Posting DetailsAnnouncement Information
Posting Number Title Counselor, Perkins - Business Education (One-Year, Full-Time Temporary) Fresno City College
Campus Location Fresno City College
Start Date 09/09/2026
Essential Functions of Position The full-time Perkins counselor for the Business Division will work with CTE programs in order to support outreach, recruitment, registration assistance, career counseling, and job preparation for students. This Perkins counselor will be responsible for:
- Coordinating and providing job/career fair support, campus tours, educational planning, and conference/workshop presentations to share with students and their family about CTE program options as well as specific courses, certificates, and degrees;
- Providing referrals and connections to Pathway Teams such as DSP&S, Outreach, General counselor(s), and Financial Aid representatives;
- Providing career exploration and career development activities through an organized, systematic framework designed to aid students, including in the middle grades, before enrolling and while participating in a career and technical education program, in making informed plans and decisions about future education and career opportunities and programs of study;
- Providing professional development for teachers, faculty, school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, or paraprofessionals;
- Providing within career and technical education the skills necessary to pursue careers in high-skill, high-wage, and in-demand industry sectors or occupations;
- Supporting integration of academic skills into career and technical education programs and programs of study to support:
- CTE participants at the secondary level in meeting challenging State academic standards adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (ESEA) by the State in which the eligible recipient is located; and
- CTE participants at the postsecondary level in achieving academic skills;
- Planning and carrying out elements that support the implementation of career and technical education programs and programs of study that result in increasing student achievement of the local levels of performance established under section 113;
- Developing sustainable relationships among education, business and industry, and other community stakeholders, including industry or sector partnerships in the local area, where applicable, that are designed to facilitate the process of continuously updating and aligning programs of study with skills that are in demand in the State, regional, or local economy, and in collaboration with business outreach staff in one-stop centers, as defined in section 3 of the 64 Workforce Innovation and Opportunity Act (29 USC 3102) (WIOA), and other appropriate organizations, including community-based and youth-serving organizations;
- Where appropriate, expanding opportunities for CTE concentrators to participate in accelerated learning programs, including dual or concurrent enrollment programs, early college high schools, and the development or implementation of articulation agreements as part of a CTE program of study;
- A continuum of work-based learning opportunities, including simulated work environments;
- Industry-recognized certification examinations or other assessments leading toward a recognized postsecondary credential;
- Where applicable, coordination with other education and workforce development programs and initiatives, including career pathways and sector partnerships developed under WIOA and other federal laws and initiatives that provide students with transition-related services, including IDEA;
- Expanding opportunities for students to participate in distance career and technical education and blended-learning programs;
- Expanding opportunities for students to participate in competency-based education programs;
- Improving career guidance and academic counseling programs that assist students in making informed academic and career and technical education decisions, including academic and financial aid counseling;
- Supporting the integration of employability skills into career and technical education programs and programs of study, including through family and consumer sciences programs;
- Supporting programs and activities that increase access, student engagement, and success accounting, business and technology, computer information technology, decision science (math), business administration marketing, paralegal, and real estate for students who are members of groups underrepresented in such subject fields;
- Providing career and technical education, in a school or other educational setting, for adults or out-of-school youth to complete secondary school education or upgrade technical skills;
- Supporting career and technical student organizations, including student preparation for and participation in technical skills competitions aligned with career and technical education program standards and curricula;
- Making all forms of instructional content widely available which may include use of open educational resources;
- Partnering with a qualified intermediary to improve training, the development of public-private partnerships, systems development, capacity-building, and scalability of the delivery of high-quality career and technical education;
- Support to reduce or eliminate out-of-pocket expenses for special populations participating in career and technical education, including those participating in dual or concurrent enrollment programs or early college high school programs, and supporting the costs associated with fees, transportation, childcare, or mobility challenges for those special populations; or
- Other activities to improve career and technical education programs.
- Serving on and attending department, college, and district committees as needed;
- Participating in program review, student learning outcome development, and assessment to improve student learning;
- Otherwise fulfilling all of the duties and responsibilities of instructors as required by Administrative Regulation 7122; and
- Other duties as assigned.
Minimum Qualifications All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom;
and- Master's in counseling, rehabilitation counseling, clinical psychology, counseling psychology, guidance counseling, educational counseling, social work, career development, marriage and family therapy or marriage, family and child counseling; or
- A valid California Community College Credential; or
- The equivalent education and/or experience (requires an equivalency).
(
Note: If the degrees posted on your transcript(s) do not match
exactly as stated above, you
must petition for equivalency. A bachelor's degree in one of the listed degrees and a license as a Marriage and Family Therapist (MFT) is an alternative qualification for this discipline.)
Desirable Qualifications - Experience and skill incorporating elements of diversity, equity, and inclusion into all areas of responsibility;
- Recent experience working with African American, Asian/Pacific Islander, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusion of these groups in higher education shape patterns of participation and outcomes;
- Willingness to examine and remediate one's instructional, relational, and classroom practices to more effectively engage and support racially minoritized students;
- Related work and professional experience;
- Experience working with students of various cultural, gender, age, socioeconomic, and ethnic backgrounds, students with disabilities;
- Demonstrated ability to work with computers, and other technologies, which are utilized in providing high-quality instruction and support to students;
- Demonstrated ability to communicate effectively with students and staff;
- Knowledge of the community college and its mission and goals.
Conditions of Employment 178-181 duty days per year, contingent upon funding. Duty days will be prorated based upon start of assignment.
Salary and Benefits Starting annual salary is $71,054 - $108,772 based on education and experience. Duty days and salary will be prorated based upon start of assignment. An annual doctoral stipend of $2,419 is available. In addition, the District offers an attractive fringe benefit package including medical, dental, and vision coverage for the employee and dependents, and life insurance. Employees are also members of the California State Teacher's Retirement System (CalSTRS).
Selection Procedure Applications will be screened by Human Resources for completeness
and to determine which applicants meet the minimum qualifications as stated in the job announcement.
From the applicants who meet the minimum qualifications and who have submitted all the required documents by the closing date and time listed on the job announcement,
a selection advisory committee will review the candidates who are best qualified based on the minimum and desirable qualifications and then determine who will be invited to interview.
INTERVIEWS TENTATIVELY SCHEDULED AS FOLLOWS:- FIRST LEVEL INTERVIEWS THE WEEK OF AUGUST 31, 2026
- FINAL INTERVIEWS THE WEEK OF SEPTEMBER 7, 2026
The selection committee will rate responses to the interview questions and writing prompt (if applicable). Based on this rating, a small number of applicants will be selected as the "recommended candidates". These candidates will be forwarded to theVice Presidentand College President for final interviews.
A hiring recommendation will be made by the College President and forwarded to the Board of Trustees of State Center Community College District for final approval.
Additional Information This is a one-year, full-time temporary position. The District may fill more than one position from this pool.Additional Information 
