Martin County Schools currently has an opening for a Career Development and Special Populations Coordinator.  (Start Date:  August 23, 2024.)  See the job description below for more information.

GRADE:  State Salary Scale for Licensed Instructional Support

FLSA:  Exempt

REPORTS TO:  Director of Secondary Curriculum & Career and Technical Education (CTE)

SUPERVISES:  None

TERMS OF EMPLOYMENT: 12 months

QUALIFICATIONS:

• Bachelor’s Degree or above from a regionally-accredited college or university.
• Continuing Professional License in the areas of Career Development Coordinator and Special Populations Coordinator.
• Interested applicants without one of these license areas, but with a clear NC teaching license in another area may qualify to have it added to their license provisionally, provided certain requirements are met.

NATURE OF WORK:  Coordinates career development services for students participating in CTE. The CDC/SPC works collaboratively with administrators, student services personnel, and teachers to ensure the delivery of career development and special populations services. The CDC/SPC facilitates linkages with parents, business/industry, postsecondary institutions, and community organizations to support students’ transition to postsecondary education and employment. The CDC/SPC responsibilities incorporate the North Carolina Standard Course of Study, National Career Development Guidelines, the National Model for School Counseling Programs, Future-Ready Students for the 21st Century, and the NCDPI Challenge Handbook. 

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.
• 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 establish and maintain effective working relationships as necessitated by work assignments including students, parents, school personnel and members of the business community.

SPECIFIC 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 teacher assistant is required to follow all board policies and procedures and to comply with the instructions and/or directives from his/her supervisor(s).

1. Coordinate career development services.
2. Promote career awareness, exploration, and planning.
3. Provide career development, occupational, labor market, non-traditional career, and postsecondary information.
4. Facilitate work-based learning opportunities.
5. Provide and coordinate activities for students to develop employability skills.
6. Promote the integration of career research and work-based learning opportunities into CTE and academic courses.
7. Promote the use of technology for career planning and research.
8. Facilitate business, education, and community partnerships that provide opportunities for students and support CTE.
9. Participate in professional development activities at the local, regional, state, and national levels.
10. Engage in professional growth opportunities to remain current with trends, demands, and emerging careers in a rapidly changing workforce.
11. Serve as a liaison with the business, industry, education, and military community.
12. Publicize partnership resources.
13. Participate in professional development activities at the local, regional, state, and national levels.
14. Engage in professional growth opportunities to remain current with trends, demands, and emerging careers in a rapidly changing workforce.
15. Assist school and CTE administrators in providing strategies to improve supplementary services for members of special populations in meeting the performance indicators.
16. Maintain relevant record keeping and inventory systems related to job responsibilities.
17. Identify students within special populations each semester, and provide information to CTE teachers and suggest possible teaching strategies.
18. With input from the CTE teachers, individually develop, implement and monitor the CDP+.
19. Participate on the IEP Team for students enrolled in CTE courses, as needed, in the development and implementation of the CTE and transition components of the IEP.
20. Coordinate special services for special populations students.
21. Monitor the CTE component of the IEP and CDP+ to ensure that appropriate supplementary services are provided and performance indicators are met.
22. Coordinate with guidance, CTE teachers, and CTSO’s to promote recruitment, enrollment, and placement activities for students in CTE.
23. Provide information about CTE opportunities to students and their parents.
24. Network with other special population coordinators in LEA, region and state.
25. Treat all students in a fair and equitable manner.
26. Interact effectively with students, co-workers, parents and the community.
27. Participate in, upon request, LEA communities designed to plan for various aspects of the total Career and Technical Education program.
28. Adhere to establish laws, policies, rules and regulations.
29. Performs other related work as required.

PHYSICAL AND COGNITIVE REQUIREMENTS:  The major physical and cognitive requirements listed below are applicable to the Career Development/Special Populations 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.