Special Populations Coordinator

CTE Special Populations Coordinator

Position: CTE Special Populations Coordinator

Reports To:

CTE Director

Term of Employment:
Ten-month work year

Shift Type:
Full-Time

Salary Range: NC State Salary Schedule (commensurate with experience) plus local supplement - per year

Location:

CTE Central Office

FLSA Status:
Exempt

Certification and Licensure Requirements:
Must have a bachelor's or master's degree. Must hold a current Continuing Professional License in a CTE program area, Exceptional Children's Education, or a School Counselor at the G level, or hold a current 770 license.

Selected candidate will be required to obtain License #770 - Handicapped/Disadvantaged (6-12) and complete the Special Populations Coordinator Induction facilitated through NCDPI.

The Special Populations Coordinator facilitates services for special population students by ensuring equal access to, progression through, and success in the Career and Technical Education (CTE) programs. These supplementary services are essential to the successful participation of disabled and disadvantaged students enrolled in CTE programs.

Nature of Work:

Ensuring Access and Student Support for All Students:

• Be knowledgeable of Perkins V legislation as it pertains to equity and access for all students participating in CTE courses and Programs of Study, including members of special populations
• Maintain knowledge of applicable federal laws and regulations to support student access, participation, and success in CTE courses and Programs of Study.
• Provide resources to assist in overcoming biases and other behaviors and beliefs that may impede efforts in providing inclusive learning environments
• Work to ensure members of special populations are provided with the opportunity to participate in all CTE-instructional activities (i.e., CTSOs, WBL, CCP and Credentialing)

Recruitment and Retention:

• Identify students within special populations each semester, and provide information to CTE teachers and suggest possible teaching strategies
• Assess recruitment practices and materials used to promote CTE courses and Programs of Study to ensure that they are free of bias and inclusive of all students, including members of special populations
• Provide support for all students in order to retain participation within their desired CTE Program of Study
• Provide support for students who are progressing through CTE courses or Programs of Study which can lead to a non-traditional career path
• Collaborate with stakeholders involved with supporting members of special populations in order to recruit and retain students seeking opportunities with CTE that support their postsecondary goals
• Provide information about CTE opportunities to special populations students and their parents

Progress and Success:

• Be knowledgeable of PSU's Performance Indicator data and their role in the implementation of goals stated in the Local Application
• Use data to evaluate the progress and success of all students participating in CTE courses and Programs of Study.
• Implement progress monitoring procedures for tracking the progress and success for members of special populations participating in CTE courses and Programs of Study
• Continue to support ongoing efforts within their PSU in order to make meaningful progress towards improving performance of all CTE participants
• 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.
• Coordinate with school and CTE administrators, and other service providers to develop an annual plan of work based on the evaluation and needs assessment results to ensure that students within special populations are receiving adequate supplementary services and career planning

Involvement with Stakeholders:

• Educate internal and external stakeholders who support members of special populations about CTE
• With input from the CTE teachers, individually develop, implement and monitor the CDP+
• Develop working relationships with representatives who support members of special populations.
• Maintain knowledge of applicable federal laws and requirements that guide external stakeholders in supporting CTE students, including students identified as members of special populations. This includes relevant provisions of ESEA/ESSA, WIOA, IDEA, and other U.S. Department of Education requirements that promote student access, participation, and success in CTE programs.
• Collaborate with CTE teachers and other relevant service providers in providing services to special populations students
• Coordinate with data managers, CIMC, special education, vocational rehabilitation, community agencies, business/industry, and others to provide supplementary services to members of special populations
• Assist schools and CTE administrators in identifying programs that need improvement to assist special populations students in meeting the performance indicators

Professional Development (PD): SPC should:

• Participate in PD opportunities that increases knowledge in…