Director of Transition Programming

The Director of Transition Services leads the development, and day-to-day operation of a transition program serving young adults with disabilities ages 18–30. Delivered through a strategic affiliation between Aspire Living & Learning and Sound Life Connections, the program supports participants in building the skills, confidence, and real-world experience needed to pursue meaningful employment and independent adult lives.The Director will also support the growth and development of ALL Academy’s transition program. Through consultation around curriculum development, community partner development, and program expansion, the director will support the Aspire transition team in expanding impact and increasing service quality.

Key Responsibilities: 

Program Leadership & Development

• Lead the start-up, implementation, and ongoing operation of the transition program at 89 State Street and the ALL Academy transition program
• Design and continuously refine a curriculum that integrates vocational exploration, job readiness, independent living skills, community engagement, and social development.
• Establish program policies, daily schedules, routines, and practices that reflect person-centered planning and best practices in transition and adult services.
• Partner with Sound Life Connections to integrate programming with The WAVE Gelato Café and other community-based learning opportunities.
• Collaborate with Aspire leadership on strategic planning, program growth, and expansion into additional cohorts and service lines. 

Staff Supervision & Development

• Recruit, hire, onboard, supervise, and evaluate program staff, including the Lead Teacher, and Job Coaches.
• Foster a positive, collaborative team culture grounded in respect, accountability, and continuous learning.
• Provide ongoing coaching, professional development, and performance feedback to staff.
• Ensure appropriate staffing ratios, coverage, and scheduling to meet participant needs and regulatory requirements.

Participant Services & Family Engagement

• Oversee intake, assessment, and enrollment processes for new participants referred through schools, DDS, BRS, and community partners.
• Guide the development, implementation, and review of person-centered plans, IEP transition goals, and individual service plans.
• Serve as the primary point of contact for families, guardians, school districts, and funding agencies regarding participant progress and program services.
• Monitor participant outcomes and adjust supports to help each individual make meaningful progress toward their goals.
• Maintain a culture of dignity, respect, and high expectations for every participant. 

Compliance, Quality & Administration

• Ensure the program operates in full compliance with all applicable Aspire policies and with regulations of the Connecticut Department of Developmental Services (DDS), the Bureau of Rehabilitation Services (BRS), and other funders.
• Maintain accurate documentation, service notes, attendance, incident reporting, and participant records in accordance with regulatory and agency standards.
• Support billing and service authorization processes through DDS, BRS, and school funding sources in partnership with Aspire administrative staff.
• Monitor the program budget, staffing expenses, and program supplies in coordination with Aspire finance leadership.
• Champion health, safety, and emergency preparedness practices throughout the facility. 

Community Partnerships & Employer Engagement

• Cultivate and sustain relationships with local employers, businesses, and community organizations to create internships, work-based learning, and competitive integrated employment opportunities.
• Work closely with Sound Life Connections to strengthen the continuum of community engagement, vocational training, and employment development.
• Represent the program at community meetings, school district transition fairs, employer events, and regional provider forums.
• Support outreach, enrollment growth, and the development of the program as a regional hub for vocational training and inclusion.

Qualifications:

Required

• Bachelor's degree in special education, human services, rehabilitation, psychology, social work, or a related field.
• Minimum of five (5) years of progressive experience working with individuals with intellectual and developmental disabilities, autism, or other disabilities, including experience serving transition-age youth or young adults.
• At least two (2) years of supervisory or program leadership experience, including direct oversight of staff.
• Demonstrated knowledge of person-centered planning, transition services, vocational training, and community-integrated employment models.
• Working knowledge of Connecticut DDS, BRS, and school-based transition services, including funding pathways and regulatory requirements.
• Strong written and verbal communication skills and the ability to build trusting relationships with participants, families, staff, and community partners.
• Proficiency with Microsoft Office, Google Workspace, and electronic documentation systems.
• Valid driver's license, reliable transportation, and willingness to transport participants as needed.
• Successful completion of all required background checks, fingerprinting, and clearances.

Preferred

• Master's degree in special education, counseling, rehabilitation, human services, or a related field.
• Prior experience launching or significantly expanding a day, transition, or vocational program.
• Credentials such as ACRE certification, CESP, or equivalent in supported employment or transition services.
• Established relationships with Connecticut school districts, DDS regional offices, BRS counselors, and/or shoreline-area employers.
• Experience with behavioral support strategies, crisis prevention (e.g., PMT, CPI, or similar), and trauma-informed practice.

Working Conditions:

• Work is performed primarily at the program site at 89 State Street in Guilford, Connecticut, with regular travel to community employment sites, partner organizations, schools, and regional meetings.
• May be required to travel including infrequent day and/or overnight travel  
• The position requires the ability to move throughout the facility and community, assist participants as needed, respond to behavioral or medical situations, and occasionally lift up to 25 pounds.
• Speaking; standing; sitting for long periods of time; reaching; bending; walking; reaching with arms and hands, balancing; using fingers to handle or feel.  Vision abilities required by this job include close vision. 
• This position requires the routine use of standard office equipment such as computers, phones, copiers, fax machines, audio/visual equipment, etc.   
• Reasonable accommodation can be made to enable qualified people with disabilities to perform the described essential functions of this position.

Aspire Living & Learning believes it must play an active role in creating a community of employees that is diverse, inclusive and equitable. Our work benefits greatly from the contributions of people of color, people from working class backgrounds, women, LGBTQ people, and individuals with disabilities. Hence, we strongly encourage applications from people with these identities or who are members of other marginalized communities.