Full-Time and Permanent; 7.5 Hours/Day; 252 Days/Year; 12 Months/Year; Grade M
DEFINITION
Serves as the principal-level instructional, strategic, and operational leader of Norfolk Technical Center (NTC). Leads the design, implementation, evaluation, and continuous modernization of high-quality career and technical education (CTE) programs that prepare students for employment, enrollment, enlistment, entrepreneurship, and lifelong learning. Aligns programs with student interests, regional workforce demand, postsecondary pathways, industry standards, emerging technologies, and Norfolk Public Schools priorities while ensuring a safe, inclusive, innovative, and results-oriented learning environment.
SUPERVISION
Duties are performed under the direction of the Deputy Superintendent or designee. The Site Coordinator exercises direct supervision over professional, technical, classified, and support staff assigned to NTC and provides leadership for partners, contractors, volunteers, and other personnel supporting center programs.
DISTINGUISHING CHARACTERISTICS
This is the senior building-level leadership position at Norfolk Technical Center. The position combines the responsibilities of a school principal with specialized leadership in CTE, workforce development, industry partnerships, advanced technology, credentialing, work-based learning, and postsecondary alignment. The Site Coordinator is expected to be a visible change leader who anticipates emerging workforce trends and positions NTC as a regional model for cutting-edge career preparation.
ESSENTIAL FUNCTIONS OF THE CLASS (May not include all duties performed)
Create and execute a compelling, multi-year vision for NTC that advances innovative, industry-aligned CTE and supports the division’s strategic priorities.
Continuously scan labor-market, economic-development, technology, and postsecondary trends to recommend new programs, redesign existing pathways, and sunset or transform programs that no longer meet student or workforce needs.
Lead responsible adoption of emerging technologies including artificial intelligence, automation, advanced manufacturing, cybersecurity, simulation, and other field-specific tools where appropriate to program standards and industry practice.
Build a culture of innovation, calculated experimentation, continuous improvement, and high expectations for student and adult learning.
Use student outcome data, credential attainment, program completion, work-based learning participation, postsecondary transitions, employer feedback, enrollment, and other measures to set goals and evaluate program quality and return on investment.
Provide instructional leadership for rigorous, relevant, project-based, competency-based, and work-based learning that integrates academic, technical, employability, and durable skills.
Develop and oversee the master schedule, student placement processes, and use of facilities and staff to maximize access, program completion, and efficient use of resources.
Lead systematic program review and continuous improvement, including curriculum alignment, student performance, credentialing results, program accreditation/certification, and stakeholder feedback.
Expand opportunities for students to earn Board-approved industry credentials, professional licenses, dual-enrollment or articulated college credit, and other recognized postsecondary value.Ensure Career and Technical Student Organizations (CTSOs), student leadership, competitions, entrepreneurship, and authentic industry projects are integrated as appropriate into the student experience.
Build and sustain strategic partnerships with employers, labor organizations, economic-development agencies, workforce boards, military partners, community organizations, apprenticeship sponsors, and postsecondary institutions.
Convene and leverage active industry advisory committees to inform curriculum, equipment, credentials, work-based learning, hiring needs, and program investment.
Expand high-quality work-based learning, including internships, clinical experiences, registered apprenticeships, school-based enterprises, entrepreneurship, and other state-recognized experiences.
Expand articulation, dual-enrollment, credit-for-prior-learning, apprenticeship, and seamless transition agreements that reduce barriers between secondary education, postsecondary education, and the workforce.
Serve as a visible ambassador for NTC and actively market programs, student accomplishments, partnership opportunities, and career pathways to students, families, schools, employers, and the broader community.
Recruit, select, develop, evaluate, retain, and support high-quality staff, including educators with strong instructional expertise and relevant industry experience.
Provide differentiated professional learning, coaching, and collaboration focused on CTE pedagogy, emerging technologies, industry currency, credentialing, safety, student engagement, and effective use of data.
Partner with Human Resources and appropriate agencies to support licensure, industry credentialing, professional development, and alternative pathways for qualified industry professionals entering education.
Create a safe, welcoming, professional, and career-focused school culture in which students see a clear connection between learning and future opportunity.
Oversee student attendance, conduct, counseling, scheduling, interventions, supports, and transitions in collaboration with home schools, families, and division departments.
Promote student agency, professionalism, problem-solving, communication, collaboration, creativity, and workplace readiness.
Maintain effective communication with students, families, sending schools, staff, and community stakeholders.
Develop and manage the center budget; align local, state, federal, grant, and partner resources to strategic priorities; and maintain sound financial controls.
Ensure compliance with School Board policies, Virginia Department of Education requirements, Perkins V and other applicable federal requirements, program-specific accreditation/licensure standards, and required reporting.
Oversee facilities, equipment, technology, transportation, security, emergency preparedness, environmental health and safety, cafeteria operations, inventory, and after-hours use of the center.
Plan for capital equipment replacement and modernization using program standards, safety requirements, utilization data, labor-market needs, and total cost of ownership.
Pursue grants, donations, equipment partnerships, and other external resources consistent with division policies and strategic priorities.
Prepare reports, presentations, program evaluations, surveys, and recommendations for division leadership and other stakeholders.
Collaborates with the evening school principal on course offerings, facility use, acquisition of equipment and supplies.
Perform other duties as assigned.
REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES
Comprehensive knowledge of contemporary CTE, secondary school leadership and public school administration, curriculum and instruction, career pathways, workforce development, and college-and-career readiness.
Knowledge of regional labor-market analysis, emerging industries, industry-recognized credentials, work-based learning, apprenticeships, dual enrollment, and postsecondary articulation.
Ability to translate workforce and technology trends into a coherent strategy for program design, modernization, facilities, equipment, staffing, and professional learning.
Demonstrated capacity to lead organizational change, innovation, strategic planning, and continuous improvement while building staff ownership and maintaining operational excellence.
Ability to use quantitative and qualitative data to evaluate program quality, equity, student outcomes, and resource effectiveness.
Knowledge of applicable Virginia CTE requirements, federal Perkins requirements, school law, safety requirements, and program-specific regulatory/accreditation expectations.
Strong business-development and partnership skills, including the ability to build mutually beneficial relationships with employers, postsecondary institutions, workforce partners, and community organizations.
Ability to plan, organize, supervise, coach, develop, and evaluate the work of professional and support staff; coordinate instructional and student support services; and build effective teams across diverse technical disciplines.
Excellent oral and written communication, presentation, negotiation, problem-solving, and human-relations skills; ability to establish effective working relationships with students, staff, families, business and industry partners, community organizations, and the general public; and ability to represent NTC and Norfolk Public Schools effectively with varied audiences.
Commitment to student-centered decision-making, high expectations, access and opportunity, professionalism, and a culture of safety and belonging.
MINIMUM EDUCATION, TRAINING AND EXPERIENCE REQUIREMENTS
Master’s degree from an accredited institution in educational leadership, administration and supervision, career and technical education, workforce development, curriculum and instruction, or a closely related field. Minimum of five years of successful, progressively responsible experience in education, including teaching/instructional experience and demonstrated leadership responsibility at the secondary, technical-center, district, or comparable level.
LICENSE/CERTIFICATION
Valid Virginia license with the Administration and Supervision PreK-12 endorsement (Level I or higher), or eligibility to obtain the endorsement in accordance with Virginia licensure regulations. Relevant CTE teaching endorsement(s), industry-recognized credential(s), or documented industry experience are preferred but not required.
PHYSICAL ATTRIBUTES
Work requires normal physical attributes required for walking, standing sitting, operating office equipment, communication equipment, lifting, moving, carrying light equipment, supplies, etc.
HAZARDS
Most of the time, work involves only exposure to normal, everyday risks, however, some activities may involve working with students with disabilities that requires knowledge of intervention and restraint techniques.
UNUSUAL DEMANDS
Include activities in schools, in the community, and require one to have or arrange for own transportation.
Work is subject to deadlines and inherent in tailoring and delivering programs to meet the needs of many divergent groups.
Some night and weekend activities.
Work is located in schools, and is subject to normal interruptions.
