POSITION: CTE Career Development and Work-Based Learning Coordinator    

               

REPORTS TO: Director of Career and Technical Education and Workforce Development

 

SALARY GRADE: State Salary Schedule

 

Classification: Certified

Terms of Employment: 10 Months

 

NATURE OF WORK:  The CTE Career Development and Work-Based Learning Coordinator provides district-level leadership in the planning, implementation, coordination, and continuous improvement of career development services, employer engagement, workforce partnerships, and work-based learning initiatives across the school district.

 

Working collaboratively with district leadership, school administrators, Career Development Coordinators, school counselors, Career and Technical Education teachers, postsecondary institutions, business and industry partners, workforce development agencies, and community organizations, the Coordinator develops systems that prepare students for successful transitions into postsecondary education, military service, and high-skill, high-wage, and high-demand careers.

 

 

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Additional duties may be assigned).

Career Development Leadership

• Provide district leadership for comprehensive career development services across all schools.
• Coordinate districtwide implementation of career awareness, career exploration, career planning, and career readiness initiatives.
• Support implementation and continuous improvement of Career Development Plans (CDPs).
• Develop district resources that strengthen career development instruction and career-connected learning.
• Promote equitable access to career development opportunities for all students.
• Coordinate career awareness events that introduce students to regional workforce opportunities.
• Utilize current labor market information to guide district career development programming.
• Monitor implementation of district career development initiatives and recommend improvements.

Preparatory Services

• Support district initiatives that prepare students for postsecondary education, employment, apprenticeships, military service, and workforce success.
• Assist schools in connecting students with career pathways, industry credentials, dual enrollment opportunities, and postsecondary options.
• Develop district resources that strengthen employability skills including communication, collaboration, professionalism, leadership, financial literacy, interviewing, and resume development.
• Coordinate districtwide career readiness programming.
• Promote nontraditional career opportunities and equitable participation across all Career Clusters.
• Assist in developing transition activities that connect middle school, high school, postsecondary education, and employment.

Work-Based Learning Leadership

• Lead the development, implementation, and continuous improvement of district work-based learning programs.
• Expand opportunities including internships, apprenticeships, pre-apprenticeships, mentorships, job shadowing, and workplace tours.
• Develop district systems, procedures, documentation, and quality standards for work-based learning.
• Collaborate with school staff to identify students for participation in work-based learning experiences.
• Monitor work-based learning placements to ensure quality experiences and compliance with district, state, and federal requirements.
• Coordinate employer evaluations and student performance feedback.
• Analyze district work-based learning participation data to increase student access and program quality.
• Establish annual goals for increasing employer participation and student placement opportunities.
• Promote work-based learning as an integral component of Career and Technical Education.

Employer, Business, and Community Partnerships

• Serve as a district liaison with business and industry.
• Develop, cultivate, and sustain strategic partnerships aligned to district workforce priorities.
• Recruit new employer partners to expand career-connected learning opportunities.
• Establish collaborative relationships with workforce development boards, chambers of commerce, economic development organizations, community colleges, universities, military organizations, and community agencies.
• Coordinate employer participation in career fairs, mock interviews, advisory committees, classroom presentations, mentorships, workplace tours, internships, apprenticeships, and career awareness initiatives.
• Collaborate with industry partners to identify emerging workforce trends and skill needs.
• Represent the district in regional workforce development initiatives.
• Promote Career and Technical Education through active engagement with business and community stakeholders.

Professional Learning and Capacity Building

• Provide technical assistance to Career Development Coordinators, school counselors, administrators, and Career and Technical Education teachers.
• Develop and facilitate district professional learning related to career development, work-based learning, employer engagement, and career readiness.
• Maintain current knowledge of Career and Technical Education legislation, Perkins V, labor market trends, workforce initiatives, and North Carolina Career Development Coordinator Standards.
• Participate in professional learning at the local, regional, state, and national levels.
• Share best practices that strengthen district implementation of career development and work-based learning initiatives.
• Serve on district and regional committees supporting workforce development and career readiness.

In addition to the North Carolina Career Development Coordinator Standards, the Coordinator shall provide district leadership by:

• Supporting implementation of the district's Career and Technical Education Strategic Plan.
• Supporting district accountability measures and performance indicators.
• Collecting, maintaining, analyzing, and reporting career development and work-based learning data.
• Developing annual reports that communicate program outcomes and partnership impact.
• Collaborating across district departments to strengthen career readiness initiatives.
• Performing other duties as assigned by the Director of Career and Technical Education.

 

EDUCATION AND/OR EXPERIENCE:

• Bachelor's degree from an accredited college or university.
• Holds or is eligible to obtain North Carolina Career Development Coordinator (747) licensure.
• Minimum of three to five years of successful experience in Career and Technical Education, workforce development, career development, school counseling, or a related field.
• Demonstrated ability to build collaborative partnerships with business and industry.
• Valid North Carolina driver's license.

 

KNOWLEDGE, SKILLS AND ABILITIES:

The successful candidate demonstrates the ability to:

• Work independently with minimal supervision.
• Build and sustain productive partnerships with employers, workforce agencies, postsecondary institutions, and community organizations.
• Lead district initiatives through collaboration and strategic planning.
• Communicate effectively with diverse stakeholder groups.
• Analyze and interpret workforce, program, and student outcome data.
• Develop systems that improve organizational effectiveness.
• Facilitate meetings, professional learning, and public presentations.
• Manage multiple priorities while maintaining exceptional organizational skills.
• Exercise sound judgment, professionalism, and confidentiality.
• Utilize technology to support communication, program management, reporting, and continuous improvement.

 

Leadership and Interpersonal Skills - Ability to effectively lead, coach, support and collaborate with adult professionals. Ability to build productive relationships, facilitate groups, provide constructive feedback and navigate difficult conversations. Demonstrates professionalism, sound judgment and the ability to build consensus and influence outcomes without relying solely on positional authority. 

 

Language Skills - Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures or governmental regulations.  Ability to write reports, business correspondence and procedure manuals.  Ability to effectively present information and respond to questions from groups of managers, clients, customers and the general public.

 

Mathematical Skills - Ability to work with mathematical concepts such as probability and statistical inference and fundamentals of plane and solid geometry and trigonometry.  Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.

 

Reasoning Ability - Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

 

Computer Skills - Familiarity with basic computer operation and software.  Ability to learn various computer operations required for management of student information and integration of technology in classroom instruction.

 

Physical Demands - While performing the duties of this job, the employee is regularly required to stand and talk or hear.  The employee is frequently required to walk. The employee must occasionally lift or move up to 50 pounds (school supplies, books, files, papers, etc.).  Specific vision abilities required by this job include close vision and the ability to adjust focus.  (Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions)

 

Work Environment - The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  The noise level in the work environment may be moderate to loud.  The employee continuously interacts with the public and staff.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Other - Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on the division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication.

EVALUATION:

Performance shall be evaluated annually by the Director of Career and Technical Education in accordance with Board Policy, the North Carolina Career Development Coordinator Standards, district performance expectations, and progress toward established strategic priorities and measurable program outcomes.