Definition

The Curriculum and Instructional Management Coordinator (CIMC) provides support to CTE teachers and support staff within the local public school unit to implement instructional processes and improve student outcomes to ensure the success of students in a high skill, high wage, or high demand global economy.

Instructional Management Coordinator Duties and Responsibilities

• Provides support to CTE teachers and support staff within the local school system under the full scope of the standard course of study program areas and career pathways.
• Assists with implementing CTE curriculum.
• Provides technical support and training for CTE teachers and other CTE staff on utilizing the CTE computerized instructional management system.
• 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 high-demand global economy.
• Prepares an annual Instructional Management Coordinator Calendar of Work.

1. Curriculum Management & Instructional Support

• assist teachers in locating appropriate instructional management resources such as blueprints, curriculum guides, equipment lists, pacing guides, facility guides and vendor-generated curriculum resources

• be knowledgeable and able to explain the information within the most current Status of Curriculum & Assessment document

• provide technical assistance in analyzing performance data in the Local Application System (LAS) to improve instruction and student performance

• encourage and support the improvement of instruction through a current knowledge of curriculum development and instructional strategies

• provide technical assistance and support for teachers in understanding and implementing the CTE computerized instructional management system

• maintain current knowledge of the Standard Course of Study, 21st Century Skills, current state and local Graduation Requirements to foster high-skill, high-wage and high-demand career opportunities for students

• assist with school redesign initiatives to provide innovation programs, such as Career

Clusters, Pathways, Project Lead the Way (PLTW), Career-Themed High Schools and Career Academies

• understand and facilitate the process of current state and local articulation through collaboration with community colleges and other postsecondary programs.

• have a thorough understanding and knowledge of Career Pathways

• be able to identify concentrators and corresponding Career Pathways

• facilitate or assist with the application and development process of a LCO (Local Course Option)

• maintain a current knowledge base of Career and Technical Education latest trends, developments, and research

2. Professional Development

• provide ongoing, high quality, sustained, classroom-focused professional development that has a positive and lasting impact on classroom instruction and teacher performance (not just one-day or short-term workshops)

• provide appropriate professional development to facilitate improvement of all performance indicators

• coordinate with the CTE Director to plan professional development for improvement strategies addressed in the Local Planning System

• plan professional development based on information gained from attendance at regional, state and national conferences/meetings, including integration of academic and CTE curricula

• provide training for teachers in the CTE computerized instructional management system

• provide test training for all test administrators and proctors prior to the LEA test schedule

3. Accountability

• coordinate the administration of high school CTE State Assessments

• have a thorough understanding of the CTE Statewide Assessment Manual and North Carolina Testing Code of Ethics

• understand the importance of securing state assessments and other proofs of learning

(POLs)

• understand the Occupational Course of Study program and its relationship to CTE curriculum and assessments

• have a thorough knowledge of the types of special population students enrolled in CTE courses, Individualized Education Plans (IEPs), Review of Accommodation Forms (RAUDT) and the legal implications and requirements to provide services to these students

• understand multi-language (ML) and its relationship to CTE curriculum, state assessments, and accountability (including the CTE Alternative Assessment process)

• understand the process for requesting CTE Medical Waivers and the effect on accountability

• generate, analyze and report state assessment data to key stakeholders to improve the instructional process and student learning

• understand and facilitate the process of reporting credentials

• understand the importance of keeping student information confidential and secure

• understand and facilitate the process of the Concentrator Feedback Survey

• coordinate the administration of the Credit for Demonstrated Mastery (CDM) online State Assessments for CTE course

4. Laws and Policies

Knowledge of general legislation and policies, both state and federal

5. Technology

Be able to access and proficiently use the following:

1. CCIP

2. Credential Sites (Certiport)

3. CTE PLCs

4. Vault

5. Google Docs

6. PowerSchool

7. Schoolnet

8. Local Application System (LAS)

9. NC DPI Web Site

10. NCID

11. Google Meet

12. LCO

13. Third Party Curriculum (Today’s Class/NCCER)

14. Twitter

15. WorkKeys

6. Personal Work Habits

Be able to work well with others and be a team player

• be able to show initiative and be self-directed

• demonstrate effective leadership skills which include thinking and problem-solving skills

• be able to use retrieval skills to locate information

• demonstrate effective communication skills

• demonstrate electronic media etiquette

• exhibit honesty and professional integrity

Minimum Training and Experience

• Bachelor’s degree
• Current continuing professional teaching license in any CTE area, current continuing professional license as Curriculum Instructional Specialist, current continuing professional license as Instructional Technology Specialist, current continuing professional license as a School Administrator
• Five years of work experience within the past eight years in one of the following areas:

- Classroom teacher in a CTE program area

- Career Development Coordinator

- Special Populations Coordinator

- Curriculum/instructional specialist

- Assistant principal, or principal

• Must obtain an 830 & 770 CTE Licensure

Physical Requirements

• While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; talk or hear.

• The employee occasionally is required to sit and stoop, kneel, or crouch.

• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

• The employee must occasionally lift and/or move up to 10 pounds. Must be able to perform light work exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or up 20 pounds of force constantly to move objects.

• Must possess the visual acuity to prepare data, work with record processes, and do extensive reading

and research.

• Requires the ability to talk and hear ideas by means of spoken word.

• Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

• Requires the ability to handle a variety of items such as office equipment and hand tools.

• Must have minimal levels of eye/hand/foot coordination.

• 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.

Knowledge, Skills and Abilities

• Thorough knowledge of federal, state and local policies and procedures regarding CTE instruction.
• Considerable knowledge of School Board policies, procedures and standards.
• Considerable knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.
• Considerable knowledge of the current literature, trends, and developments in the field of education career development.
• Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
• Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
• Requires the ability to read a variety of correspondence, reports, forms, statements, etc.
• Requires the ability to prepare correspondence, reports, forms, evaluations, statements, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style.
• Requires the ability to speak before groups of people with poise, voice control and confidence.
• Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
• 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.
• Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics and statistical Career Technical Education (CTE) Instructional Management inference.
• Requires the ability to deal with people beyond giving and receiving instructions.
• Must be adaptable to performing under stress and when confronted with emergency situations.
• Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information.
• Ability to assess the effectiveness of programs and activities.
• Ability to interpret policies and procedures.
• Ability to develop long-range plans.
• Ability to effectively express ideas orally and in writing.
• Ability to make oral presentations before large groups of people.
• Ability to establish and maintain effective working relationships as necessitated by work assignments including students, parents, school personnel and members of the business community.

This Position Reports Directly to: CTE Director

Classification: Exempt

Terms of Employment: 12 months

Salary: Central Office Salary Schedule

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

If offered a position, prospective employee must pass a required health exam, criminal records check, and drug test.