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1. Summary – The Career Coach is responsible for assisting middle and high school students in exploring careers, developing, and implementing programming that provides career and college exploration for students. High School coaches will assist high school students in connecting them to employment and apprenticeship programs during and after high school.

1. Essential Duties and Responsibilities include the following:  Other duties may be assigned by the Building Principal, Supervisor, and/or Designee. 

• Coordinate career development activities/programs, including college, technical school, and business tours, career-related field trips, employment and college fairs, and guest speakers.
• Provide career advice to students on apprenticeship, career pathways that lead to industry-recognized credentials, education, occupational training, and work experience.
• Access, analyze, and synthesize information, interest inventories, career surveys, etc. generated by students through SchooLinks or other career platforms approved by the school system.
• Work in collaboration with Lower School Workforce Development Board staff and Wor-Wic Community College career and advising staff to create career programs, source employers, and create opportunities for exploration in work and academic options.
• Work in collaboration with the Career and Connected Learning Coordinator to align career programs, support job fairs, and opportunities for students grades 9-12.
• Directly teach a variety of skills to students individually and in small groups during class time and/or Intervention blocks (e.g., technology skills, study skills, digital and time management skills needed to succeed in an online course, professional communication and writing skills, etc.).
• Interact with students face-to-face in physical space (via classroom instruction, and/or informal meetings in common breakout areas).
• Continuously elicit student and parent feedback regarding their career experiences; analyze and respond to data and make recommendations 
• Coordinate specialized programs (i.e. summer, after school) targeting students who are not on track to graduate or have not met CCR by the end of 10th grade.

• Follows a scope and sequence, pacing guide, and using SchooLinks or other approved curriculum for life skills, job skills, financial literacy, interviewing skills, and other soft skills.
• Accurately and appropriately interprets, utilizes, and reports student data.
• Collaborates with parents/guardians and educators, the Community College, and the Workforce Development Board, to assist students with educational and career planning.
• Follows and implements effective processes for providing individualized career coaching for students.
• Provides students with referral sources on careers, CTE programs, apprenticeship programs, non-credit training opportunities, post-high school programs, and job placements.
• Assists teachers, parents/guardians, and other stakeholders with information related to career paths and student success.
• Participates and delivers professional development activities to improve knowledge and skills.
• Collects and analyzes data to guide student career goals, and support further CTE programs, Dual Enrollment, and other school programs. 
• Collects and analyzes data to support compliance with the Accountability Implementation Board (AIB) and Maryland State Department of Education (MSDE). Working under the direction of the Blueprint Implementation Coordinator.
• Serves as a liaison with other career, workforce, academic, and educational organizations to stay informed of opportunities for students.

III. 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 may be made to enable individuals with disabilities to perform essential functions.

1. Education and/or Experience

Bachelor’s Degree is required but Masters Degree is preferred.

Ability to teach, advise, mentor, and collaborate face-to-face and virtually with a wide range of learners and stakeholders (students, parents, colleagues, and business partners.

1. Certificates, Licenses, Registrations

A valid driver’s license is required.

Ability to earn the Certified Career Services Provider (NCDA) certificate or equivalent within the 1st year of employment.

1. Language Skills

Exceptional interpersonal skills.

Excellent oral and written communication skills.

Ability to read, analyze, and interpret general business periodicals, professional and trade journals, technical procedures, instructional textbooks, and instructional aides.  Ability to write reports, memorandums, and letters, and respond to questions from groups of students, staff, parents, community agencies, and the general public.

1. Mathematical Skills

Must have general math skills with the ability to manage a budget.

1. Reasoning Ability

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.  Ability to resolve conflicts and work with administration, staff, students, and parents.  Must have the ability to be non-judgmental and an active listener.

1. Computer Skills

To perform this job successfully, an individual should have knowledge of Internet software; Project Management software; Spreadsheet software, and Word Processing software.  Experience working with Google Suite products is preferred.  Pursues training and development opportunities to expand technology knowledge.

1. Other Skills and Abilities

Must have excellent interpersonal skills and the ability to work with persons of diverse backgrounds.  Must have some knowledge of the Principles and practices of child and adolescent development.  Candidates should have the ability to assist students in developing self-awareness and in taking a realistic look at their abilities, interests, and life goals.  

1. Other Qualifications

Must be able to travel to all secondary schools and attend out-of-town meetings as necessary.  Must be able to work a variety of hours and schedules if necessary.  Must be dependable.  Ensures work responsibilities are covered when absent.  Arrives at meetings and appointments on time.  Must have a basic knowledge of career clusters and outlooks.  Individuals must understand test interpretation data, student schedules and graduation requirements, and workforce data.  Applicants should understand counseling theories, career clusters and outlooks, and available school and community resources knowledge.

1. 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 essential functions.  Reports potentially unsafe conditions; Uses equipment and materials properly.

While performing the duties of this job, the employee is regularly required to talk or hear.  The employee is frequently required to stand; walk and use hands to finger, handle, or feel.  The employee is occasionally required to sit and reach with hands and arms.  The employee must occasionally lift and /or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

1. Work Environment

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 essential functions.  

While performing the duties of this job, the employee is occasionally exposed to moving mechanical parts.  The noise level in the work environment is usually moderate.