CTE Curriculum Instructional Management Coordinator

Martin County Schools currently has an opening for a CTE Curriculum Instructional Management Coordinator.  (Start Date:  As soon as possible.)  See the job description below for more information.

FLSA:  Exempt

REPORTS TO:  CTE Director

SUPERVISES:  None

TERMS OF EMPLOYMENT:  12 months

QUALIFICATIONS:

• Bachelor’s Degree from a regionally-accredited college or university.
• NC Continuing Professional Educator’s License in one of the following areas:  Any CTE Area, Curriculum Instructional Specialist, Instructional Technology Specialist, School Administrator.
• Five years of related work experience as one or more of the following:  Classroom Teacher in a CTE area, Career Development Coordinator, Special Populations Coordinator, Curriculum/Instructional Specialist, Assistant Principal or Principal.

NATURE OF WORK:  The Career and Technical Education (CTE) Curriculum and Instructional Management Coordinator (CIMC) disseminates essential standards to schools in the form of blueprints for courses and uses instructional coaching and research-based strategies to teach essential standards.  They also provide formative, benchmark, performance, and summative assessments, document student achievement and academic growth, ensure assessment and credential fidelity, and provide accountability data to local and state stakeholders.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Has a thorough understanding of the development of any honors course portfolio in order to facilitate the process.
• Has a thorough understanding and knowledge of Career Pathways.
• Has a thorough knowledge of the types of special population students enrolled in CTE courses, Individualized Education Programs (IEPs), and the legal implications and requirements to provide services to these students.
• Has a thorough understanding of the NC CTE Proofs of Learning Collection and Administration Guide, the NC CTE Technical, Policy, and Procedures Guide for CIMCs, and the North Carolina Testing Code of Ethics.
• Understands and is familiar with the Verification of Credentials Guide and is able to facilitate the process of reporting credentials for state and federal collection.
• Understands how state CTE assessment data affects EVAAS.
• Understands Limited English Proficiency (LEP) and its relationship to CTE curriculum, state assessments, credentials, and accountability__including the CTE Indicator Assessment process.
• Understands the importance of keeping student information confidential and secure.
• Understands the importance of securing state assessments, both paper/pencil and electronic versions.
• Understands the Occupation Course of Study (OCS) program and its relationship to CTE curriculum, assessments, and credentials.
• Understands the process for requesting CTE medical exceptions and the effect on accountability.
• Understands the process of WorkKeys and its effect on accountability.
• Ability to show initiative and be self-directed as well as to prioritize and meet goals.
• Ability to show initiative and be self-directed.
• Ability to work well with others, be a team player, and to build positive working relationships (coaching).
• Demonstrated effective leadership skills which include thinking and problems-solving skills.
• Demonstrated electronic media etiquette, honesty, and professional integrity.
• Ability to access and professionally use a variety of technology resources, including but not limited to Canvas, EVAAS, Google Suite, Microsoft Office, NCEES, Infinite Campus, Schoolnet, etc.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The employee is required to follow all board policies and procedures and to comply with the instructions and/or directives from his/her supervisor(s).

1. Advocates for CTE and CTE programs
2. Provides instructional support and coaching to CTE teachers and personnel within the local school system
3. Assists with implementing CTE curriculum
4. Provides technical support and training for CTE teachers and other CTE staff on utilizing the CTE computerized instructional management system
5. Provides assistance and support to CTE teachers and other CTE staff to improve the instructional process, document student learning, and improve student outcomes to ensure the success of students in a high wage, high-skill, or in-demand global economy
6. Prepares an annual CIMC Calendar of Work
7. Maintains yearly log of CTE Staff Development
8. Performs other duties and responsibilities as assigned by the supervisor.

EXAMPLES OF THE MAJOR FUNCTIONS:

1. Curriculum Management
   1. Assists teachers in locating appropriate instructional management resources such as blueprints, curriculum guides, equipment lists, pacing guides, facility guides and vendor-generated curriculum resources.
   2. Is knowledgeable of and able to explain the information within the most current Status of Curriculum & Assessment (SOCA) document.
   3. Provides technical assistance in analyzing performance data in the Local Application System (LAS) to improve instruction and student performance.
   4. Provides technical assistance and support for teachers in understanding and implementing the CTE computerized instructional management system.
   5. Facilitates or assists with the application and development process of a LCO (Local Course Option).
   6. Maintains a current knowledge base of CTE latest trends, developments and research.

1. Instructional Support & Coaching
   1. Encourages and supports the improvement of instruction through a current knowledge of curriculum development and instructional strategies
   2. Maintains current knowledge of the Standard Course of Study, 21st Century Skills, current state and local Graduation Requirements to foster high-skill, high-wage and in-demand career opportunities for students.
   3. Assists with school redesign initiatives to provide innovation programs, such as Career Clusters, Career Pathways, Project Lead the Way (PLTW), High Schools That Work (HSTW), Early/Middle Colleges with Career Focus, Career-Themed High Schools and Career Academies.
   4. Understands and facilitates the process of current state and local articulation through collaboration with community colleges and other postsecondary programs.
   5. Collaborates with classroom teachers in order to refine instructional practices in order to have positive student outcomes.

1. Ongoing Professional Development & Instructional Coaching
   1. Coordinates with CTE Director to plan professional development for improvement strategies addressed in the Local Application (LA) and Comprehensive Local Needs Assessment (CLNA).
   2. Plans and attends professional development based on information gained from attendance at regional, state and national conferences/meetings, including integration of academic and CTE curricula.
   3. Provides researched-based appropriate professional development and instructional coaching to facilitate improvement of all indicators of performance.
   4. Provides ongoing, high quality, sustained, student-focused professional development and instructional coaching that has a positive and lasting impact on student learning and teacher performance (not just one-day or short-term workshops).
   5. Provides test training for all test administrators and proctors prior to the PSU test schedule.
   6. Provides training for teachers in the CTE computerized instructional management system.

1. Accountability
   1. Coordinates and assists with state or local mandated CTE Proof of Learning (POL) and/or credentials.
   2. Is familiar with the most current documents of “Testing Students with Disabilities” and “Testing Students with Limited English Proficiency.”
   3. Coordinates the administration and collection of high school POL CTE State Assessments (and certain Credential POLs). Coordinates the collection of Performance Based Measures (PBM) and Credentials.
   4. Coordinates the administration of the Credit for Demonstrated Mastery (CDM) online CTE POLs.
   5. Generates, analyzes and reports state assessment data to key stakeholders to improve the instructional process and student learning.
   6. Uploads/downloads data as required by the Department of Public Instruction (DPI) thru DPI’s secured Secure File Transfer Protocol (SFTP) site.
   7. Uses the state Assessment Scheduler to secure access to state assessments by PSU, School, and Teacher.

PHYSICAL AND COGNITIVE REQUIREMENTS:  The major physical and cognitive requirements listed below are applicable to the CTE Curriculum Instructional Management Coordinator job classification within Martin County Schools.  Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Physical Requirements:  Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc.

Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication:  Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability:  Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence:  Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude:  Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages.

Form/Spatial Aptitude:  Requires the ability to inspect items for proper length, width and shape.

Motor Coordination:  Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity:  Requires the ability to handle a variety of office machines, etc. Must have minimal levels of eye/hand/ foot coordination.

Color Discrimination:  Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication:  Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors. The noise level in the work environment is usually minimal. The work is performed in the school.

Salary : $4,100 - $7,079