Career & Technical Education Coordinator

Employment in this position is effective January 4, 2027. Candidates must have a Bachelor's Degree.

Candidates should contact Jessica Adams, Director of Career & Technical Education, at jladams@beaufort.k12.nc.us or 252-940-6541. To be considered for this position, you must have a completed BCS application online and contact the Director of Career & Technical Education listed above. The application is found at www.beaufort.k12.nc.us under the Employment section.

Career and Technical Education (CTE) Coordinator

Location: Central Services
Starting Date: January 4, 2027

JOB DESCRIPTION OF THE CTE COORDINATOR

REPORTS TO: Director of Career and Technical Education
SUPERVISES: No direct supervisory responsibilities; coordinates and supports the work of CTE teachers in grades 6–12.

PURPOSE: To support career development for students and to support CTE teachers through instructional coaching, curriculum guidance, and professional development, so that all students, including members of special populations, are prepared for post-secondary careers.

DUTIES AND RESPONSIBILITIES

• MAJOR FUNCTION: Instructional Coaching and Professional Development

The coordinator improves instruction for all CTE teachers through an instructional coaching model; shares research-based instructional strategies that strengthen lesson design and delivery; provides ongoing, sustained professional development on effective instruction, promising practices in CTE, and improvement of performance indicators; provides professional development focused on supporting members of special populations and subgroups named in the performance indicators, including joint training with internal and external stakeholders.

• MAJOR FUNCTION: Curriculum and Programs of Study

The coordinator helps teachers locate CTE instructional resources, including course blueprints, curriculum guides, equipment lists, and proof of learning guides; uses NCCTE Admin course information reports to implement CTE Programs of Study locally; advises schools on course codes, types, status, academic levels, and honors coursework as defined in the CTE Status of Curriculum and Assessment (SOCA); coordinates the administration of CTE proofs of learning and promotes credential opportunities tied to CTE courses and pathways; manages state and local articulation requirements and processes.

• MAJOR FUNCTION: Data, Accountability, and Perkins V

The coordinator supports the Perkins V Local Application and Comprehensive Local Needs Assessment (CLNA); coordinates the annual collection and reporting of data, including CTE concentrator status and technical measures, to meet state and federal requirements; helps the CTE director, administrators, and teachers access, analyze, and use performance data, the CTE Course Management System, and NCCTE Admin; monitors the progress of all CTE students, including members of special populations, and uses the results to drive improvement toward Local Application goals.

• MAJOR FUNCTION: Career Development

The coordinator supports students' career development and planning; develops and delivers a comprehensive career development program that is relevant to students and aligned with the North Carolina Standard Course of Study; helps students build employability skills along with academic, career, and personal/social skills; promotes CTE courses and Programs of Study using recruitment practices and materials that are free of bias and inclusive of all students; supports students exploring pathways that may lead to non-traditional careers; works collaboratively with families and other significant adults in students' lives; evaluates the impact of the career development program and adjusts services to meet the needs of diverse student populations.

• MAJOR FUNCTION: Equity, Access, and Special Populations

The coordinator ensures members of special populations can participate in all CTE instructional activities, including CTSOs, work-based learning (WBL), Career and College Promise (CCP), and credentialing; provides resources that help staff overcome bias and build inclusive learning environments; supports all students, including members of special populations, in staying enrolled in their chosen Program of Study; builds working relationships with internal and external stakeholders who support special populations, educates them about CTE, and partners with them on student recruitment and retention.

• MAJOR FUNCTION: Leadership, Advocacy, and Collaboration

The coordinator demonstrates leadership in the schools, district, and community, and advocates for CTE programs and students; models high ethical standards and promotes a respectful, nurturing environment where every student is treated as an individual and has positive relationships with caring adults; connects CTE and career development with academic content areas as part of the district's comprehensive education program.

• MAJOR FUNCTION: Professional Growth and Non-Instructional Duties

The coordinator stays current in research and best practices to strengthen CTE and career development; participates in professional development on serving all CTE students, with emphasis on special populations, equity, and access; reflects regularly on practice; carries out non-instructional duties as assigned; adheres to established laws, policies, rules, and regulations.

ADDITIONAL JOB FUNCTIONS

Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Bachelor's degree and a current continuing professional North Carolina license in one of the following areas: any CTE teaching area, Career Development Coordinator, or Curriculum Instructional Specialist. Five years of related work experience within the past eight years.

Licensure: 747 – Career Development Coordinator; 770 – Special Populations Coordinator; 830 – Curriculum and Instructional Management Coordinator.

• Required training: NCDPI Career Development Coordinator Induction, NCDPI CIMC Induction Program, National Career Development Association (NCDA) Facilitating Career Development (FCD) Course, and NCDPI Special Populations Course.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of office equipment such as computers, copiers, and calculators. Must be able to exert a negligible amount of force frequently to lift, carry, push, pull, or otherwise move objects. Requires regular travel between school sites; physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and judge data, people, or things, including student performance and program data.

Interpersonal Communication: Requires the ability to convey and exchange information with students, teachers, administrators, families, and community partners. Includes receiving instructions, assignments, and directions from superiors.

Language Ability: Requires the ability to read correspondence, reports, state and federal guidance, curriculum documents, and forms. Requires the ability to prepare reports, presentations, professional development materials, and data summaries.

Intelligence: Requires the ability to apply logical thinking to define problems, collect data, establish facts, and draw valid conclusions.

Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, and follow oral and written instructions.

Numerical Aptitude: Requires the ability to add, subtract, multiply, and divide; use decimals and percentages; and apply basic descriptive statistics to performance data.

Interpersonal Temperament: Requires the ability to work with people beyond giving and receiving instructions. Must be adaptable to performing under stress.

Physical Communication: Requires the ability to talk and hear. Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of CTE Essential Standards, SOCA, NCCTE Admin course information reports, proofs of learning, and honors coursework.
• Knowledge of Microsoft Excel to include Formulas, VLookup, XLookUp, Pivot Tables, and Tabular form.
• Knowledge of CTE Programs of Study, pathways, concentrator status, associated credentials, and state and local articulation.
• Knowledge of state graduation requirements, including Future Ready Core, Occupational Course of Study, and Extended Content Standards.
• Knowledge of Perkins V, including the Local Application, CLNA, performance indicators, and equity and access provisions for special populations.
• Knowledge of federal laws affecting CTE students, including civil rights laws enforced by the U.S. Department of Education Office for Civil Rights, ESEA/ESSA, WIOA, and IDEA.
• Knowledge of research-based instructional strategies and career development best practices.
• Ability to coach teachers and lead professional development for adult learners.
• Ability to analyze and present data to administrators, teachers, and stakeholders.
• Ability to listen and communicate effectively with students, staff, families, and community partners.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.