Beginning July 2024

 

 

DCS DIRECTOR OF SECONDARY EDUCATION and 

CAREER & TECHNICAL EDUCATION

General Statement of Job

 

Under limited supervision, serves as an instructional leader whose primary responsibility is the support and improvement of learning opportunities in grades 6-12. As a member of a small, collaborative district team, responsibilities include curriculum and instruction, program management, and staff development. Duties include consulting/advising school administrators and teachers, managing and coordinating funds and resources to maximize services, supervising instructional support staff, assisting in the selection and placement of personnel, analyzing a variety of data and supporting program/school improvement. Reports to the Chief Academic Officer (CAO).

 

SPECIFIC DUTIES AND RESPONSIBILITIES

 

ESSENTIAL JOB FUNCTIONS

 

Instructional Leadership in Grades 6-12

• Oversees academic programs at the secondary level. 
• Assists in developing strategic plans for improving student achievement. 
• Initiates and oversees curricular and instructional programs designed to improve instruction and achievement. 
• Proposes budgetary needs for implementation of academic and instructional programs. May be involved in writing and managing grants.
• Coordinates professional development opportunities that align with district goals, as well as school and staff needs. Assists school administrators with school-based staff development plans. 
• Co-leads school administrator and instructional support coach meetings.
• Supervises instructional support coaches, including monitoring performance and assisting CAO with evaluations.
• Leads the process of creating and revising curriculum guides such as pacing, scope and sequence, instructional strategies, assessments, aligned resources, and alignment with the North Carolina standards. 
• Collaborates with district-level instructional staff specific to problem-solving, data analysis, and intentional planning of core academics, interventions, and building staff capacity in instructional practices. 
• Stays current on educational initiatives and research at the state and national level.

 

Duties Specific to Career and Technical Education

• Serves as the system contact for communication and coordination with the NC Department of Public Instruction (DPI) in the area of Career and Technical Education.
• Oversees the CTE budget, including purchasing supplies and equipment, ensuring compliance, and establishing procedures for maintaining inventory.
• Collects and analyzes annual performance data to improve CTE instruction and student performance, as well as meet state and federal reporting requirements. 
• Prepares and submits all necessary reports as required by the State Board of Education and federal law governing Career and Technical Education. 
• Assists school administrators in recruiting, selecting, and supporting qualified staff for all CTE classes, aiding with information related to CTE licensure and improvement in performance as needed. 
• Provides professional development opportunities specific to CTE teachers and staff, including local, regional, state, and national conferences. 
• Supports and promotes credentialing of programs, teachers, and students. 
• Promotes school and community partnerships, specific to key stakeholders who foster career opportunities for students. Promotes work-based learning opportunities, including job-shadowing, work-study, internships, and apprenticeships.
• Develops and ensures local and state articulation agreements between secondary and postsecondary institutions are upheld to support successful student transitions. 

 

Performs other related work as assigned.

KNOWLEDGE, SKILLS AND ABILITIES

 

• Broad knowledge of the principles and practices of school administration and of current educational trends
• Thorough understanding of 6-12 curriculum and effective instructional strategies 
• Considerable knowledge of instructional technology for programs/grade span
• Ability to plan, develop, implement, and evaluate programs, including long-term goals and objectives
• Strong communication skills with the ability to establish and maintain effective working relationships and community partnerships
• Considerable knowledge of local, state, and federal policies regarding instruction and policies specific to the Career & Technical Education.

 

MINIMUM TRAINING AND EXPERIENCE

 

Bachelor’s degree with a minimum of 5 years of successful teaching experience in grades 6-12. Master’s Degree, and either have a license in School Administration or CTE Director (711) or be eligible to obtain licensure as CTE Director (711). Effective leadership experience in school administration preferred.  

 MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

 

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 25 pounds of force occasionally; and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects.

 

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

 

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from colleagues or supervisors; includes giving instructions or assignments to subordinates.

 

Language Ability: Requires the ability to read instructional materials, correspondence, reports, forms, invoices, billing and financial statements, turnaround documents, plans, etc. Requires the ability to prepare plans, correspondence, forms, reports, and statements using proper format and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak to people with poise, voice control, confidence and authority.

 

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 oral, written, 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 and government terminology.

 

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract totals; to multiply and divide; to determine percentages and decimals; and to express data in statistical nomenclature. 

  

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Requires the ability to handle a variety of items, office equipment, presentation equipment, etc. Must have minimal levels of eye/hand/foot coordination.

 

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and 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.

 

DISCLAIMER

 

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