**Pending Board Approval**
The WISD's Mission is to educate, serve, and advocate with students, families, schools, and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can.
The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary- spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.
SUMMARY:
The Coordinator of Experiential Learning supports Washtenaw County’s collective commitment to applied & experiential learning as a transformative, student-centered approach to teaching and learning. Rooted in experiential learning theory and informed by place-, problem-, and project-based pedagogies, this work advances learning environments that cultivate learner agency, collaboration, strong learner identities, and deep engagement with academic content and lived experience.
Funded through the county-wide CTE millage, this position strengthens career-connected learning within a broader instructional vision—supporting K–12 educators to design authentic, rigorous, and joyful learning experiences that connect disciplinary learning with real-world contexts, communities, industries, and student interests. The Coordinator will partner closely with local districts, teachers, and community stakeholders to develop aligned K–12 systems; coordinate and facilitate professional learning; and coordinate a county-wide professional learning network focused on high-quality experiential learning design and implementation.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Equity, Inclusion & Instructional Mindset
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Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
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Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
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Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
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Develops, implements, and evaluates instructional support services and youth programming that advances student achievement across the ISD and local district programs.
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Monitors and assesses program effectiveness and makes data-driven adjustments as needed.
Countywide Leadership & System Alignment
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Ensures programs align with state standards and objectives as well as county-wide instructional initiatives, and best practices in inquiry-based, student-centered learning.
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Partners with local districts to develop coherent, aligned K–12 experiential learning systems that reflect the county vision.
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Aligns District, regional, and statewide initiatives—including CTE priorities—to ensure coordinated, sustainable implementation.
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Collaborates with WISD instructional services, CTE, community partners, and higher-education institutions to create boundary-spanning systems that expand opportunities for all learners.
Program Development & Instructional Support
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Designs, implements, and evaluates experiential learning supports—including curriculum design, classroom integration, youth programming, and authentic community-based experiences that strengthen both academic learning and college/career readiness.
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Works with educators to co-create authentic units rooted in experiential learning theory and the county vision of experiential learning.
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Supports teachers in designing experiences that promote learner agency, reflective practice, and identity development.
Professional Learning & County-Wide Network Facilitation
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Plans, coordinates, and facilitates high-quality professional learning for K–12 educators focused on experiential learning theory, instructional design, and implementation.
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Leads a county-wide professional learning network in which educators collaboratively design, pilot, reflect on, and refine experiential learning units.
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Provides coaching, modeling, and implementation support to district teams and school-based educators.
Partnership Development & Career-Connected Learning
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Develops and sustains partnerships with businesses, community organizations, cultural institutions, higher-education institutions, and industry partners to support authentic student learning experiences.
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Ensures experiences support both disciplinary learning and meaningful exposure to authentic and relevant contexts, careers, and community expertise.
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Serves as a liaison among districts, students, and partners to coordinate high-quality experiences across the county.
Assessment, Reporting, & Continuous Improvement
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Monitors and assesses program effectiveness through feedback, data collection, reflection tools, and evaluations.
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Provides regular reports related to program outcomes, District participation, student progress, and partnership development for institutional review and improvement.
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Utilizes data to strengthen programming and to document and share stories of impact.
Communication, Marketing & Outreach
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Promotes experiential learning opportunities and successes through presentations, communication materials, and online platforms.
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Maintains an organized system for tracking opportunities, partnerships, and district participation.
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Represents the WISD at events, conferences, and meetings to learn, network, advocate, and develop partnerships in support of high-quality experiential learning.
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Maintains regular, predictable attendance.
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Performs other duties as assigned.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions.
Knowledge, Skills & Dispositions
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Demonstrates a deep understanding of experiential learning theory, student-centered instructional design, and inquiry-based pedagogies.
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Exhibits knowledge of school improvement processes, curriculum development, assessment for learning, and research-based instructional practices.
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Demonstrates leadership skills to guide complex initiatives, coordinate programs, and support system-level change across multiple districts.
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Exhibits strong collaboration skills and the ability to build relationships with educators, administrators, students, employers, and community partners.
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Demonstrates commitment to continuous learning, reflective practice, and innovative problem solving.
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Exhibits attention to detail in managing program logistics, maintaining accurate records, and ensuring compliance.
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Demonstrates excellent oral and written communication skills, with the ability to design and facilitate effective professional learning.
EDUCATION and/or EXPERIENCE:
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Bachelor’s degree – required.
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Master’s degree in Education, Educational Leadership, Curriculum & Instruction, or a related field – preferred.
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Experience working in K–12 environments - required.
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Experience in instructional coaching, professional learning facilitation, program coordination, or related roles - preferred.
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Knowledge of experiential learning, inquiry-based approaches, and/or career-connected learning – required.
LANGUAGE SKILLS:
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Demonstrates ability to work effectively and collaboratively with other departments, agencies, and individuals.
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Demonstrates ability to read, analyze, and interpret periodicals and professional journals.
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Demonstrates ability to write reports, business correspondence, and procedure manuals.
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Demonstrates ability to effectively present information and respond to questions from groups of educators, customers, and the general public.
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Demonstrates ability to facilitate effective group processes.
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Demonstrates ability to express self clearly, both orally and in writing.
TECHNICAL SKILLS:
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Demonstrates ability to use a personal computer (PC) in a networked environment to utilize the Internet and other electronic communications mechanisms such as email conferencing or bulletin boards.
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Demonstrates proficiency with digital communication and productivity tools, including word processing and presentation software, spreadsheet, databases and data systems, as well as shared digital workspaces.
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Demonstrates ability to use technology to support program management, communication, and instructional design.
REASONING ABILITY:
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Demonstrates ability to solve practical problems and deal with a variety of concrete variables n situations where only limited standardization exists.
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Demonstrates ability to interpret and apply a variety of instructions furnished in written, oral, diagram, or schedule form.
PHYSICAL DEMANDS:
The physical demands described here 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 regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee may be required to be outdoors for periods of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
May require occasional travel to meet with partners or attend events. Some evenings or weekend hours may be required for events or student support.
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
This position description is not a contract for employment.
The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
TERMS:
Contract, salary and other employment conditions to be established by the Board of Education as reflected in the Non-Affiliated Staff Manual. Starting salary ranging (dependent upon experience) from $85,515 - $105,096.
Washtenaw Intermediate School District is a drug-free workplace.
It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.
