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Vocational Coordinator in New York, New York at The Jewish Board

Date Posted: 12/6/2018

Job Snapshot

Job Description


The Jewish Board’s Community Behavioral Health treatment programs provide compassionate, high quality, evidence-based services to individuals and families in the communities we serve.  Our staff use a culturally competent, person centered approach to help individuals and their families develop skills and resources to improve overall functioning, to instill hope, and to strengthen resiliency.  Our programs work closely with community partners to address health disparities in our neighborhoods while also celebrating the strengths and resilience of our communities.

The OnTrackNY program is part of the Community Behavioral Health Division and is located at our Crossroads Clinic. The program serves adolescents and young adults who have experienced early psychosis. The model uses a multidisciplinary team approach. Professionals use evidence-based interventions and recovery-oriented models to enable participants to reach goals and reduce disability. The program provides emotional and practical therapy and support to help participants and their families in their recovery journeys. The multidisciplinary team includes the Team Leader, Primary Clinicians, Outreach and Recruitment Coordinator, Supported Education and Employment Specialist, Peer Specialist, Psychiatrist, and Registered Nurse. Services are either provided at the clinic site, in the home, or other off-site locations that are convenient for the participants and their families. 24-hour on-call services are included.  Intensive education will be offered to all members of the OnTrackNY Team regarding the evidence-based model and their roles for members to adhere to fidelity standards and successfully support program participants.


The Supported Education and Employment Specialist (SEES) takes the lead in assisting the client with employment and education goals. The SEES meets with all clients to assess work/school interests and assists clients in identifying and selecting options in these areas. The goal is to support individuals’ success in rapidly achieving competitive, paid employment and enrollment in mainstream educational programs. The SEES spends half their time in the field providing services and creating employment and education networks. The SEES is fully integrated as part of the multidisciplinary team’s mental health services to provide coordinated and assertive interventions.


RESPONSIBILITIES include but are not limited to:

  • Practice using a recovery orientation, shared decision-making, an active/focused stance, flexibility and consistency, cultural humility and culturally-affirming care, and a process that fosters autonomy yet allows individuals to remain connected with the teamto achieve employment/education goals while reducing stigma and disability
  • Uses the Individual Placement and Support (IPS) Model of Supported Education and Employment
  • Assessment of educational/work status, selection of education and/or employment and job training goals, and planning and execution of employment/education plan
    • Develop career profiles on each program participant and assesses individuals’ preferences, goals, work history, education history, and so forth through conversations with the program participants, speaking with other team members, and with permission, family members, past employers, and educators
    • Use motivational enhancement approaches in combination with other team members’ interventions and family/community support services to increase readiness for change, target individual needs, and develop and strengthen skills to increase success in work and school.
    • Regularly engages in job development and job search services directed toward positions that are individualized to the interests and uniqueness of the individuals
    • Assist in identifying college, high school equivalency, and other career development programs
    • Arranges meetings with tutors, mentors, industry professionals, and other community partners for program participants’ career exploration and ongoing success in work and school
    • Discuss and strategize potential disclosure to employers/schools
    • Arranges access to or provide benefits counseling
    • Assist with registration for pre-testing, registration and/or transfers for college and HSE programs
    • Spend at least 50% of time or more in the community meeting clients at community locations (home, workplace, school, coffee shop, library, etc.), taking clients to apply for jobs/schools, investigating local employment/education options, meeting with employers/schools, providing follow‐along supports, etc.
  • Partners with program participants to minimize academic/employment problems and promote success
    • Help clients think strategically about when to drop classes and how to retake them
    • Review school/work schedules: planning a schedule for studying, completing assignments, meeting the team, and/or working
    • Help with transportation, buying books other school supplies, where to spend time between classes, going on a walking tour to become familiar with campuses and important office buildings
    • Provide assistance with study habits for both completing general work and for studying for exams
    • Offer information about effective test preparation and test-taking strategies
    • Identify and arrange for support services including tutoring services, accommodations, college career centers, student groups, etc.
    • Provide assistance in resume-writing, interviews, networking, etc.
    • Help participants achieve a balance between energetic involvement in school or work and engagement in continued treatment.
    • Work with the primary clinician and participants on social skills, including making small talk with other students/coworkers, sharing ideas while working on a group project/team work environments, responding to classmates/coworkers who invite individuals to go drinking with them, asking teachers/supervisors questions, etc.
    • Have ongoing discussion about school/work progress and how to communicate with school/employers about challenges
    • Assist with researching different types of scholarships and other financial aid opportunities.
  • Develop partnerships with schools, employers, and families to assist consumers in building natural supports.
    • Interact with school personnel in order to determine the student’s progress, and to identify problems in the early stages
    • Provide written summaries of how client's educational performance may be impacted by their illness and advocating for appropriate classroom accommodations and school setting
    • Provide education regarding the need to balance structure and flexibility to accommodate a program participant’s needs.
    • Identify, establish relationships with, and meet as often as needed with school officials, including high school and university counselors, advisers, deans, teachers, etc., to advocate for and provide support for students’ academic success and to minimize the burden of student debt
    • Locate and learn about how the office of student services helps individuals with learning/testing accommodations for students with specific needs
    • Request copies of report cards and Individualized Education Plans / IEPs
    • Providing documentation for and/or assisting client with absences from work/school or medical withdrawal from courses
    • Understand concerns of the family and engage in family members’ support of education/employment plan


  • Ensure that at least 65% of enrolled clients were competitively employed, in a competitive internship, or attended school as part of a degree‐granting program on the last day of each quarter.
  • Document and track resources and client progress
  • Delivers services in the community and on-site with flexible hours to support engagement and service utilization, including regularly scheduled appointments as needed during evening hours up to 9pm

  • Attends weekly interdisciplinary team meetings.

  • Participates in ongoing training and supervision

  • Meets all deadlines for progress/informational notes, fidelity reports, and other documentation obligations

  • Other duties as assigned


Bachelor’s degree in fields related to mental health, social services, education, and/or business.


Training and experience working with adolescents and young adults with serious mental illness desirable. Training in the IPS model preferred.  Experience providing employment and educational services preferred.

PREFERENCES: Fluency in Spanish.