What are the responsibilities and job description for the CTE Work-Based Learning Coordinator position at Asheville City Schools?
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
JOB TITLE: Career and Technical Education Work-Based Learning Coordinator
JOB STATUS: Full-time – 12 months
LOCATION: Asheville High School
REPORTS TO: CTE Director
CONTACT: Ivry.Cheeks@acsgmail.net
GENERAL STATEMENTS OF JOB:
The Career Technical Education (CTE) Work-Based Learning (WBL) Coordinator plays a vital role in planning, organizing, coordinating, and administering the WBL program by being the direct liaison between businesses, Community-Based Organizations (CBOs), students, staff, teachers, and administrators. A Work-Based Learning Coordinator combines and coordinates the efforts of many individuals, assuring that work-based learning experiences effectively and efficiently help students develop knowledge, skills, attitudes, and work habits so they can move successfully into the world of work. The functions and responsibilities of the WBL Coordinator include program planning, development, and evaluation; related-class instruction; on-the-job instruction and coordination; guidance and advice; program administration and management; and community and public relations:
SPECIFIC DUTIES AND RESPONSIBILITIES:
Serves students at Asheville High School, the School of Inquiry & Life Sciences (SILSA), and the Education and Career Academy (ECA).
Maintains relationships with designated employers, CBOs, and partners to foster an ongoing relationship to address needs, changes, requirements, etc. as it relates to CTE pathways.
Create a Business Alliance with CBO partners and ACS staff to collaborate on possible student opportunities. Facilitate regular ongoing meetings with this Alliance.
Compiles information from various CTE pathways sources and disseminates information via meetings, conferences, professional development, presentations, etc. to recruit employers, stakeholders, mentors, teachers, etc.
Creates, utilizes, and maintains a database of all stakeholders and WBL experiences.
Assists employers and CBO’s to maximize WBL experiences, which includes classroom visits, tours, job shadows, internships, and teacher externships.
Recruits supports, and assists mentors by working collaboratively with all stakeholders to enhance the mentor program throughout the district.
Establishes, evaluates, and maintains communications with employers and CBOs to process feedback on their experiences with students and staff.
Establishes, monitors, compares, modifies, and reviews tools for data collection to prepare reports, make necessary improvements to the program, and make presentations to stakeholders, which includes the Board of Education.
Participates in required meetings with local business partners.
Ensures compliance with pertinent federal, state, county, and district laws, rules, regulations, policies, and procedures regarding WBL and college and career readiness
Attends training workshops and professional development as directed
Identify student interests and analyze goals so that students can link what they learn in school with what they can do in their future workplace.
Develop and maintain relationships with businesses and industry representatives to identify skill gaps and program needs.
Coordinate work-based learning opportunities for students, such as internships and apprenticeships.
Track student progress and program outcomes to ensure program effectiveness.
Advocate for CTE programs and career pathways to students, parents, and the community.
Serve as the advisor for the National Technical Honor Society.
ESSENTIAL JOB FUNCTIONS
Use community resources to enrich work-based learning.
Visit previous and potential worksites to promote work-based learning.
Advise potential program enrollees and work closely with school counselor(s).
Provide reference material for career information.
Help students develop good work habits.
Provide participating students with information about relevant Career and Technical Student Organization (CTSO) opportunities.
Develop and coordinate work experiences that encourage nontraditional occupational opportunities.
Assist students in determining ways to best describe their marketable skills.
Assist graduating students with the various aspects of the job search.
Inform students, worksite supervisors, and parents of their roles and responsibilities.
Assist the worksite supervisors in developing teaching techniques for working with students.
Monitor student progress through regular on-site visits and ongoing communication.
Seek student evaluation of the worksite
Effectively use community resources.
ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived.
Follows a plan for professional development and demonstrates evidence of growth.
MINIMUM TRAINING AND EXPERIENCE
LICENSE 747– Career Development Coordinator (Work-Based Learning Coordinator)
QUALIFICATIONS
1. A bachelor’s degree in a Career and Technical Education program area or a
master’s degree in school counseling
2. One or more of the following:
One year of industry-related career development work experience in business,
industry, or labor within the past five years.
One year as a coordinator of work-based learning (job shadowing, internships,
cooperative education, apprenticeships) in a Career and Technical Education
program area within the past five years.
One year of work experience in school counseling.
3. Completion of the Career Development Facilitator course available through the NC.
Workforce Development Training Center (in cooperation with NC DPI) and NC Workforce Development Training Board
4. Completion of 10-hour Induction for new CDCs sponsored by NCDPI.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes to 10 pounds. Physical demand requirements are for Light Work.
Data Conception: 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.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using a prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, 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, subtract, divide, and multiply.
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 computers and other technology.
Manual Dexterity: Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
