachelor’s degree in human services or related discipline preferred or related experience.
2. Must  meet the minimum level of competency for an employment specialist  including experience in special education, supported employment, and/or  transition service delivery.
3. Must have a driver’s license.

Physical Requirements:

1. Work non-standard/flexible hours.
2. Ability to lift a minimum of 35 pounds: upper body leverage strength required.