Workplace Readiness (Vocational) Assistant

About the School:

Located in the heart of Oakland, Western Pennsylvania School for Blind Children is a one-of-a-kind educational experience committed to empowering our students to realize their full potential. The School also provides vital early intervention and outreach services to visually impaired students, with or without additional challenges, throughout western Pennsylvania. Founded in 1887, our School is best equipped to care for and educate students with visual impairments. As a private institution chartered by the Commonwealth of Pennsylvania, the School educates approximately 200 enrolled students from 80-85 school districts within western Pennsylvania

Position Summary:

The Workplace Readiness Assistant supports the implementation of meaningful, individualized vocational instruction for students with visual impairments and multiple disabilities, including students with complex medical, physical, cognitive, and sensory needs. Working under the direction of the Workplace Readiness Instructor and educational team, the Workplace Readiness Assistant plays a key role in preparing students for adult life by reinforcing functional work skills, independence, self-advocacy, and community participation. Support is highly individualized and aligned with each student's IEP transition goals, emphasizing hands-on learning in authentic settings.

FLSA Status: Non-Exempt

Working Schedule: 187 days per year; Mondays through Fridays, 8 hours per day during core school hours.

Salary: $35,000-40,000 depending on experience, education, and certifications.

Responsibilities:

Instruction & Programming Support

• Support the delivery of vocational instruction aligned with IEP transition goals and post-secondary outcomes under the direction of the Vocational Instructor
• Reinforce functional work skills including task completion, time on task, stamina, following routines, workplace behavior, and use of adaptive tools
• Assist students in school-based, community-based, and simulated work environments
• Support implementation of instructional activities using curricula such as "I Can Work," "Focus," and Unique Learning System (ULS)
• Assist in adapting materials and activities for students with visual impairments using tactile, auditory, and experiential strategies
• Provide direct, hands-on support to help students build, improve, and generalize work-readiness skills
• Support on-campus and off-campus work experiences in collaboration with the educational team

Assessment & Documentation Support

• Assist in collecting data on student performance and progress toward IEP goals
• Support implementation of informal vocational and functional assessments as directed
• Maintain accurate records related to student participation, performance, and skill development
• Follow all IDEA, state regulations, and school policies related to documentation and confidentiality

Collaboration & Teamwork

• Work closely with the Workplace Readiness Instructor, Transition Coordinator, Teachers, Related Service Providers, Instructional Aides, Nurses, and Supervisors
• Support communication between students and staff in school and community job settings
• Assist in reinforcing assistive technology use as identified by the team
• Support consistent implementation of strategies across settings
• Maintain professional, respectful interactions with students, families, and community partners

Student Support & Safety

• Provide direct support to students with medical, physical, and behavioral needs in vocational and community settings
• Follow all safety, health, and supervision protocols
• Assist with mobility, personal care, and daily living needs as appropriate
• Promote dignity, independence, and high expectations for all students

An Equal Opportunity Employer

Qualifications:

• Associate's or Bachelor's degree in Special Education, Education, Human Services, or related field preferred
• Experience working with students with visual impairments and/or multiple disabilities preferred
• Knowledge of functional vocational skills and transition programming
• Familiarity with assistive technology and adaptive tools preferred
• Ability to follow instructional plans and support differentiated learning
• Strong collaboration, communication, and organizational skills
• Commitment to collaboration, equity, and continuous improvement
• The individual must hold and maintain proper clearances
• Valid driver's license may be required for community-based instruction

The following physical demands are typical for a role in this setting:

• Ability to help lift and/or position students when necessary. Must be comfortable with lifting up to 50 pounds from the floor.
• Ability to lift and carry objects such as equipment, books, stacks of reports, etc, generally items weighing 20 pounds or less.
• Frequent reaching, bending, twisting, crouching, stooping, kneeling, crawling, sitting, and walking including up and down stairs.
• Pushing wheelchairs, moving/sliding student equipment.
• Ability to work in a hot humid environment in therapy pool area and outdoors during student activities and morning and afternoon transportation as needed.
• Communicate respectfully with multiple team members.
• Perform maintenance and upkeep of educational areas and therapy areas (i.e. OT/PT gym, clinic room, storage rooms).
• Assist with student enrichment groups and adapted sports programming as assigned.
• Ability to read and attend to computer screens.
• Manual dexterity skills for typing and use of various equipment.
• Comply with established policies and other duties.
• Perform other responsibilities as assigned.