CTE Curriculum and Instructional Management Coordinator Nash County Public Schools NCPS Central Office

• Nashville, North Carolina Open in Google Maps This job is also posted in Nash County Public Schools
• NC , and

North Carolina School Jobs Job Details Job ID:

5925291

Application Deadline:

Sep 24, 2026 8:00 AM (Eastern Standard Time)

Posted:

Yesterday Starting Date:

Immediately Job Description

POSITION

CTE Curriculum and Instructional Management Coordinator

REPORTS TO

Director of Career and Technical Education and Workforce Development

SALARY GRADE

State Salary Schedule

CLASSIFICATION

Certified

TERMS OF EMPLOYMENT

12 Months

NATURE OF WORK

The CTE Curriculum and Instructional Management Coordinator (CIMC) serves as a district-level instructional leader responsible for strengthening the quality, consistency, and effectiveness of CTE instruction across schools and program areas. The CIMC provides leadership, coaching, technical assistance, and professional learning to CTE teachers and support staff to improve instructional practices, strengthen teacher capacity, and increase student achievement. This position requires a strong understanding of Career and Technical Education curriculum, instruction, assessment, credentials, programs of study, and state and federal accountability requirements. The CIMC must be a highly motivated, self-directed leader who demonstrates initiative, anticipates needs, identifies solutions, and independently moves work forward while maintaining alignment with district and CTE department priorities.

ESSENTIAL DUTIES AND RESPONSIBILITIES

( Additional duties may be assigned). Instructional Leadership and Teacher Support Serve as an instructional leader for Career and Technical Education, promoting high-quality teaching and learning across CTE program areas. Provide ongoing instructional coaching, feedback, modeling, and technical assistance to strengthen teacher effectiveness and student outcomes. Support teachers in planning and delivering rigorous, engaging, standards-aligned instruction that integrates academic, technical, employability, and career-readiness skills. Analyze instructional needs and proactively develop resources, strategies, interventions, and supports to address identified gaps. Support new and beginning CTE teachers, including educators entering teaching directly from business and industry, in developing effective instructional practices and classroom systems. Collaborate with school administrators and CTE leadership to identify instructional priorities and develop appropriate supports for individual teachers, programs, and schools. Maintain current knowledge of research-based and high-leverage instructional practices and translate those practices into strategies appropriate for CTE classrooms. Promote instructional practices that actively engage students and support the application of knowledge and skills in authentic career and technical contexts. Curriculum and Program Management Maintain comprehensive knowledge of North Carolina CTE Essential Standards, course blueprints, curriculum guides, programs of study, pathways, credentials, equipment requirements, Proofs of Learning, and other instructional resources. Maintain current knowledge of the CTE Status of Curriculum and Assessment (SOCA), NCCTE Admin, course codes, course types, academic levels, teacher effectiveness models, and related state guidance. Support teachers in interpreting curriculum standards and translating them into effective instructional plans, pacing, learning experiences, and assessments. Monitor curriculum implementation across schools and identify opportunities to strengthen consistency, rigor, alignment, and instructional effectiveness. Maintain current knowledge of state and local graduation requirements, including requirements applicable to traditional and alternative pathways. Maintain current knowledge of CTE programs of study, Career Pathways, concentrator status, honors-level coursework, articulation agreements, and credential opportunities. Understand and support state and local articulation processes through collaboration with community colleges and other postsecondary partners. Assist with the development and implementation of Local Course Options and other curriculum initiatives, as appropriate. Stay current on emerging trends, research, technologies, workforce needs, and promising practices in Career and Technical Education. Professional Learning and Capacity Building Design, coordinate, and facilitate high-quality, sustained, classroom-focused professional learning that strengthens CTE instruction and builds teacher capacity. Develop professional learning in response to classroom observations, teacher needs, performance data, state and district priorities, and emerging CTE initiatives. Provide differentiated professional learning appropriate for beginning teachers, experienced educators, industry professionals transitioning into education, and specific CTE program areas. Facilitate professional learning communities, collaborative planning, curriculum development, and other opportunities for teachers to learn from one another. Provide follow-up coaching, resources, and technical assistance to support the implementation of professional learning in CTE classrooms. Evaluate the effectiveness of professional learning and adjust support based on teacher needs, implementation evidence, and student outcomes. Collaborate with the CTE Director to implement professional development priorities identified through the Local Application, Comprehensive Local Needs Assessment, accountability data, and district improvement priorities. Maintain professional knowledge through participation in appropriate local, regional, state, and national professional learning opportunities and apply relevant learning to district CTE programs. Assessments and Accountability Coordinate and support the effective administration of CTE Proofs of Learning, including CTE state assessments and credential-based assessments. Maintain thorough knowledge of the CTE Proof of Learning Guide, North Carolina Testing Code of Ethics, test security procedures, accommodations, accountability policies, and other applicable assessment requirements. Maintain current knowledge of requirements related to testing students with disabilities, multilingual learners, the Occupational Course of Study, medical waivers, and other applicable student testing considerations. Ensure appropriate processes are followed for securing, administering, and maintaining the confidentiality of state assessments and related testing materials. Generate, analyze, interpret, and communicate CTE performance data to identify trends, instructional needs, achievement gaps, and opportunities for improvement. Work collaboratively with teachers, administrators, and CTE leadership to translate performance data into specific instructional actions and improvement strategies. Monitor credential performance, Proof of Learning performance, and other CTE indicators and proactively recommend interventions when performance concerns are identified. Understand and facilitate processes associated with credential reporting and other CTE accountability measures. Understand and support the administration of required CTE surveys and accountability processes. Maintain confidentiality and security of student, assessment, and program data. Data Management and Compliance Maintain working knowledge of Perkins V legislation and the role of the CIMC in the Local Application and Comprehensive Local Needs Assessment process. Coordinate and support the annual collection, validation, analysis, and reporting of CTE data, including concentrator status and technical measures required by local, state, and federal agencies. Assist the CTE Director, school administrators, teachers, and other appropriate staff with accessing, interpreting, and utilizing available CTE data and reports. Analyze data to identify trends, inconsistencies, instructional needs, and opportunities for program improvement. Maintain proficiency with NCCTE Admin, the CTE Course Management System, credential platforms, assessment systems, and other state and local information systems. Upload and download data as required by the North Carolina Department of Public Instruction. Identify data inconsistencies or potential compliance concerns and take initiative to investigate, communicate, and support appropriate resolution. Maintain accurate documentation and records associated with CTE curriculum, assessment, accountability, and program requirements. Leadership, Initiative, Department Support Demonstrate a high level of initiative, ownership, organization, follow-through, and professional judgment. Anticipate instructional, curriculum, assessment, and program needs and proactively develop solutions rather than waiting for direction. Independently manage multiple projects, deadlines, and priorities while maintaining alignment with CTE department and district goals. Research unfamiliar issues, identify appropriate resources, seek clarification when necessary, and recommend practical solutions. Lead assigned projects and initiatives from planning through implementation, monitoring, and evaluation. Identify potential challenges, barriers, or emerging needs and communicate concerns and recommended solutions to the CTE Director in a timely manner. Demonstrate the ability to receive direction, establish appropriate next steps, and independently carry work through to completion. Build productive relationships with teachers, administrators, district staff, postsecondary partners, vendors, and other stakeholders. Contribute to broader CTE department initiatives and provide leadership and support beyond specifically assigned responsibilities when departmental needs arise. Demonstrate adaptability and willingness to respond to changing CTE priorities, state requirements, instructional needs, and district initiatives. Represent the CTE Department professionally and communicate information accurately and consistently with established department and district priorities. Technology Demonstrate proficiency with Microsoft Excel, Microsoft Word, Google Workspace, and learning management systems utilized by the district. Effectively utilize curriculum, assessment, credential, and vendor platforms required to support CTE programs. Utilize technology to develop and organize instructional resources, analyze data, communicate with stakeholders, and facilitate professional learning. Demonstrate the ability and willingness to learn and effectively use emerging technologies that support instructional management, teaching and learning, professional development, and CTE program implementation. Additionally, the Coordinator shall provide district leadership by: Supporting implementation of the district's Career and Technical Education Strategic Plan. Supporting district accountability measures and performance indicators. Collecting, maintaining, analyzing, and reporting CTE Performance Data Developing annual reports that communicate program outcomes and partnership impact. Collaborating across district departments to strengthen career readiness initiatives. Performing other duties as assigned by the Director of Career and Technical Education.

EDUCATION AND/OR EXPERIENCE

Five (5) years within the past eight (8) years of related work experience NCDPI-sponsored CIMC Induction Program preferred Bachelor's Degree and any of the following credentials: Current continuing professional teaching license in any CTE area; or Current continuing professional license as Curriculum Instructional Specialist; or Current continuing professional license as Instructional Technology Specialist; or Current continuing professional license as School Administrator

PREFERRED EXPERIENCE

Strong background in Career and Technical Education curriculum, instruction, assessment, and program implementation Demonstrated experience providing instructional coaching and support that builds teacher capacity and improves instructional practice Strong knowledge and application of high-leverage, research-based instructional practices Demonstrated experience developing, facilitating, and leading high-quality professional learning for adult learners Experience analyzing student performance data and using results to inform instructional improvement Demonstrated ability to lead projects and initiatives with a high degree of initiative, independence, organization, and follow-through Experience supporting educators with varying levels of teaching experience, including beginning teachers and professionals transitioning from business and industry

KNOWLEDGE, SKILLS AND ABILITIES

Leadership and Interpersonal Skills

• Ability to effectively lead, coach, support and collaborate with adult professionals. Ability to build productive relationships, facilitate groups, provide constructive feedback and navigate difficult conversations. Demonstrates professionalism, sound judgment and the ability to build consensus and influence outcomes without relying solely on positional authority. Language Skills
• Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures or governmental regulations. Ability to write reports, business correspondence and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers and the general public. Mathematical Skills
• Ability to work with mathematical concepts such as probability and statistical inference and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Reasoning Ability
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. Computer Skills
• Familiarity with basic computer operation and software. Ability to learn various computer operations required for management of student information and integration of technology in classroom instruction. Physical Demands
• While performing the duties of this job, the employee is regularly required to stand and talk or hear.

The employee is frequently required to walk. The employee must occasionally lift or move up to 50 pounds (school supplies, books, files, papers, etc.). Specific vision abilities required by this job include close vision and the ability to adjust focus. ( Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions) Work Environment

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

The noise level in the work environment may be moderate to loud. The employee continuously interacts with the public and staff. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Other

• Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on the division and school objectives and the needs and abilities of students to whom assigned.

Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication.

EVALUATION

Performance shall be evaluated annually by the Director of Career and Technical Education in accordance with Board Policy, the North Carolina Curriculum and Instructional Management Coordinator Evaluation Instrument, district performance expectations, and progress toward established strategic priorities and measurable program outcomes.

CONTACT :

Damian Jeffers dtjeffers@ncpschools.net

Revised:

9/11/2026

Position Type:

Full-Time Job Categories:

Administration > Director/Coordinator/Manager Job Requirements Contact Information Damian Jeffers ,

Director of CTE & Workforce Development NCPS Central Office Email:

dtjeffers@ncpschools.net Map The content you submit, offer, contribute, attach, post, or display (each a "Submission") will be viewed by other users of the service who may or may not be accurately representing who they are or who they represent. Do not include any sensitive data in your submissions. Any submission or any use or reliance on any content or materials posted via the service or obtained by you through the use of the service is at your own risk. "Sensitive data" for purposes of this section means social security or other government-issued identification numbers, medical or health information, account security information, individual financial account information, credit/debit/gift or other payment card information, account passwords, individual credit and income information or any other sensitive personal data as defined under applicable laws.