Under the supervision and guidance of the College & Career Readiness Instructional Supervisor, the Program Coordinator assigned to work with the Environmental Studies (Curriculum for Agricultural Science Education and Environmental, Agricultural and Natural Resources), Global Studies (International Business and International Relations), and Graphic Arts, Media, and Communications (Interactive Media Production and PrintED) pathways will be a generalist who is responsible for assisting with program implementation, monitoring, and assessment. Environmental Studies will cover The Program Coordinator will assist with the development of Professional Learning Communities (PLCs) to provide teachers with opportunities to develop habits of reflection and critical thinking through collaboration with their colleagues. Additionally, the Program Coordinator will plan and facilitate professional development, and collaborate with schools to plan career-themed, STEM and/or STEAM focused activities and experiential learning opportunities that extend and refine students’ knowledge of content by providing real-world connections as well as college and career preparation exposure.  The Program Coordinator will use technology to promote learning, creativity, and collaboration. This position will also assist with drafting activities to be included the annual Carl T. Perkins grant, ordering instructional resources and equipment, monitoring spending, and assisting with all reporting requirements of the grant. The Program Coordinator will collect and analyze data to inform next steps.

 Supports teachers to meet instructional targets within the curriculum through coaching, allocation of industry instructional support, and acquisition of industry resources;

Works with teachers for the improvement and enhancement of curriculum and assessment development in support of meeting industry standards;

Assists with the coordination and planning of curriculum documents and Student Learning Outcome (SLO) assessments with teachers and program instructional specialists;

Engages in professional activities, which contribute to leadership development and program enhancement;

Conducts classrooms visitations in support of teacher and program needs;

Assists teachers in completing non-local travel arrangements for professional development;

Plans and conducts content-specific professional development, inclusive of MSDE representatives and industry specific vendors;

Works with school administration, guidance counselors, and schedulers to ensure schools are offering the approved program study;

Leads the two-year program application process from inception to finish, including assisting schools with recruitment strategies, sending out letters to all students indicating the status of their application—accepted, not accepted, waitlisted—and any follow-up necessary to fill vacant seats;

Tracks and provides quarterly and/or yearly reports;

Collects and maintains statistical data on Technical Skills Assessments (TSA) data—certifications;

Collects, analyzes, and reports program-specific data;

Assists supervisor in the coordination of Program Advisory Committees (PACs), including the completion of an end-of-year report that includes specific data and highlights of programs;

Assists schools with the coordination of facilities and equipment maintenance;

Assists teachers to plan and deliver work-based learning experiences;

Collaborates with schools to plan career and experiential learning opportunities, which may be in collaboration with Program Advisory Committees;

Assists schools to coordinate and facilitate pathway-specific open houses and orientations;

Assists with planning, implementation, and monitoring local and Perkins grant funds;

Assists with drafting activities for the Perkins grant and documentation for program enhancement;

Assists with the monitoring, spending and acquisitions of the budgets for Perkins and local funds;

Submits requisitions, and orders equipment, supplies, and materials of instruction for programs;

Participates in school-based, local, and state meetings as needed; and

Performs other duties as assigned.

Five (5) years’ experience as a classroom teacher with three of those years in any of the following disciplines:STEM, STEAM, instructional technology, fine arts, humanities, social sciences, or industry;

Strong instructional skills and a broad knowledge of secondary curriculum;

Deep understanding of College and Career Readiness Standards, Maryland Environmental Literacy Standards, Next Generation Science Standards (NGSS), Maryland Technology Education Standards, National Workforce Center for Emerging Technologies Standards; and project-based, inquiry-based, and process-based learning including the integration of interdisciplinary components;

Experience interfacing with a Learning Management System (LMS) to deliver instruction;

Experience writing curriculum framework guides and the development of content-specific assessments;

Experience planning and facilitating professional development;

Ability to use a rich array of instructional methods, and the analysis and use of data and technology to improve instruction;

Excellent planning, budgeting, and resource management skills;

Effective communicator with the capacity to collaborate with others and be a team leader;

Detail-oriented with strong organizational and analytical skills as well as the ability to multi-task, prioritize deadlines, work independently, and take initiative;

Excellent written, oral, and interpersonal communication skills;

Proficiency with Google Classroom, Google Forms, Microsoft Office (Word, Excel, and PowerPoint), Social Media, and Internet Applications.

 Bachelor’s degree from an accredited college or university required; Master’s degree with emphasis in one of the program pathways of instruction and coursework in curriculum development and instructional technology preferred.

Holds or is eligible for an Advanced Professional Certificate issued by the Maryland State Department of Education.



No direct supervisory responsibilities.



The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.




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




None.