Mission or Goal of Unit:The School of Education (SOE) is committed to excellence in the initial preparation and continuing development of professionals for leadership, teaching, service and scholarly inquiry in culturally diverse settings across the life span. Our mission and values are groundedin and committed to diversity, equity, inclusion and engagement.

The Rehabilitation Research and Training Center (RRTC) Center on Transition Innovations (CTI) provides evidence-based resources and information along with emerging practices to assist individuals with disabilities obtain post-secondary and employment opportunities.

Chief Purpose of this position:

The chief purpose of this position is to serve as the Research and Technical Assistance Associate to lead the management, implementation, and sustainability of diverse grant-supported research studies and demonstration projects focused on secondary transition and post-secondary education for students with disabilities. In this pivotal role, the responsibility lies in facilitating project teams, fostering collaboration, and strategically developing and executing grant and project objectives to ensure positive impacts and outcomes for students with disabilities.

Responsibilities include providing expert guidance on effective methods for professional development, crafting engaging instructional content, and offering technical assistance to stakeholders involved in both secondary and post-secondary transition. This involves school administrators and staff, service providers, higher education institution staff, and inclusive post-secondary education program staff that serve students with intellectual and developmental disabilities. Additionally, active engagement in research, data gathering, and scholarly and grant writing endeavors is expected. Note to applicants: This is a grant-funded position.

Seeking out grant opportunities from diverse funding organizations to expand and enrich RRTC CTI and affiliated initiatives is also a part of the role. Extensive experience in providing technical assistance, particularly in supporting inclusive post-secondary education programs aimed at enhancing programming quality and employment services, and fostering inter-agency collaboration is required. Proficiency in promoting data-driven decision-making to enhance post-school outcomes for students with disabilities is essential, informed by a solid understanding of federal and state laws such as IDEA, WIOA, Perkins V, HEOA, and ADA.

Position Responsibilities: ?????

This position involves overseeing the training needs of stakeholders. The Research and Technical Assistance Associate will:

Develop online training materials and resources aligned with best practices.

Deliver presentations through various mediums such as videos, webinars, and conferences.

Provide technical assistance to states, regions, divisions, and schools to enhance the quality of transition services and support.

Conduct presentations on the research and demonstration outcomes of the RRTC CTI to advisory councils, stakeholders, funding sponsors, and other national and state professional groups and organizations.

Identify areas for research on the transition of young people with disabilities and conduct research activities. Applicants should possess knowledge of federal, state, and local transition services and programs, as well as experience collaborating with both state and local education agencies, adult service agencies, employers, post-secondary programs, students with disabilities, and families. Familiarity with legislation related to individuals with disabilities, such as IDEA, WIOA, Perkins V, HEOA, and ADA is essential.

Coordinate activities and meetings, monitor and report on grant deliverables, and disseminate project activities and outcomes with stakeholders.

The candidate should be capable of writing peer-reviewed professional journals, chapters, and manuscripts on the outcomes of research and demonstration studies related to RRTC CTI.

Other administrative duties in this role include developing applications to obtain approval from VCU IRB to conduct human subjects research. Additionally, responsibilities include submitting reports on progress toward meeting goals, objectives, and outcomes of funded projects.

The position also involves representing VCU, RRTC, and CTI to the public, key stakeholders, colleagues, and other professional organizations. Additionally, the focus is on creating and establishing collaborative working relationships with national researchers in the field, universities, state agencies, secondary administrators and educators, vocational rehabilitation, and families. The goal is to advance the full inclusion of persons with disabilities in higher education, employment, and the community.

Required Qualifications:

Master's degree from an accredited college/university with major course work in special education, vocational rehabilitation, or social/behavioral sciences required.

A minimum of 10 years of experience working with students with disabilities is required.

A minimum of 2 years of experience working with students with disabilities at the post-secondary level.

Excellent organizational skills, with the ability to manage multiple requests and prioritize the work of staff members to ensure tasks are completed in a timely manner.

Extensive knowledge of the field of intellectual, physical, and developmental disabilities, including federal, state, and local regulations, policies, and practices in the disability employment field.

General knowledge of qualitative research methods and understanding of confidentiality involved with the collection and storage of research data.

Demonstrated experience working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty member at VCU.

Preferred Qualifications:

Demonstrated experience in providing technical assistance to teams of school personnel, agencies, families, and students with disabilities to implement person-centered transition services and supports to enhance transition practices and improve student outcomes.

Experience with strategic planning and knowledge and experience with developing grant applications.

Proven ability to communicate research or demonstration outcomes effectively to stakeholders, funding sponsors, and other professional groups or organizations, through both writing and speaking engagements.

Demonstrated experience with inclusively educating and mentoring students from under-represented minority and/or historically marginalized communities.

Experience developing and implementing online training and education.

Demonstrated experience in college and career readiness preparation of individuals with disabilities.