Euclid City Schools Board of Education - Job Description - Position: Job Coach

Sep 14, 2026

Uploaded by Noah

Job Coach position supports students with disabilities in the Job Training Coordinator (JTC) Program through supervision, instruction, and assistance in community-based work and career settings. The role develops job-related skills, workplace behaviors, and independence using least-intrusive, evidence-based coaching strategies such as task analysis, natural supports, prompting, reinforcement, self-management, and fading of support. Collaboration with educators, employers, families, and transition teams includes monitoring performance, documenting data, and facilitating transition from high school to employment and adult life while following required working conditions and qualifications.

LanguageEnglish

CategoryLetters

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Pages4

Reading Time2 min

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Job Description

Role Summary

Essential Functions

Working Conditions

Minimum Qualifications

Euclid City Schools Board of Education Job Description Position: Job Coach Reports to: High School Principal Employment Status: Full time FLSA Status: Exempt Description: The Job Coach supports students with disabilities participating in the Job Training Coordinator (JTC) Program by providing supervision, instruction, and assistance in community-based work settings and career environments. The Job Coach assists students in developing job-related skills, workplace behaviors, and independence necessary for successful employment. Job coaching utilizes instructional strategies designed to train employees with disabilities in authentic workplace settings while promoting integration with coworkers and supervisors. Support is provided using the least intrusive methods possible and emphasizes the development of natural supports within the workplace. The Job Coach works collaboratively with the JTC Teacher, Secondary Transition Coordinator, the Secondary Transition Coordinator, employers, families, and school personnel to support students in developing skills necessary for successful transition from school to employment and adult life. As students demonstrate competence and independence, direct support is gradually faded while maintaining periodic monitoring and communication. Note: The below lists are not ranked in order of importance ESSENTIAL FUNCTIONS: Instructional Support and Job Coaching ● Provide job coaching, instruction, and supervision for students working at community job sites. ● Utilize evidence-based job coaching instructional strategies including: ○ Job Duty and Task Analysis ○ Development of Natural Supports ○ Natural Cues ○ Compensatory Strategies ○ Prompting Procedures ○ Reinforcement Strategies ○ Self-Management Procedures ○ Fading and Long-Term Supports ● Assist students in developing appropriate workplace behaviors, job skills, and independence in the work environment. ● Provide individualized or small group instruction when teaching job-related skills. ● Facilitate the learning process for students with disabilities as related to acquisition of job skills and employment readiness. Student Monitoring and Data Collection ● Attend student employee orientations as appropriate. ● Document student job performance and maintain data related to student progress. ● Collect and monitor behavioral data when necessary to support student success in the workplace. ● Provide ongoing updates regarding student progress and support needs. Workplace Collaboration and Communication ● Maintain open communication with the JTC Teacher, Secondary Transition Coordinator, students, supervisors, parents/guardians, and relevant staff. ● Collaborate with supervisors and coworkers to identify strategies for effectively interacting and working with students. ● Identify and develop natural supports within the workplace to encourage independence. ● Conduct regular check-ins with students and employers through job site visits, phone calls, or other communication methods. Transition and Employment Support ● Assist in coordinating activities that support students’ transition from high school to competitive or supported employment. ● Support students who require intensive assistance transitioning from school settings to work environments. ● Assist in implementing individualized job training plans designed to support employment outcomes. ● Collaborate with the JTC Teacher, Secondary Transition Coordinator, and case managers to support student schedules and transition planning. ● Assist in coordinating employment supports with community partners when appropriate. Program Support and Other Duties ● Assist with transporting students to and from work sites or community-based instruction locations when necessary. ● Perform routine clerical duties such as filing, typing, and duplicating materials. ● Operate instructional media, computers, and office equipment as necess

FAQs

What does the Job Coach do for students in the JTC Program?

The Job Coach provides supervision, instruction, and assistance for students with disabilities in community-based work settings to build job-related skills, workplace behaviors, and independence.

Which instructional strategies does the Job Coach use?

The position uses evidence-based strategies such as job duty and task analysis, development of natural supports, natural cues, compensatory strategies, prompting procedures, reinforcement strategies, self-management procedures, and fading/long-term supports.

How does the Job Coach support transition from school to employment?

The role coordinates transition activities, implements individualized job training plans, collaborates with transition staff and case managers, and helps coordinate employment supports with community partners when appropriate.

Sep 14, 2026

Uploaded by Noah