Interim Career Development Coordinator - Valid NC Licensure Required

Position Details

Career and Technical Education Interim Career Development Coordinator Job Description POSITION TYPE: Career and Technical Education � Valid North Carolina licensure required DATE POSTED: November 2, 2026 JOB STATUS: Interim Full-time, 11 months (June 30, 2027) DATE AVAILABLE: Immediately CLOSING DATE: Until filled LOCATION: Based at Asheville Middle School REPORTS TO: Career and Technical Education Director CONTACT: [email protected] GENERAL DESCRIPTION The Middle School Career Development Coordinator (CDC) coordinates Career and Technical Education (CTE) career development services for students in grades 6�8 who participate in CTE. In collaboration with the CTE Director, school staff, families, and community partners, the CDC supports career exploration, educational planning, and students' transition to high school. Responsibilities align with the North Carolina Standard Course of Study, National Career Development Guidelines, National Model for School Counseling Programs, and Future-Ready Students for the 21st Century. MINIMUM REQUIRED QUALIFICATIONS License: 747 � Career Development Coordinator Education: Bachelor's or master's degree. Required licensure: A current Continuing Professional License in a CTE program area or a current Continuing Professional License as a School Counselor at the G level. SPECIFIC DUTIES AND RESPONSIBILITIES Coordinate student Career Development plans and deliver career awareness, exploration, and planning activities through classroom, group, and individual sessions. Collaborate with school staff on implementation of these activities. Train staff and students on the use of pertinent software and platforms that support college and career readiness. Administer and interpret career assessments to support students' educational and career planning. Help students select academic and CTE courses; collaborate with counseling staff, CTE faculty, and Career and Technical Student Organization (CTSO) leaders on outreach, registration, and pathway placement. Integrate career research, planning technology, and employability skill development into CTE and academic learning. Work closely with the CTE Director to market and disseminate information about the Six CTE Signature Pathways to current and prospective students, families, staff, and community partners. Include occupational and labor market information, non-traditional careers, Asheville City Schools high school programs, and job shadowing opportunities. Build partnerships with businesses, educational institutions, labor sectors, and military branches to expand career exploration opportunities such as field experiences and guest speakers. Use meetings, conferences, professional development, and presentations to share pathway information and recruit employers, stakeholders, mentors, and teachers. Take an active role in planning and implementing the College, Career and Future Ready Initiative for grades 6�8 in collaboration with the CTE Director and school staff. Collaborate with CTE Directors, Curriculum & Instruction team, and elementary school staff to plan and coordinate 5th grade career readiness events, transition to middle school events, and support other district-wide events. Collaborate with the CTE Director, Curriculum & Instruction team, and school staff to plan for transition events and registration for rising 6th graders through rising 9th graders. Participate in professional learning teams, CTE department meetings, school improvement initiatives, and required business partner meetings to strengthen CTE offerings. Perform related and non-instructional duties assigned by the CTE Director and principal or as needs arise. ESSENTIAL JOB FUNCTION REQUIREMENTS Physical Requirements: Ability to sit, stand, walk, drive a car, and lift boxes weighing up to 10 pounds. Physical demands are classified as Light Work. Data Conception: Ability to compare and assess observable functional, structural, or composite characteristics of data, people, or things against established standards. Interpersonal Communication: Ability to convey and exchange information through speech or signals, including providing instructions, assignments, or directions to subordinates or assistants. Language Ability: Ability to read simple forms and prepare time sheets and supply requisitions in prescribed formats. Intelligence: Ability to apply common-sense understanding to written, oral, or diagrammatic instructions and resolve problems involving several concrete variables in standardized situations. Verbal Aptitude: Ability to record and deliver information, explain procedures, follow oral and written instructions, and communicate effectively in Standard English. Numerical Aptitude: Ability to use mathematical formulas and perform addition, subtraction, division, and multiplication. Form/Spatial Aptitude: Ability to inspect items for proper length, width, and shape. Motor Coordination: Ability to coordinate hand and eye movements quickly and accurately when using computers and other technology. Manual Dexterity: Ability to handle a variety of items, including maintenance equipment, with basic eye, hand, and foot coordination. Color Discrimination: Ability to distinguish colors and shades. Interpersonal Temperament: Ability to interact with others beyond giving and receiving instructions and adapt to work under average levels of stress