GUILFORD COUNTY SCHOOLS JOB DESCRIPTION - PDF document

1 GUILFORD COUNTY SCHOOLS JOB DESCRIPTION
GUILFORD COUNTY SCHOOLS JOB DESCRIPTION JOB TITLE: TEACHER – CURR ICU LUM AND INSTRUCTI ONAL MANAGEMENT (CIMC) COORDINATOR CAREER AND TECHNICAL EDUCATION GENERAL STATEMENT OF JOB Under limited supervision, performs a variety of supervisory, administrativ e, and profes sional tasks to coordinate the implementation of computerized instructional management system. The purpose of Career and Technical Education (CTE) Curriculum and Instructional Management (CIM) is to provide schools with a computerized system t hat can be us ed to: d isseminate essential standards in the form of blueprints for courses, p rovide instructional strategies to teach essential standards containing 21st century content, p rovide formative, benchmark, performance, and summative assessment s, d ocument s tudent achievement and academic growth, e nsure assessment and credential fidelity, and p rovide accountability data to local and state stakeholders. SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS Curriculum Management & Instruc tional Suppor t A ssist teachers in locating appropriate instructional management resources such as blueprints, curriculum guides, equipment lists, pacing guides, facility guides and vendor - generated curriculum resources . B e knowledgeable and able to expla in the inform ation within the most current Status of Curriculum & Assessment (SOCCA) document . P rovide technical assistance in analyzing performance data in the Local Planning System (LPS) to improve instruction and student performance . E ncourage and sup port the impr ovement of instruction through a current knowledge of curriculum development and instructional strategies . P rovide technical assistance and support for teachers in understanding and i mplementing the CTE computerized instructional management s ystem . M aint ain current knowledge of the

2 Standard Course of Study, 21 st Centu
Standard Course of Study, 21 st Century Skills, current state and local Graduation Requirements to foster high - skill, high - wage and high - demand career opport unities for students . A ssist with school redesign initiat ives to provi de innovation programs, such as Pathway to Prosperity, Career Clusters (16), Pathways (79), Project Lead the Way (PLTW), High Schools CURRICULUM AND INS TRUC TIONAL MANAGEMENT ( CIM C) COORDINATOR GCS 11/2019 2 That Work (HSTW), Early/Middle Colleges with Career Focus, Career - Themed High Schools and Career Academies . U nderstand an d facilitate the process of current state and local articulation through collaboration with community colleges and other postsecondary programs. H ave a thorough understanding of the development of any honors course portfolio in order to facil itate the pro cess . H ave a thorough understanding and knowledge of Career Pathways based on scope, size and program quality . B e able to identify concentrators and corresponding Career Pathways . F acilitate or assist with the application and development pr ocess of an L CO (Local Course Option) that seeks alignment to in - demand careers existing today or tomorrow . Maintain a current knowledge base of CTE latest trends, developments and research . Professional Development Coordinate with CTE Director to plan professional development for improvement strategies addressed in the LPs, especially those identified as a GOFI. Plan professional development based on information gained from attendance at regi onal, state and national conferences/meetings, including inte gration of ac ademic and CTE curricula . Provide appropriate professional development to facilitate improvement of all performance indicators, especially those with the Greatest Opportunity for Impr ovement (GOFI). Ensures literacy, mathematics and professio nal skills ar e

3 embedded in all CTE courses of study
embedded in all CTE courses of study . Provides an analysis of CTE pathway offerings - based teacher/student data and job projection data . Provide ongoing, high quality, sustained, classroom - focused professional development that has a positiv e and lasting impact on classroom instruction and teacher performance (not just one - day or short - term workshops) . Provide test training for all test administrators and proctors prior to the LEA test schedule . Provide training for teachers in the CTE comp uterized inst ructional management system . Coordinates with Human Resources and the GCS Professional Learning Department to on - board novice CTE teachers . Researches best practices or strategies and learning opportunities to retain veteran teachers . CURRICULUM AND INS TRUC TIONAL MANAGEMENT ( CIM C) COORDINATOR GCS 11/2019 3 Accoun tability Ass ist with state or local mandated CTE assessments and/or credentials that are stackable, relevant and focused based on in - demand, high - skill or high - wage occupations at var ied grade levels . Be familiar with the most current documents of “Testi ng Students w ith Disabilities” and “Testing Students with Limited English Proficiency” . Coordinate the administration of high school NC CTE State Assessments . Coordinate the administration of the Credit for Demonstrated Mastery (CDM) online NC CTE State Assessments f or CTE courses . Generate, analyze and report state assessment data to key stakeholders to improve the instructional process and student learning . Have a thorough knowledge of the types of special population students enrolled in CTE courses, I ndividualized Education Plans (IEPs), Review of Accommodation Forms (RAUDT) and the legal implications and requirements to provide services to these students . Have a thorough understanding of the NC CTE State Assessment

4 Guide (Online and Paper - and - Pencil
Guide (Online and Paper - and - Pencil additions), t he NC CTE Technical, Policy, and Procedures Guide for CIMCs, and the North Carolina Testing Code of Ethics . Understand and be familiar with the Verification of Cred entials Guide and be able to facilitate the process of reporting credentials f or state and federal collection . Understand and facilitate the process of the Concentrator Feedback Survey . Understand how state CTE assessment data affects EVAAS . Understand Limite d English Proficiency (LEP) and its relationship to CTE curriculum, stat e assessments , credentials, and accountability -- including the CTE Indicator Assessment process . Understand the importance of keeping student information confidential and secure . Understa nd the importance of securing state assessments, both paper/pencil a nd electronic versions . Understand the Occupation Course of Study (OCS) program and its relationship to CTE curriculum, assessments, and credentials. Understand the process for requesting C TE medical exceptions and the effect on accountability . Accurate ly maintains and reports CTE achievement data (technical and academic) . CURRICULUM AND INS TRUC TIONAL MANAGEMENT ( CIM C) COORDINATOR GCS 11/2019 4 Understand the process of WorkKeys and its effect on accountability . Upload/download data as required by the Department of Public Instruction (DPI) thru DPI’s secured Secure File Tra nsfer Protoco l (SFTP) site . Use the state Assessment Scheduler to secure access to state assessments by LEA, School, and Teacher . Laws and Policies K nowledge of general legislation and policies, both state and federal . Technology Be able to access and proficiently use the following : Canvas CIMC Calendar - of - Work CIMC Evaluation Instrument Credential Sites CTE Essential Standards EDDIE Education Value - Added Assessment System (E

5 VAAS) Google Docs LCO system Local
VAAS) Google Docs LCO system Local Planning System (LPS) Microsoft Access Mic rosoft Excel (pivot tables) Microsoft PowerPoint Microsoft Word NC DPI Web Site NC Educator Evaluation System (NCEES) NCAuth NCCTE Admin NC - SIS Courses and Course Codes NCTest O nline Meeting Mgt PowerSchool Program Area Moodle PLCs Schoolnet Secure File T ransfer Proto col (SFTP) Site CURRICULU M AND INSTRUCTIONAL MANAGEMENT (CIMC) COORDINATOR GCS 11/2019 5 Third Party Curriculum Twitter Note: Some may not be proficient, if their LEA does not opt into the program. Personal Work Habits Be able to prioritize and meet goals . Be able to show initiative and be self - directed . Be a ble to use re trieval skills to locate information . Be able to work well with others and be a team player . Demonstrate s effective literacy skills such as speaking, listening and writing skills . Demonstrate s effective leadership skills which include think ing and probl ems - solving skills . Demonstrate electronic media etiquette . Exhibit honesty and professional integrity . Maintains focus on the five major functions of CTE as well as the Comprehensive Local Needs Assessment ( CLNA ) . ADDITIONAL JOB FUNCTIONS Performs oth er related work as required. MINIMUM TRAINING AND EXPERIENCE Bachelor ’s d egree with 5 years within the past 8 years of related work experience , s uch as a c lassroom teacher in a CTE area; Career Development Coordinator, Special Populations Co ordinator, or curriculum/ instructional specialist . Current teaching license in any CTE area or current license as Curriculum Instructional Specialist or current license as Instructional Technology Specialist; MOS Excel prior to add on or before the end of the provision al license period . MINIMUM QUALIFICATIONS OR STANDARDS REQUIRE

6 D TO PERFORM ESSENTIAL JOB FUNCTIONS
D TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to operate a variety of equipment including computers, typewriters, copiers, facsimile machines , calculators , etc. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or CURRICULU M AND INSTRUCTIONAL MANAGEMENT (CIMC) COORDINATOR GCS 11/2019 6 stand ing to a sign ificant degree . Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. Inter personal Comm unication: Req uires the ability to speak and/or signal people to convey or exchange information. Includes giving and receiving instructions, assignments or directions to subordinates or assistants. Language Ability: Requires the ability to re ad a variety of corresponde nce, reports, forms, articles, applications, etc. Requires the ability to prepare correspondence, reports, forms, position papers, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, g rammar, dicti on, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establi sh facts, and draw valid co nclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver i nformation, t o explain proc edures, to follow oral and w

7 ritten instructions. Must be able to com
ritten 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; multip ly and divide ; utilize deci mals and percentages; and to apply the principles of descriptive statistics and statistical inference. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Require s the ability coordinate ha nds and eyes rapidly and accurately in using office equipment. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment. Must have minimal levels of eye/hand/foot coordination. Color Discrimi nation: Requi res the abilit y 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 confronte d with emerge ncy situations . 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. CURRICULU M AND INSTRUCTIONAL MANAGEMENT (CIMC) COORDINATOR GCS 11/2019 7 KNOWLE DGE, SKILLS A ND ABILITIES Considerable knowledge of Microsoft Windows - based computers and a variety of software and peripheral hardware components, including a thorough familiarity with Microsoft Excel, including the use of pivot tables. Knowledge of Mic rosoft Access is also reco mmended. Proficiency in using the following DPI and third party technologies is required: Credential Sites (Certiport), CTE PLCs (LearnNC), EVAAS, Google Docs, HomeBase (PowerSchool, Schoolnet), Local Planning System (LPS), NCID, Online Meeti ng tools, Sec

8 ure FTP, FILR, Thinkgate (CIMS, LCO), T
ure FTP, FILR, Thinkgate (CIMS, LCO), Third Party Curriculum Providers (NCCER, PLTW, Lynda.com). Considerable knowledge of all eight Career and Technical Education curriculum areas. Thorough knowledge of computer hardware, scan ners , and of various data collection , reporting, scanning, and scoring software such as Clarity, Classroom Manager, ABC Tools, and Microsoft Office Suite , Thinkgate, and SchoolNet . Considerable knowledge of the County and School Board policies, procedures and standard s regarding e ducation. 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 principl es of supervi sion, organiz ation and administration. Ability to use common office machines and popular computer - driven word processing, spreadsheet and file maintenance programs. Ability to maintain complete and accurate records and statistics and to de velop meaning ful reports f rom that information. Ability to evaluate the effectiveness of existing programs. Ability to effectively express ideas orally and in writing. Ability to make oral presentations before large groups of people. Ability to exer cise consider able tact and courtesy in fre quent contact with the public. Ability to establish and maintain effective working relationships as necessitated by work assignments. DISCLAIMER The preceding job description has been designed to indicate th e general nat ure and level of work CURRICULU M AND INSTRUCTIONAL MANAGEMENT (CIMC) COORDINATOR GCS 11/2019 8 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