About this role
POSITION: CTE Instructional Support Specialist LOCATION: Corinth Holders High School SALARY: Teacher Salary Schedule + Local Supplement (position is not eligible for National Board pay) TERM OF EMPLOYMENT: 100% 10-month position REPORTS TO: School Administration JOB GOALS: The CTE Instructional Support Specialist strengthens teaching and learning in Career and Technical Education through non-evaluative instructional coaching, real-time curriculum support, and coordinated services for students within the special populations categories identified under the Carl D. Perkins Career and Technical Education Act. The position builds the capacity of CTE teachers to remove access barriers, address opportunity gaps, and provide appropriate accommodations and modifications, effective instruction, and successful outcomes for all students while supporting accurate and compliant CTE assessment and accountability practices. QUALIFICATIONS & ATTRIBUTES:
• Eligible to obtain either the 770 Special Populations Coordinator (SPC) license or the 830 Curriculum and Instructional Management Coordinator license.
• A current, continuing professional license in either a CTE program area, exceptional children's education, school counselor at the G level, curriculum instructional specialist, instructional technology specialist, or school administrator.
• Minimum of five years of related work experience, including, but not limited to: CTE teaching, special education, school counselor, or career development coordinator.
• Knowledge of Career and Technical Education.
• Experience supporting effective instruction, curriculum implementation, and diverse learners.
• Knowledge of innovative and research-based instructional practices that improve student achievement.
• Skill in analyzing, interpreting, and communicating student, course, and program data to identify needs and guide improvement.
• Strong coaching, facilitation, interpersonal, and communication skills.
• Strong organization, time management, and record-keeping skills.
DUTIES & RESPONSIBILITIES: Services to CTE Special Populations 40%
• Create and monitor individual service plans for students within the eight special populations categories identified in federal legislation.
• Provide CTE teachers with timely information about students within special populations enrolled in their classes, including Accommodations At-A-Glance.
• Facilitate collaboration among CTE teachers, case managers, the Exceptional Children department, multilingual learner staff, Section 504 teams, counselors, and other service providers to support appropriate accommodations, modifications, and transition services.
• In collaboration with EC and CTE staff, facilitate the development of modified blueprints, work samples, and indicator proofs of learning for students on the occupational course of study or instructed in the extended content standards.
• Provide one-on-one and small-group support to students within special populations.
• Identify barriers to access, participation, progress, and success in CTE programs and collaborate with appropriate school and district staff to reduce or remove those barriers.
• Facilitate internal and external supplementary services that support students' participation and success in CTE programs of study.
• Provide students and families with information about CTE opportunities and available support.
Instructional Support and Coaching 30%
• Provide real-time, on-site curriculum and instructional support to CTE teachers.
• Facilitate referrals to CTE central services for additional curriculum support as needed.
• Conduct non-evaluative classroom observations and provide timely, actionable feedback to CTE teachers.
• Coach CTE teachers in planning and delivering standards-aligned instruction, implementing performance-based measures, modifying instructional activities, and providing required accommodations.
• Support implementation of district instructional frameworks, evidence-based practices, and inclusive learning strategies in CTE classrooms and laboratories.
• Coordinate and facilitate professional learning based on teacher, student, school, and program needs.
• Provide intensive support to beginning, alternatively licensed, and other CTE teachers who need assistance with curriculum, instruction, classroom systems, or assessment practices.
• Provide school administrators with accurate CTE curriculum, program, and student performance data and information.
Accountability Coordination 20%
• Serve as the school's CTE building level coordinator (BLC) for CTE Indicator Proofs of Learning, CTE State Assessments, CTE Performance-Based Measures, and CTE Local Assessments, ensuring accurate and compliant CTE data collection and reporting.
• Ensure completion and documentation of Reviews of Accommodations for applicable CTE assessments.
• Collaborate with the School Testing Coordinator, Exceptional Children department, Career Development Coordinator, School Administration, and other appropriate staff to develop testing plans and train school personnel.
• Maintain required records and documentation related to CTE assessments, accommodations, special populations services, and assigned accountability responsibilities.
• Monitor school, course, demographic, and achievement data to evaluate access, progress, performance, and success, particularly for students within special populations.
• Assist school and district administrators in identifying improvement needs and implementing strategies aligned with CTE performance indicators and local application goals.
Professional Learning and Development 5%
• Participate in school, district, regional, and state professional learning that strengthens knowledge of CTE curriculum, instruction, assessment, and special populations.
• Participate in relevant professional learning communities, including school-level CTE, Exceptional Children, and Student Services teams and district-level PLC.
• Remain current on Perkins legislation, civil rights requirements, state CTE policy, instructional practices, and accountability procedures applicable to the role.
Operational Responsibilities 5%
• Maintain organized records, resources, schedules, and inventory systems related to assigned responsibilities.
• Develop an annual plan of work based on program evaluation, school needs, student data, and district priorities.
• Perform other related duties as assigned.
PHYSICAL REQUIREMENTS:
• Must be able to perform the basic life operational functions of fingering, grasping, kneeling, sitting, walking, stooping, reaching, lifting, pushing, talking, seeing, hearing, and repetitive motion.
SPECIAL REQUIREMENTS:
• Must possess a valid North Carolina driver's license.
• Ability to establish and maintain strong professional relationships with students, staff, families, and community partners.
• Ability to communicate effectively in written and oral forms.
• Ability to develop, maintain, and compile a variety of records and reports.
• Strong commitment to equity, access, inclusion, and high expectations for diverse student populations.
DEADLINE: Until Filled. 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.