Transition and Life Skills Instructor
Stanford University · Stanford
Position Overview
Stanford Cardinal Academy is an inclusive post-secondary program for transition-age young adults with intellectual disabilities. The program is run in partnership between Stanford University and Santa Clara Unified School District. We are hiring a full-time Transition & Life Skills Instructor to lead in-person instructional programming for young adults enrolled in this program. This instructor will design and lead instruction across a range of formats, including two core structures — longer experiential blocks focused on community integration, independent living, and career readiness (for example, transit navigation, budgeting, and self-advocacy), and shorter micro-sessions targeting discrete transferable skills like executive functioning, communication, and self-regulation. Beyond direct instruction, they will track individual student progress, use ongoing data to adjust teaching week to week, and collaborate with program staff to keep instruction aligned with broader transition program goals. The ideal instructor has a special education background, understands UDL principles, and has similar or relevant experience with planning and instruction for individuals with disabilities.
What You'll Do
Design and lead instruction for:
Immersive experiences
Larger experiential learning blocks focused on community integration and independent living
Navigating transit within campus and commuting independently
Budgeting and money management
Simulations and role play for real-world scenarios
Self-advocacy skills
Career and vocational skills
Micro blocks
Shorter, targeted sessions (1-1.5 hours) focused on discrete, transferable skills such as:
Executive function (EF) check-ins
Setting up and maintaining a weekly digital calendar
Targeted communication skills
Social skills
Self-regulation strategies
Additional roles:
Create and maintain student progress-tracking tools to measure individual growth
Collect and analyze formative data week-to-week to adjust instruction
Collaborate with program staff to align instructional content with broader transition program goals
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