BASIC FUNCTION: The Program Administrator of College and Career Readiness and Pathways provides districtwide leadership for the development, implementation, and continuous improvement of a comprehensive college and career readiness system that prepares all students for success in postsecondary education, career, technical training, military service, and the workforce.

The Program Administrator leads a coherent continuum of college and career awareness, exploration, preparation, and transition from elementary through high school. The position provides strategic leadership for Career Technical Education (CTE), CTE pathways and Career Technical Student Organizations (CTSOs), dual enrollment, work-based learning, postsecondary partnerships, career exploration, and transition programs. The Program Administrator works collaboratively with school and district leaders, teachers, counselors, students and families, postsecondary institutions, employers, industry partners, workforce agencies, and community organizations to ensure students have equitable access to rigorous, relevant, standards-aligned, and career-connected learning experiences.

The position is responsible for aligning college and career readiness initiatives with district strategic priorities, student needs, state CTE quality standards, labor market and industry demands, and postsecondary opportunities. The Program Administrator also provides oversight of CTE funding, including CTE Incentive Grant (CTEIG) planning, fiscal management, compliance, reporting, and continuous improvement.

TYPICAL DUTIES (Responsibilities will include but not be limited to):

Districtwide College and Career Readiness Leadership

• Develop and implement a comprehensive districtwide vision and strategic framework for college and career readiness aligned with district priorities, student needs, and state requirements.
• Lead a coherent K-12 continuum of career awareness, exploration, preparation, and transition that connects academic learning, career pathways, postsecondary education, and workforce opportunities.
• Collaborate with school and district leaders, counselors, educators, students, families, and community partners to ensure all students have access to meaningful college and career opportunities.
• Support schools in integrating rigorous, relevant, standards-aligned, and career-connected learning experiences into the student experience.
• Establish systems that increase student awareness, engagement, ownership, and successful transition to postsecondary education, training, military service, or employment.

Career Technical Education, Pathways, and Student Leadership

• Provide districtwide leadership for CTE programs, pathways, and Career Technical Student Organizations (CTSOs).
• Lead the development, expansion, evaluation, and continuous improvement of high-quality CTE pathways aligned with state standards, labor market needs, industry expectations, postsecondary opportunities, and district priorities.
• Oversee CTEIG planning, budgeting, fiscal management, implementation, compliance, reporting, and continuous improvement.
• Strategically align CTE funding and resources with student needs, pathway development, and district priorities.
• Support recruitment, enrollment, retention, completion, and equitable participation in CTE pathways and CTSOs.
• Promote CTSOs as opportunities for leadership development, competition, networking, community service, and authentic career-connected learning.
• Collaborate with CTE educators, counselors, administrators, industry partners, and postsecondary institutions to strengthen pathway quality and student outcomes.

Postsecondary Pathways, Dual Enrollment, and Transitions

• Lead the development and expansion of dual enrollment, articulation, and other partnerships that create seamless pathways from high school to college, technical training, certification, apprenticeship, military service, and employment.
• Establish systems that support student enrollment, participation, credit attainment, completion, and successful postsecondary transition.
• Develop and maintain partnerships with community colleges, universities, technical schools, apprenticeship programs, workforce agencies, and other postsecondary organizations.
• Collaborate with counselors, educators, students, families, and postsecondary partners to identify and remove barriers to participation and completion.
• Support students in understanding admissions, financial aid, college placement, certifications, apprenticeships, and other postsecondary requirements.

Work-Based Learning and Industry Partnerships

• Develop and coordinate a comprehensive districtwide work-based learning system connected to CTE pathways, academic learning, and students' college and career goals.
• Expand access to internships, job shadows, mentorships, apprenticeships, workplace visits, career speakers, projects, and other authentic workplace learning experiences.
• Develop and sustain partnerships with employers, industry organizations, workforce development agencies, and community organizations.
• Ensure work-based learning experiences are high quality, purposeful, appropriately supported, and equitably accessible.
• Leverage industry and community partnerships to expand student opportunities, resources, mentoring, credentials, and employment pathways.

K-12 Career Exploration, Counseling, and Student Planning

• Collaborate with elementary, middle, and high school educators and counselors to establish a coherent K-12 college and career readiness continuum.
• Support age-appropriate career awareness and exploration beginning in elementary and middle school and progressing toward pathway preparation and application in high school.
• Support individualized pathway planning based on students' interests, strengths, goals, and aspirations.
• Ensure students understand available CTE, dual enrollment, college, career, technical training, and other postsecondary options.
• Facilitate alignment among middle school exploration, high school CTE pathways, dual enrollment, work-based learning, and postsecondary programs.
• Support schools in providing students with the guidance, information, and experiences necessary to make informed decisions about their futures.

Equity, Access, and Student Outcomes

• Lead efforts to ensure equitable access to rigorous college and career readiness opportunities across schools and student populations.
• Monitor participation, achievement, pathway completion, credential attainment, dual enrollment success, work-based learning participation, and postsecondary transition outcomes.
• Analyze data to identify opportunity gaps, barriers, and disparities in access and outcomes.
• Collaborate with schools and student support teams to reduce barriers and increase participation, persistence, and completion.
• Establish measurable goals and use student, program, and stakeholder data to evaluate effectiveness and guide continuous improvement.

Professional Learning, Program Development, and Continuous Improvement

• Plan and facilitate professional learning for teachers, counselors, administrators, and other staff related to college and career readiness, CTE, pathway development, career-connected learning, work-based learning, dual enrollment, and postsecondary transitions.
• Build educator and counselor capacity to integrate career-connected learning into academic and CTE instruction and student planning.
• Develop implementation plans, timelines, budgets, performance measures, and monitoring systems for college and career readiness initiatives.
• Use data, research, stakeholder feedback, and effective practices to evaluate programs and drive continuous improvement.
• Prepare reports, presentations, recommendations, and progress updates for district leadership, governing boards, funding agencies, and other stakeholders.

Partnership, Compliance, and Resource Management

• Build and maintain collaborative relationships with internal and external partners to advance district college and career readiness goals.
• Coordinate cross-departmental and cross-school initiatives to ensure alignment, coherence, and effective use of resources.
• Identify and pursue funding, grants, partnerships, and other resources that expand student opportunities.
• Ensure compliance with applicable state and federal requirements, district policies, CTE funding requirements, grant expectations, and reporting requirements.
• Monitor budgets and resources to ensure responsible, strategic, and equitable allocation.
• Represent the district in regional, state, postsecondary, industry, and community college and career readiness initiatives and professional networks.
• Selects, supervises, trains and evaluates assigned professional and clerical staff
• Perform other related duties as assigned.

REQUIRED QUALIFICATIONS:

• Bachelor's degree in career and technical education, or related field, or equivalent combination of education and experience.
• Valid California teaching credential or other appropriate educational credential, as required by the district.
• Successful classroom teaching experience in TK-12 public education.
• Demonstrated ability to collaborate effectively with teachers, administrators, and other educational professionals.
• Valid Administrative Services Credential (or Certificate of Eligibility)
• Valid California driver's license
• Must reside within 45-minutes of the GUSD Administration Office

PREFERRED QUALIFICATIONS:

• Bilingual in English/Spanish
• Designated Subjects CTE Teaching Credential
• Previous experience in teaching, career and technical education, work-based learning, or equivalent experience.
• Master's Degree

KNOWLEDGE AND ABILITIES:

• Effective management and conflict resolution strategies
• Knowledge of the principles, practices, and standards of work-based learning, career and technical education, and career development.
• Knowledge of the local, state, and national labor market trends, needs, and opportunities.
• Skills in developing, implementing, and managing work-based learning programs and experiences, including curriculum development, training, supervision, evaluation, and documentation.
• Skills in establishing and maintaining effective partnerships and collaborations with employers, workforce agencies, post-secondary institutions, and community organizations.
• District and State regulations, requirements and policies
• State and Federal Program Improvement regulations, requirements and policies
• Appropriate State and Federal and/or other Specialized Programs, Education Code and district policies
• Program planning and development
• Skilled in effective communications including initiating individual and group discussions, listening, clarifying, facilitating interaction among group members
• Verbal skills to communicate effectively with a wide variety of people with varying educational and sub-cultural backgrounds
• Research, reading, public speaking
• Writing skills to effectively convey ideas, reports, letters, memorandums and survey questionnaires understanding of goal setting techniques including needs assessment and evaluation
• High degree of self-restraint, judgment and strategies in dealing with a variety of people, adversaries and advocates under varying situations and conditions
• High degree of skill in defining problems, collecting information, establishing facts, evaluating alternate solutions, and drawing valid conclusions
• Effective screening of applicants, conducting job related interviews, selecting queued candidates, training and evaluation of personnel
• Drive a vehicle to conduct work at various locations both within and outside the District

WORKING ENVIRONMENT:

• Office environment
• Classroom environment
• Driving a vehicle to conduct business

PHYSICAL DEMANDS (consideration will be given to reasonable accommodation):

• Sit for sustained periods of time
• Climb slopes, stairs, steps and ladders
• Exhibit full range of motion for shoulder external rotation and internal rotation, shoulder abduction and adduction, elbow flexion and extension, shoulder extension and flexion, back lateral flexion, hip flexion and extension and knee flexion;
• Conduct frequent repetitive arm, hand and body motion
• Sufficient hearing to conduct in-person and telephone conversations
• Sufficient physical mobility to move about school sites and drive a car
• Sufficient vision to read printed material
• Ability to speak in an understandable voice with sufficient volume to be heard in normal conversational distance, on the telephone, and in addressing groups
• Physical, mental, and emotional stamina to endure long hours under stressful conditions
• Standing and sitting for long periods of time
• Dexterity of hands and fingers to operate a computer keyboard
• During crisis situations, may require moderate to significant physical work and lengthy periods of standing
• Physical ability to lift, carry, push, pull up to ten pounds on a regularly basis and up to 40 pounds occasionally and occasionally lift and carry equipment and supplies weighing up to 90 pounds
• Ability to bend, twist, kneel and stoop
• Ability to reach in all directions

OTHER CHARACTERISTICS:

• Willing to work irregular hours/days including evenings, weekends and on-call for emergencies.
• Willing to travel locally.
• Willing to work at any school location and be assigned.