Director Of Career And Technical Education

Human Resources announces an opening for a 1.0 FTE position as Director of Career and Technical Education.  This is a twelve-month, full-time, in-person, Grade P-17 position.

GENERAL STATEMENT OF DUTIES

The Director of Career and Technical Education provides leadership, vision, and oversight for the planning, implementation, evaluation, and continuous improvement of all Career and Technical Education (CTE) programs across Arlington Public Schools. The Director establishes and advances systemwide objectives by making high-level decisions and recommendations and provides strategic leadership for CTE programs, ensuring alignment with Perkins V, industry standards, and equitable access for all students. The Director also ensures consistency with APS strategic priorities, School Board policy, state and federal requirements, postsecondary pathways, and regional workforce needs. The impact of the work is division-wide and realized through the effective delivery, sustainability, and continuous improvement of CTE programs that benefit students, schools, families, and the broader community. The mission of the work is to ensure high-quality, equitable, and compliant CTE programming; effective stewardship of financial and human resources; strengthened partnerships with business, industry, and post-secondary institutions; and improved student readiness for college, career, and workforce participation.

SUPERVISION

The Director, CTE reports to the Chief Academic Officer, who defines work in terms of broad objectives, priorities, and expected outcomes. Assignments are typically communicated through division goals, strategic initiatives, and policy direction, allowing the Director to discretion in determining methods, timelines, and resource allocation. The Director operates with a high degree of autonomy and independent judgment in program design, industry engagement, fiscal and operational decision-making, and systemwide leadership of CTE. The position supervises senior managers, curriculum supervisors, coordinators, instructors, program managers, specialists, and support staff, and is responsible for the hiring, evaluation, and ongoing supervision of direct reports. Work is reviewed through general oversight, assessment of division-wide outcomes, compliance with policy and regulatory requirements, and the effectiveness of CTE programs.

DISTINGUISHING CHARACTERISTICS

The Director, CTE is a high-level administrative position assigned to the central office and responsible for systemwide leadership of CTE across Arlington Public Schools. The work involves directing and integrating complex, district-wide CTE programs and initiatives that impact all schools and departments, requiring the application of advanced leadership, policy development, instructional oversight, and organizational management skills. In carrying out the work, the Director must analyze varied and often complex information, including student outcome data, workforce trends, fiscal constraints, regulatory requirements, and stakeholder input, to determine priorities, strategies, and courses of action. The work regularly involves addressing non-routine issues, resolving competing demands, and exercising judgment in situations with incomplete or conflicting information. The Director refines existing practices and develops new strategies, structures, and programs to improve instructional quality, ensure compliance, manage complex budgets, and resource allocation, and advance district-wide CTE goals. Success is measured through outcomes such as CTE participation rates, credential attainment, program completion, compliance results, stakeholder satisfaction, and positive program evaluations.

GUIDELINES

The Director's work is guided by School Board policies, APS regulations, the APS Strategic Plan, and applicable federal, state, and local education laws and regulations, including Perkins V and Virginia Department of Education requirements, as well as generally accepted best practices in career and technical education and workforce development. These guidelines provide broad parameters rather than detailed instructions and often require interpretation to address varying programmatic, instructional, and workforce contexts. The Director exercises substantial independent judgment in interpreting and applying these guidelines to ensure effective CTE implementation, compliance, and continuous improvement across the division. This includes adapting policies to local needs, developing innovative career pathways and credentialing models, and ensuring alignment with licensure renewal requirements, industry certification standards, and evolving state and federal expectations.

CONTACTS

The Director of CTE has frequent and substantive contact with School Board members, the Superintendent's Cabinet, central office leadership, principals, instructional staff, students and families, business and industry representatives, post-secondary partners, workforce agencies, community organizations, and state and regional education officials. These contacts occur in a variety of formal and informal settings and often involve complex or sensitive issues requiring clarity regarding roles, authority, and decision-making responsibility. The purpose of the contacts includes providing and exchanging information; coordinating program delivery and compliance; developing and sustaining partnerships; aligning internships and workforce opportunities; resolving problems; and negotiating agreements and expectations. The Director is regularly required to motivate, influence, justify, and defend programmatic decisions; facilitate collaboration among stakeholders with differing perspectives or priorities; and achieve consensus on matters related to policy guidance, program development, public accountability, and workforce alignment.

ESSENTIAL FUNCTIONS

• Establishes and leads a comprehensive, long-range vision for CTE aligned with APS strategic priorities, workforce demands, and post-secondary pathways.
• Directs the design, implementation, evaluation, and continuous improvement of all programs, pathways, and initiatives across the division.
• Ensures equitable access to high-quality, rigorous CTE programming for all students, including historically underrepresented populations.
• Leads innovation and systemic reform to expand career pathways, credentialing, dual enrollment, and work-based learning opportunities.
• Serves as the primary APS authority for CTE with the School Board, Superintendent, and external governing bodies.
• Develops, interprets, and recommends policies, regulations, and procedures related to program implementation and accountability.
• Ensures compliance with all federal, state, and local mandates, including Perkins V, Virginia Department of Education requirements, and grant obligations.
• Prepares and presents reports, analyses, and recommendations to senior leadership and the School Board regarding CTE outcomes and initiatives.
• Directs the development, management, and oversight of operating, grant, and capital budgets.
• Establishes fiscal controls and ensures responsible stewardship of public funds, resources, and assets.
• Oversees contracts, grants, memoranda of understanding, and partnership agreements related to programming and services.
• Plans for long-range resource needs, including staffing, facilities, equipment, and instructional technology.
• Recruits, supervises, evaluates, and develops senior-level staff and instructional leaders within CTE. 
• Establishes performance expectations, accountability systems, and professional learning structures to support continuous improvement.
• Builds leadership capacity and supports succession planning within the department.
• Ensures high-quality curriculum, instruction, assessment, and instructional support aligned with state standards and industry certifications.
• Uses data and evaluation frameworks to assess program effectiveness, student outcomes, credential attainment, and equity of access.
• Represents APS in regional, state, and national CTE, workforce development, and postsecondary initiatives.
• Develops and sustains partnerships with business, industry, post-secondary institutions, and community organizations to support internships, apprenticeships, and career pathways.
• Serves as executive liaison to CTE advisory committees and stakeholder groups and ensures transparency and public accountability.
• Performs other duties as assigned or required. 

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES

• Extensive knowledge of Career and Technical Education, workforce development systems, postsecondary pathways, industry credentialing, and applicable state and federal requirements.
• Advanced understanding of curriculum design, instructional leadership, assessment, and program evaluation to ensure high-quality and equitable CTE programming.
• Knowledge of public education governance, policy development, budgeting, and administrative practices within a large school division.
• Ability to provide strategic leadership for complex, systemwide programs, including managing large budgets, resources, and multi-level organizational structures.
• Skill in strategic planning, data analysis, and the use of evaluation frameworks to inform decision-making, improve student outcomes, and ensure accountability.
• Demonstrated ability to lead organizational change, manage risk, and ensure compliance with federal, state, and local laws, regulations, and reporting requirements.
• Exceptional oral and written communication, presentation, and interpersonal skills, including the ability to influence, negotiate, and collaborate with diverse stakeholders.
• Ability to build, sustain, and manage effective partnerships with business, industry, postsecondary institutions, community organizations, and government agencies.
• Commitment to equity, access, and continuous improvement, including the ability to apply data-driven strategies to address disparities and expand opportunities for all students.

MINIMUM EDUCATION, TRAINING, AND EXPERIENCE

Education: Master's degree in educational leadership, career and technical education, public administration, or a closely related field required.

Experience: A minimum of five (5) years of significant progressively responsible experience in career and technical education, instructional leadership, or educational administration required. At least two (2) years of demonstrated experience leading complex programs, supervising senior staff, and managing budgets.

Training Requirement: A minimum of 20 or more hours of professional learning are required annually. 

LICENSE/CERTIFICATION

• A valid Virginia postgraduate professional teaching license required. 

• Endorsement in Educational Administration and Supervision (PreK–12) required. 

• CTE certification required. 

PHYSICAL ATTRIBUTES 

The work requires regular travel between school sites and administrative offices to conduct meetings, observations, and program support activities. Occasional evening and weekend commitments, averaging six to eight per year, are required for professional learning, community engagement, and district events. The position also involves lifting materials and equipment weighing up to 25 pounds as needed for training sessions or presentations. Extended periods of sitting, standing, and computer use are common in office and meeting environments.

HAZARDS/UNUSUAL DEMANDS

The work is performed in a fast-paced environment that involves managing multiple deadlines, priorities, and competing demands. The position occasionally requires responding to emotionally challenging situations that may arise in the course of advocacy work with students, families, and staff, requiring professionalism, empathy, and sound judgment.

CODE:  0085

GRADE: P-17

FLSA:  EXEMPT

UNION:  ASA

Arlington Public Schools is an Equal Opportunity Employer

It is the policy of the Arlington School Board, as stated in ASD , that employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, color, religion, age, gender, sexual orientation, national origin, marital status, or disability.