Transition Coordinator Sample Job Description

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Sandy Goodman of World Education for Texas LEARNS June 2013

Transition Coordinator Sample Job Description

Forward

The Transition Coordinator Sample Job Description was created as one of the products of the TexasAdult Education Career Pathways Project. The purpose of the project was to provide resources to advance the Texas adult education program structure and align it with

postsecondary efforts as described in legislation (General Appropriations Act, Article III, Rider 35, 82nd Texas Legislature).

Beginning in the 2012-2013 program year, Texas LEARNS launched six inter-related components. These components, which are listed below, work together to provide local programs with the tools they need to help students make successful transitions to work and to college.

1. Integrating Career Awareness 2. Counseling to Careers

3. Contextualizing Instruction 4. GED to College Models

5. College and Career Readiness Plans

6. Texas Adult Education Content Standards Review

1. Provide JFF Counseling to Careers training to local programs, develop a cadre of trainers to facilitate future teacher training

2. Introduce contextualization tools at the local level for use in both specific occupations and with academic study.

3. Introduce the Integrating Career Awareness curriculum into every adult education classroom through sustained, job embedded training with a cohesive implementation plan.

4. Create resources and professional development for teachers through the use of effective GED® to College models

5. Initiate the process of revising Texas Adult Education Content Standards and

Benchmarks to meet Texas College and Career Readiness Standards and the January 2014 revisions for the GED® exam.

These components build upon each other. Texas students currently set goals as part of their course of study. Integrating Career Awareness leads students to career information so they can better plot a career course and refine their goals accordingly. Counseling to Careers leads

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programs to labor market information that identifies viable career options for students in their respective communities. Knowledge of contextualization allows adult education programs to introduce career readiness context while delivering academic content. Finally, Content Standards defines the “what” of academic content.

World Education was contracted to convene a Transitions Work Group to develop a sample job description and a transition toolkit that would extend the work of the Texas Counseling to Careers pilot. Sandy Goodman of World Education spearheaded the project. Members of the Transitions Work Group are listed in the table below.

Transitions Work Group Spring 2013

Participant Program Region

Francesca Ramirez Community Action Central Region

Patricia Hernandez Austin Community College Central Region Meredith Kasenow Central Texas College Central Region

Linda Burke Region 4 Coastal Region

Flora Allen Harris County Dept. of Education Coastal Region

Becky Collett ESC 6 East Region

Chera Crawford Literacy Council of Tyler East Region

Barbara Shull Socorro ISD Far West Region

Norma Montes El Paso ISD Far West Region

Lori Hodges Cleburne ISD North Region

Rebecca Nelson Weatherford ISD North Region

Rosa Gonzalez Brownsville ISD South Region

Saundra Morales NEISD Adult Education Program South Central Region

Jessica Dunlap Northside ISD South Central Region

Tammy Herrera Wharton County Junior College South Central Region

Anita Martinez Midland College West Region

Denise Guckert College and Career Readiness Consultant Texas LEARNS

Beth Thompson Assistant Director Texas LEARNS

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Introduction

The following sample job description is just that – a sample. It was developed by a working group of Texas adult education staff whose specific job titles are varied, but whose primary roles are to coordinate student transitions to postsecondary education, training, and/or work. The goal of the working group was to:

 understand the full scope of transition coordination including, counseling, advising, coaching, and/orcollaboration with postsecondary education that is being provided in Texas Adult Education and Family Literacy Act (AEFLA)-funded programs;

 identify what is needed to facilitate effective student transitions to postsecondary education, training or the work force ;

 glean examples of effective practices for transitions coordination at the local program level; and

 reach consensus on a sample Transition Coordinator Job Description

It is important to note that this sample description describes the possible responsibilities of someone who is employed full-time in the role of Transition Coordinator. This full set of responsibilities would be challenging enough in a full-time position, and impossible for someone in the role part time.

Programs need to make individual determinations about which of these responsibilities is core to a part-time or full-time position. To do so, programs should look at what services and resources already exist within the program, community, and postsecondary institutions and consider how the program can best leverage these resources and then use a Transition

Coordinator to coordinate and fill gaps. For example, consider how instructors can incorporate topics like career and education research and planning into course curriculum, to minimize the number of separate workshops facilitated by a Transition Coordinator.

Following the sample job description:

 Examples of knowledge and skills needed for Transition Coordinator role

 Examples of existing practices implemented by Transition Coordinator Work Group members

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Transition Coordinator Sample Job Description

Examples of Responsibilities

Outreach, Recruitment, Intake, Orientation

 Outreach to community organizations, adult education, workforce centers, etc. to present information and materials for student recruitment

 Oversee intake /application, registration and orientation process Direct Student Support

 Assist students with setting goals and identifying, planning for and overcoming potential obstacles

 Follow up and encourage progress towards meeting goals

 Meet with students individually to advise on all areas related to transitions: such as career research and planning; workforce training; internship placement; job

readiness and employment search; college planning and admissions, financial aid processes;

 Provide assistance to students and instructors to problem solve issues that arise related to progress towards academic goals, persistence, attendance, etc.  Coordinate and refer to services to help students overcome social and economic

barriers

 Provide hands on assistance with completing enrollment, admission, and financial aid paperwork

 Maintain and update regularly a resource library of information on careers and college programs

 Conduct follow up with program participants and offer advisement as needed Supplement and Support Curriculum and Instruction

 Develop and present lessons, workshops, or courses on transition topics such as, goal-setting and next steps; college knowledge and readiness; college application and financial aid process; career awareness and planning; and job readiness and employment search skills

 Support instructors and program efforts to infuse overall curriculum with college and career readiness skill building (including integrating career awareness) , and /or contextualized curriculum

Communication and Coordination

 Develop relationships with college and other training providers to stay abreast of community needs, college programs in order to provide students with up-to-date and accurate information

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 Establish and maintain effective working partnerships with key stakeholders, such as adult education, workforce centers and college departments like financial aid, admissions, disability services, and others

 Work collaboratively to develop and strengthen student recruitment, referral, and transition processes with college, workforce center, and relevant businesses and community organizations

 Meet with key partnership personnel to provide outcome data and successes and to problem solve program challenges

Administration

 Maintain system for tracking student progress toward goals  Follow up and maintain records of student attainment of GED

certificate, employment and transition to post-secondary education goals  Monitor student assessment scores and attendance

 Maintain advising log or case management files to track contact hours, issues, and outcomes of advising sessions

 Maintain student portfolios with documentation that is relevant to each student’s specific goals

Examples of Knowledge Needed

 How to engage clients in a thorough assessment/inquiry about their educational and work backgrounds, interests, strengths, and challenges, in order to help them identify goals and determine the next steps needed to achieve them

 How to use a variety of resources to guide students through a career planning process, such as ICA, online tools, career interest inventories, networking web sites, local workforce center services, etc.

 How to locate and interpret labor market information to guide career planning process for students about (demand, growth, wages, required education and qualifications, etc.)  How to locate information and describe a variety of local training and education

programs (e.g. community and technical colleges, proprietary schools, trade schools, community based training programs) in order to help students weigh the differences in types of credentials offered, cost, length of program, location

 How to locate information and services to guide students in exploring a variety of potential funding sources for education and training, such as, FAFSA, military assistance programs, WIA vouchers, scholarships, etc.

 How to locate information and services to guide students through the process of application, admissions, enrollment, financial aid, assessment/placements and guide them towards all supports available (academic support, student services, etc.)  Principles of adult learning and strengths and challenges of adult

learners/nontraditional students

 How to locate information about accessing multiple community resources and support services for students

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Examples of Skills Needed

 Effective oral, written, and interpersonal communication skills

 Ability to engage a diverse group of students, colleagues and stakeholders  Networking in order to forge strong stakeholder relationships that maximize

recruitment efforts and facilitate transition pathways to education, training, employment opportunities

 Effectively use internet to research careers, training, job openings

 Teach students to use internet and other technology applications to research careers, training, job openings

 Organization skills and ability to prioritize tasks and meet deadlines

 Proficient in all Microsoft Office programs, including PowerPoint, Word, and Excel  Demonstrated ability to successfully handle multiple projects concurrently; ability to

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OUTREACH, RECRUITMENT, INTAKE, ORIENTATION

Outreach to community organizations and oversee intake /application, registration and orientation process

Network with all types of community stakeholders to recruit students, for example: public libraries, community centers, community based organizations, workforce solutions, probation departments, college admissions, human service organizations, etc.

Identify high-scoring (TABE or GED) students within the program with a goal of entering post-secondary education and discuss options with them.

We ask our current and former students to help us recruit...they are our best advertisers. Recruiting is big part of what we do. It starts at orientation for GED classes: we go to the orientation to let them know who we are and what our program offers. Then we continue to visit GED students in their classrooms. We also have a website with an online application to connect potential students outside our AE program. In addition we connect to other

community partners, college advisors, and their students. And of course, we ask the students who have completed our program to bring friends and family in.

I also teach a "College 101" interdisciplinary unit to our GED classes to help students see themselves as potential college students.

We send out a "Save the Date" card (with Transition Class dates) to students as they earn their GEDs.

I need to know barriers these non-traditional students face. Also, I made video to show when recruiting starts with graduation pictures followed by prior Transitions Class students giving their testimonial. I think students like hearing from other students.

We had better results with recruitment when we explained to students that if they placed into Developmental Education they’d spend time and money and that they could save that money if they enrolled in our transition program.

I need to be able to communicate effectively to different types of students and understand their needs. I also have to know my program well to answer specific questions.

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DIRECT STUDENT SUPPORT

Assist students with setting goals and identifying, planning for and overcoming potential obstacles. Follow up and encourage progress towards meeting goals.

My Goal Accountability system involves a triad of the Student, Transition Coordinator, and ESL/GED Instructor. The student is responsible at certain milestones in their progress to check in with each teacher and transition coordinator on their goals (it is important that this is initiated by the student, but the transition coordinator keeps track of “due dates” on these check-ins and can see when a student is overdue). This process requires that the student has a succinct set of realistic goals to work with (short-term are most easily “tracked” but long-term are also necessary to provide effective motivation). For some programs, it may be most effective to provide students with multiple choice options for goals (both short and long-term) and a place for dates on each item checked. Writing about their goals is very important though, so a goals essay should be included in their portfolios and available for reference during these “check-ins.”

Help students define their goals early in program; "Back into" the college discussion - that is, begin with career projects, then look at colleges and majors, THEN get from GED to college (define their direction and path); promote "bonding" in the class so that students hold each other accountable.

I require my students to meet with me individually at least one semester so they know they have a chance to discuss issues they may not want everyone to know about. I also keep an open door policy throughout the day so they can stop by and discuss issues. I also have

students meet in groups to develop relationships with each other to support each other as they progress.

To promote student retention, the most important duty in my opinion is actually getting out and visiting the classes. I give students a break from multiplication tables and reading

comprehension and invite to talk about their possible futures. In my workshops I act as a sort of motivational speaker and emphasize an "it gets better from here” approach. My first workshop is mostly goal-setting and there is a lot of time for personalization and talking about why they're in class. Then I follow up to hold them accountable for those things they identified as motivators.

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A personal touch is really important. I text regularly with my students, sometimes just to say "Great job" or “I heard your child was sick, how are they?" Those types of personal notes that let them know someone cares, and is keeping up with them.

In the College Prep I coordinate, after the second week of classes, I have students exchange phone #s or emails so that way they can call each other if they miss work or need a ride. I also keep attendance records and since my class is usually no more than 15 students I am able to keep up with it regularly. When a student misses, I am able to meet with them individually to find out why they missed and remind them of the attendance contract they signed at the beginning of the academy, which states they can't miss more than 4 days within the 12 weeks. Our 2 day mandatory orientation with team building and communication activities has been incredibly beneficial in creating a "safe" environment. This helps with retention and success too. We schedule individual meetings with each student regarding their goals both short-term and long-term as well as to discuss any current concerns-issues with course work, instructors, or other students.

I always start the first workshop with telling them about my own struggles in "transitioning." As the TC, I don't have an automatic bonding with them so that trust has to be created quickly and it seems to really help them to open up.

Promote student accountability and create a productive learning environment by: establishing class rules and asking each student to sign an agreement that is enforced; set an attendance policy; recognize, acknowledge, celebrate and award good attendance each month; contact students when they are absent and let them know they are noticed and missed.

Provide assistance to students and instructors to problem solve issues that arise related to progress towards academic goals, persistence, attendance, etc.

I meet with the teachers of our transition classes frequently - nearly every day. These meetings are generally informal and take place during lunch, but it gives us the opportunity to discuss any student issues we are having. We discuss what may be going on with students individually and as a class, and how to best approach the given situation. This is incredibly beneficial for the students because they see we are invested in them and care about their success, and they are able to see their capabilities a little more clearly as a result. These meetings also help the teachers be the best they can be for our students. It gives the teachers an opportunity to find different ways of approaching certain topics they may be having difficulty getting across to the

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students and helps me learn what skills the students may be lacking that will affect their success in college. Overall, these frequent discussions help cultivate a strong team working towards the same goal.

The students know that I am available to them. If they are at the college trying to take care of something and can’t figure it out, they know they can call, and I will assist them as best as I can. This access does not end when the classes end. We are on our 7th_{cohort of students in the} transitions program, and I still have students from the 1st_{semester contacting me for assistance} (and to update me on their academic and personal lives) with school issues. I believe this provides them with a sense of security thereby giving them a little more confidence leading to greater personal success.

I tell my students MY goal is to help them know where to find the resources they need not to answer every question they have or fix every problem they have. It has been beneficial having the students make phone calls in front of me to the person/resource that answers their

questions. They don't feel as intimidated and they make the call.

Provide Hands on assistance with completing enrollment, admission, and financial aid paperwork.

I teach a unit called “College 101” before students set out to apply for college and financial aid. In this interdisciplinary unit, I familiarize students with the Language of College (using a BINGO-type game), show them a sample on-line application (@ ApplyTexas), give them a paper work-copy of the FAFSA so they know what to expect, take them on a campus tour, and even come up with a mock-class schedule for their first semester using a day-of-the-week/time-of-the-day grid. When the time comes to apply we set up an application session for the entire group in the computer lab. A community college financial aid advisor comes in to assist in completing the FAFSA and to counsel students on the results. Soon after, an academic advisor comes to class and, after short presentation, meets with students individually to help them choose their course of study.

When my students are going to see an advisor we talk about what they want to get out of the meeting, what type of questions they need to ask to get that info, and we come up with questions together. We discuss what to expect and what they should get from the meeting (e.g. a preliminary degree plan, the classes they will need to take). We also talk about what to

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do if they feel they haven't gotten what they need out of the meeting and that it is okay to talk to someone else. I will call the student the next day to check in if the student hasn't called me. Prior to a guest speaker from the college, the instructor pinpoints a lesson in the Integrating Career Awareness curriculum guide that relates to speaker topic. They might also look at the college website in advance. Class discussion following the presentation also helps students process the information and college tours tie it all together.

I am fortunate to teach transitions at the community college so I have Financial Aid officer, Academic Advisor, librarian, even security officers come to class to meet students. This makes students feel a sense of belonging to the campus even before they are "officially" a student. Ask students, who have completed the transitions program (and are now in college), to come visit and speak to current class.

Conduct follow up with program participants and offer advisement as needed.

I work as our program's distance learning coordinator as well as the transition coordinator. These two jobs blend very well. My work in distance learning has offered me a great

connection point with the students, which is beneficial in the transition process as well. I am in contact with these students weekly, and this helps my understanding of where they are in their progress and motivation. I also track who is testing and when, and I monitor which students have earned their GED. At that point I contact the students to offer congratulations and also to ask what is next. I make them aware of our Boot Camp and transition classes and encourage students to attend.

I create reminders on outlook to contact students. I have also created a Google Voice number for student contact. I give campus maps and contact information for the various departments at the college. We also have a class that all transitions attend in which we give overview of resources available to them (i.e.: registrar, counseling, tutoring, library, distance learning). I keep up with the college prep students by offering them support after they graduate. We hold potlucks twice a year where all the graduates come together and talk about their experiences, and I offer door prizes for college grades they bring me. I also have a Facebook page where I post information about graduations and any important information from our local community college like upcoming FAFSA deadlines or scholarships opportunities.

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SUPPLEMENT AND SUPPORT CURRICULUM AND INSTRUCTION

Develop and present lessons, workshops, or courses on transition topics.

We have created a six-week, intensive “On Ramp” course (based on a full-term, credit-bearing Psychology 1300- Learning Frameworks course) that enhances college readiness and college student success. This course features the study and application of research and theory underlying strategies for success in college and beyond. The main competencies and skills addressed in Learning Framework are critical thinking, oral communication skills, written communication skills, strategic research and note taking, time management, wellness factors that impact learning, and attitude/values regarding the educational process. Students gain knowledge of and utilize the available services, support, and resources at the college in order to become successful learners at the college level.

If I am not able to get to all our GED classes who have students that are ready to enter community college, teachers have been able to help them with the application process and with the FAFSA, once I or the teachers have helped the students with those few things, all the teachers and myself know a local advisor to send the students to. I have organized learning sessions where someone from financial aid and then the local advisors have come to show the teachers how they can help the students do the preliminary work.

We set aside class time for guests (Financial Aide, Career counselors, etc.) to do a class presentation and, if time allows, meet individually with students. If follow-up is helpful, students now have a contact and make the follow-up appt themselves.

COMMUNICATION AND COORDINATION

Establish and maintain effective working partnerships with key stakeholders, such as adult education, workforce centers and college admissions and other departments.

We have partnered with many stakeholders, but one that has been particularly successful for our Intensive College Readiness (ICR) program is our partnership with Work Force and their Family Self-Sufficiency (FSS) program. We present on a regular basis to their FSS clients in an effort to recruit students into our ICR program. Working as partners, we have helped many students achieve their goals of self-sufficiency as they have transitioned into higher education.

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Work collaboratively to develop and strengthen student recruitment, referral, and transition processes with college, workforce center, and relevant businesses and community

organizations.

Collaborating closely with El Paso Community College (EPCC) and the Texas Workforce Solutions has been a great asset in transitioning our students to the labor force and postsecondary

education. Currently the Texas Work force Solution is assisting students by paying for GED exams. Once GED is obtained students are assisted in the transition into the labor market. Our collaboration with EPCC has allowed us to introduce our students to a Career and College Readiness Program. EPCC offers an Informational Session here at San Jacinto that exposes students to educational options. As we continue to work effectively in collaboration with these two institutes and build and strengthen relationships with other organizations, we will move forward towards the process of transitioning our adult students to postsecondary education, training or labor force.

I personally contact division chairs and department heads to build transition programs. I also keep close connection with Vice President of Instruction. I also stay in close contact with our local workforce, women's crisis centers, public assistance centers, etc. I offer transition seminars to share with the public. I also stay close with advisory board.

It should feel like a partnership. I have my list of the office directors next to me and am always contacting them with specific questions so that I can give students accurate information. I make sure to give a call to let them know that I’ve referred a student to them for assistance, so that they’re prepared, we’re on the same page, and they don’t feel taken by surprise or that their toes have been stepped on.

I meet with all college and workforce partners to learn about them and what they offer and to get the most accurate and up-to-date information to share with students. I visit the college’s admissions office and the academic counselors to learn about what a student will encounter as a first time student.

My boss was really good at introducing me to people in local organizations and college departments. I also attended their monthly meetings and networking events like Lunch and Learn.

I work closely with college reps -- just like any other relationship, good and constant communication is a must.

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When I started in this position, I created a list of offices to make meetings with - Continuing Education, Testing Services, Admissions, Financial Aid, Career Center, College ESL Dept., Army Recruitment, Childcare Assistance, and the Learning Resource Center - and I've continued to maintain contact.

I spend a significant amount of time networking with Work Force career and employment counselors, community college advisors, assistance ministries. I make rounds weekly to sites for follow-up or to address problems if any.

We hold meetings once a month with the people from the community college to discuss our students and their progress. We hold advisory board meetings with our partners.

We communicate consistently about our work with the students. We keep the community informed with student success stories through news announcements, flyers and posters. We invite our partners to send their students to our enrollment sessions. We also invite them to our annual College for a Day event. Our ABE programs has quarterly consortium meeting that all the partners attend to share on the ABE programs such as Transition and how they are doing.

ADMINISTRATION

Maintaining advising log or case management files to track contact hours, issues, and outcomes of advising sessions.

I coordinate a THECB Innovation grant in which I help students concurrently pursue their GED and a vocational training certificate and/or license. In order to keep track of the students and their progress, I keep a file on each student that contains their original application and notes from their admission interview, their test scores, schedules, and an individual profile sheet. The individual profile sheet contains a running log of conversations I have with the student. It also has a place to document when they receive their GED, their certificate and/or license, current job status, and their goals for post-secondary education. I also document their attendance and any personal obstacles they have and what services that were offered to help the student navigate them. Depending on the student’s need, I may personally walk the student through the process, but ultimately I direct the student to the service and leave it up to them to follow through. I do document this in their file and follow up with the student to find out the

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intervals to discuss progress toward goals and offer additional guidance and assistance concerning educational and career obstacles.