Facilitator - Career and Technical Education and College and Career Readiness

About the role

Under the direction of the Executive Director of College and Career Readiness and the Director of Career and Technical Education (CTE) and College and Career Readiness (CCR), this position supports the implementation of district college and career readiness initiatives. The Facilitator provides coordination, coaching, professional learning, technical assistance, partnership development, and program implementation support to school counselors, College and Career Specialists, teachers, administrators, and school-based teams. The Facilitator regularly consults with, seeks guidance from, and provides updates to the Executive Director and Director to ensure work is aligned with departmental priorities, district goals, strategic initiatives, and implementation expectations. This position provides support and recommendations and does not exercise administrative or supervisory authority or make operational or programmatic decisions on behalf of the district.

Responsibilities

• Collaborates with district and school staff to support a comprehensive college and career readiness system that promotes academic preparedness, postsecondary access, career readiness, and successful transitions for all scholars.
• Regularly consults with, seeks guidance from, and provides updates to the Executive Director of College and Career Readiness and the Director of CTE and College and Career Readiness regarding implementation progress, partnerships, professional learning, and district initiatives; provides recommendations and implementation support aligned with leadership direction.
• Provides professional development, coaching, technical assistance, and resource support to school counselors, College and Career Specialists, administrators, and school-based teams on academic advising, graduation assurance practices, High School and Beyond Plan implementation, postsecondary planning, college access strategies, and the effective use of student outcome data to increase college and career readiness for all scholars.
• Coordinates and supports implementation of the High School and Beyond Plan within the online portfolio system, including training and technical assistance for staff, families, and scholars in grades 6–12.
• Supports school teams in developing and implementing strategies that build a strong college-going, career-ready, and postsecondary readiness culture at each high school, including consistent advising practices, family engagement, college access programming, and student-facing readiness activities.
• Monitors and tracks graduation assurance data, including grade-level student surveys, on-track data by credits and subject area, FAFSA/WASFA completion, community service completion, High School and Beyond Plan tasks, unconfirmed transfers, and other relevant indicators; provides data summaries and recommendations to district leadership and school teams.
• Builds relationships with external college access partners to facilitate and expand their work in FWPS, including working with school leaders and central office staff to support appropriate data access, communication, and leadership alignment.
• Introduces district programs to colleges, universities, apprenticeship programs, employers, workforce organizations, and community partners, and fosters partnerships that strengthen postsecondary and career-connected opportunities for scholars.
• Supports the arrangement of postsecondary admissions representatives to visit campuses and assists with creating and maintaining a districtwide calendar of postsecondary events and visitations available throughout the district and region.
• Coordinates and supports College and Career Specialists with the Life After High School Fair and other college, career, and postsecondary readiness events.
• Supports school teams in providing information sessions and support for families in understanding the college application process, financial aid, and other key privileged knowledge.
• Supports school teams in providing focused outreach and support to first-generation college families, including providing or arranging interpretation and translation support as needed.
• Develops a strong understanding of current and best practices in Advisory and works with teachers and counselors to embed these practices into classrooms and advising systems; maintains a repository of advisory lessons and works with counselors, teachers, and outside partners to continually improve these lessons.
• Helps teachers and counselors ensure that all secondary students have robust and dynamic High School and Beyond Plans.
• Collaborates with the CTE department staff to support a balanced system of college and career awareness, exploration, preparation, and experiences for students, and supports implementation through College and Career Specialists in high schools.
• Works with the district CTE business advisory committee to support an advisory curriculum of college and career readiness with goals and activities for all grade levels.
• Supports teacher and counselor committees in collaborating with external industry advisory boards and providing recommendations regarding curriculum, instructional practices, equipment, technology, career awareness, and student experiences where possible.
• Assists the Director of CTE and College and Career Readiness in supporting the goals of the school district strategic plan and carrying out policies established by the superintendent and board of directors.
• Facilitates the development of curriculum guides for CTE courses in alignment with the strategic plan.
• Assists with the development of curriculum that aligns with Office of Superintendent of Public Instruction (OSPI) CTE/CCR program standards, employability standards, leadership skills standards, and state learning standards.
• Facilitates collaborative groups engaged in the evaluation of selected program areas, courses of study, and curriculum development, and provides recommendations to district leadership.
• Works collaboratively with Teaching for Learning (TFL) directors and coordinators to develop and plan professional development supporting effective instructional practice, academic advising, instructional materials implementation, and student achievement.
• Supports the CTE/CCR Director with CTE/CCR-required reporting, including state curriculum frameworks and teacher certification reviews.
• Supports compliance with district, state, and federal requirements related to curriculum implementation and assists school teams in understanding applicable procedures and expectations.
• Regularly communicates with teachers and counselors in support of the strategic plan and department initiatives, using verbal and written communication to gather feedback and ensure teacher and counselor voice and input for initiatives.
• Keeps parents and scholars informed through regular communication that may include the online portfolio system, website, newsletters, and/or monthly mailings.
• Supports the planning, coordination, and evaluation of academic, social-emotional, and college access strategies and provides recommendations for continuous improvement.
• Coordinates special projects as assigned and under the guidance of the Executive Director and Director.
• Serves on regional teams related to CTE/CCR initiatives as assigned.
• Maintains College and Career Readiness and Counseling Website.
• Keeps track of the impact and outcome of activities, collecting data and providing regular reports to district leadership teams and principals.

Requirements

• Bachelor’s degree in education leadership, education/public policy, school counseling, teaching, CTE or a related field.
• Three (3) years successful teaching experience in career & technical education, college & career readiness advising, and/or other job-related occupations.
• Strong background working with a diverse population.
• Criminal background clearance.
• Valid WA State driver’s license and proof of insurance.
• Work scheduled hours on a consistent basis.

Preferred Qualifications

• Washington CTE administration internship program completion.
• Demonstrated successful experience in high school teaching in urban public education.
• Demonstrated successful experience in an ethnically diverse public school district.
• Completion of courses in curriculum and instruction, curricular design, and professional development design and delivery.
• Teaching certificate.

Knowledge of

• High school graduation requirements, college- and career-entrance requirements.
• Postsecondary awareness, academic, or preparation programs.
• Development of the comprehensive counseling guide and curriculum guides for CTE courses.
• Development of a professional support structure for teachers and leaders for continuous improvement in programs.
• Academic, social-emotional and college access support strategies.
• FAFSA/WASFA and College Bound Scholarship programs.
• Urban schools and the practical urban district setting for school improvement aspirations.
• Credit recovery, summer school, and learning advancement programs such as AP, IB, Cambridge, Running Start, or other.
• Budgeting and financial reporting.
• School board policies and procedures.

Ability to

• Partner with teachers in the field and regularly communicate with high school teachers, college & career specialists, and counselors.
• Plan, organize, coordinate, and support assigned areas of responsibility under leadership direction.
• Demonstrate leadership qualities and utilize motivational techniques and strategies in the development of an operational mode that is cost effective.
• Operate technology hardware and software necessary to perform assigned duties/responsibilities.
• Communicate effectively, both orally and in writing; write/present in a clear and concise manner for broad public appeal and interpretation.
• Gain cooperation through discussion and persuasion; promote consensus in groups of individuals with diverse interests and values; facilitate and promote collaborative decision-making; facilitate conflict resolution.
• Analyze complex situations, synthesize diverse information carefully, and provide recommendations for an effective course of action.
• Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage tasks, with many interruptions.
• Work independently while regularly seeking guidance from supervisors; work under pressure.
• Understand, analyze, and prepare comprehensive, narrative and statistical reports.
• Use effective customer service skills to establish and maintain cooperative and effective working relationships with district personnel, community members, and external companies and agencies in the course of performing assigned duties.
• Exhibit multicultural and ethnic understanding and sensitivity with the capability to communicate effectively with all cultural groups in the Federal Way School District.
• Stay abreast of and implement innovative approaches which impact the PK–12 education changing environment.
• Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail.