Qualifications:

• Minimum Education Requirements:
  • Current and active Tennessee teaching license
  • Appropriate endorsement for the WBL course to be taught
  • Comply with all WBL training requirements and applicable child labor laws
  • Provide documentation of non-teaching work experience (paid or unpaid) outside of the educator role
  • Strong skills in planning and fully executing projects, initiative, leadership, creative thinking, and the ability to work with multiple grade levels and community partners
• Preferred Experience:
  • Prior experience in Career and Technical Education (CTE) and/or Work-Based Learning (WBL)
  • Three years experience working with middle and/or high school students with one year of leadership experience.

All required components of a high quality work-based learning program or district-wide system are coordinated through one (or more) designated WBL coordinator(s) who serves as the primary point of communication at the school or district for all other stakeholders. The WBL coordinator shall manage the work-based learning program and is ultimately responsible for ensuring that all components of the WBL Framework are met as outlined in High School Policy 2.103. These responsibilities include:

1. Structure of the Program:

   1. Align WBL opportunities that build upon students' prior experiences
   2. Confer high school credit when WBL course standards are met
   3. Report on activities, placements, and standard attainment
   4. Observe and enforce all applicable federal and state labor laws

2. Coordination of the Program:

   1. Coordinate and communicate regularly with content endorsed teachers, counselors and industry partners to ensure quality placements and learning experiences
   2. Seek involvement as needed from content endorsed teachers where appropriate
   3. Recruit appropriate work sites
   4. Place students in appropriate and safe learning environments
   5. Provide and keep copies of all required documentation related to student work, safety training, and job placements as outlined in the WBL Implementation Guide

3. . Supervision of Students

   1. Supervise and provide adequate monitoring of student activities
   2. Identify and communicate adequately with the designated workplace mentor/supervisor

4. Development of Personalized Learning Plans:

   1. Collaborate with counselors and content endorsed teachers as appropriate to ensure that student experiences align with the student's goals and high school Plan of Study and reinforce classroom instruction
   2. Develop Personalized Learning Plans to address WBL standards, including employer input and employability skills in the following areas:
      1. Application of academic and technical knowledge and skills
      2. Career knowledge and navigation skills
      3. 21st Century learning and innovation sills
      4. Personal and social skills

   3. Document required Personalized Learning Plan information through the WBL Student Placement Portal, as required

5. Student Assessment Using Multiple Measures
   1. Ensure that students exhibit work readiness attitudes and skills consistent with expectations of the employer prior to beginning a WBL experience

   2. Facilitate the development of formative and summative assessments that may take the form of artifacts and/or a portfolio of collected work to demonstrate employability skills outlined in (IV)

   3. Administer student assessments and collect assessment results from employers and students
6. Evaluation of Program Quality
   1. Implement locally-adopted evaluation to ensure quality WBL experiences for the students (recommended evaluation tools are provided in the WBL Implementation Guide)
   2. Provide evaluation results to school and/or district leadership for continuous improvement

Additional Essential Goals and Functions:

The following functions are normal for this position and should not be construed as exclusive or all inclusive. Other duties may be required and assigned.

• Plan and promote career exploration in order to infuse career exploration in K-12 classrooms
• Provide training to both staff and students in a career-oriented learning platform
• Assist with the development, preparation, and supervision of college and career programming for grades 6-12
• Assist in the development and supervision of college and career tracks within CTE programs of study
• Develop and maintain relationships with postsecondary institutions and local industries
• Maintain relationships with counselors at all levels as students' transition to post-secondary.
• Provide support, engagement, and guidance to help students in grades 5-12 define their career interests and explore educational opportunities
• Improve the quality and effectiveness of postsecondary career counseling given to high school students and their families
• Plan, design, implement, and deliver content for career development workshops and sessions
• In collaboration with UCHS, develop and maintain a current and comprehensive on-line occupational library including information on careers and career clusters, employment prospects and trends, and employment requirements and opportunities
• Conduct workshops and sessions for students that focus on career assessment placement testing/multiple measures requirements, financial aid application, opportunities for internships, and Career and College promise credit classes in high school as well as on campus and the community
• Provide information on careers, career pathways, and educational requirements
• Provide opportunities for job shadowing, mentoring, internships, visits to business and industry, and other career awareness activities
• Monitor and track student interest areas and the job market
• Complete annual training in order to gain/retain certification as a TN TEAM Evaluator
• Assist UCHS/CTE and district administration in completion of TEAM evaluations

Temperament (Personal Traits):

• Adaptability in performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
• Adaptability in accepting responsibility for the direction, control, or planning of an activity
• Adaptability in dealing with students, families, and colleagues
• Adaptability in making generalizations, evaluations, and decisions

General Requirements:

The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

Please note:

• Approved applicants must hold proper credentials and certification.
• Applicants who meet certification/endorsement requirements may be interviewed for open positions.