SY 2026-2027 Post-Secondary and Work Based Learning Specialist - CTE Programs

Position: SY 2026-2027 / Post-Secondary and Work-Based Learning Specialist - CTE Programs
 
Location: Student Support Center
Department: College, Career, & Civic Readiness (CCCR)
Supervisor: Director of CCCR
Position Type: 236 contract
Salary: Student Support- Other; Specialist � $58,652 - $70,649
Status: Non-CBA

This position will require annual re-application and is contingent upon grant funding.

Job Summary:
The Dual Credit and Work-Based Learning Specialist is crucial in facilitating seamless transitions between high school, college, and the workforce for students enrolled in Career and Technical Education (CTE) Programs of Study, which includes the comprehensive local needs assessment. This role involves coordinating dual-credit opportunities with the University of New Mexico-Gallup (UNM-G), Navajo Technical University (NTU) and other local colleges, and orchestrating work-based learning experiences. The specialist will ensure program alignment with Perkins V goals, enhancing students' readiness for high-skill, high-wage, or in-demand careers across various sectors.
 
Key Responsibilities:
 
Dual Credit Program Enhancement and Coordination:

• Act as the principal liaison between high schools, the University of New Mexico-Gallup, Navajo Technical University, other local colleges, and students to promote dual credit opportunities, with a focus on the local needs assessments in health science and the trades.
• Lead recruitment and outreach efforts to proactively enroll GMCS students in dual-credit opportunities, including organizing events at schools, and conducting parent and staff meetings.
• Provide specialized support to dual credit students, ensuring their success aligns with identified career pathways and facilitating their orientation, course selection, and registration processes.

 Work-Based Learning Development:

• Oversee the expansion of work-based learning and internship programs, especially within the health sector and the trades, by developing partnerships with relevant industry organizations for student placements.
• Design and implement experiential learning activities such as guest lectures, simulation labs, and facility tours, ensuring these opportunities are accessible to all students by coordinating necessary supports like transportation.

Compliance, Program Development, and Evaluation:

• Ensure all initiatives adhere to Perkins V funding requirements, particularly focusing on expanding CTE programs that meet workforce demands in the health sector, trades, and beyond.
• Collaborate with educational and industry partners to continuously evolve program offerings, keeping pace with industry trends and other sector dynamics.
• Maintain meticulous records for compliance, reporting, and program improvement purposes, leveraging data to monitor student progress and adapt strategies in line with Perkins V accountability measures.

 Community and Stakeholder Engagement:

• Forge and sustain relationships with organizations aligned to the targeted programs of study, local businesses, community groups, and educational institutions to bolster work-based learning opportunities.
• Engage with students, parents, educators, and community members to advocate for the benefits of dual credit and work-based learning programs, ensuring regular communication with stakeholders.

Daily Support and Resource Facilitation:

• Offer daily on-campus support to dual-credit students, GMCS teachers, and university staff, fostering a supportive learning environment.
• Ensure students have access to essential academic resources, advising them on study skills, time management, and balancing academic with extracurricular activities.

 Academic and Career Counseling:

• Link dual-credit participation to students' long-term educational and career goals, providing tailored counseling and organizing career fairs for enhanced career exploration.
• Facilitate the development of a peer mentoring program to encourage collaboration and support among students across high school and university settings.

 Administrative Responsibilities:

• Manage the administrative aspects of the dual-credit program, including grade reporting, transcript processes, and transportation logistics, supporting students in extending their learning opportunities throughout the academic year and summer.

 Qualifications:

• Bachelor's degree in education, counseling, or a related field; master's degree preferred.
• Preferred experience in counseling.
• Experience in educational program management, particularly in dual credit, CTE, and work-based learning initiatives.
• Familiarity with Perkins V legislation and its application in educational settings, especially in CTE program development and evaluation is recommended.
• Strong organizational, communication, and interpersonal skills, with the ability to collaborate effectively with various stakeholders, including students, educators, and industry professionals.
• Demonstrated ability to develop, manage, and evaluate educational or workforce development programs.

Physical Requirements: Ability to perform the job and access the environment for which you are hired. The following may be required: Sitting, standing, lifting, moving about the room or school, carrying (up to 50 pounds), reaching, squatting, kneeling, prolonged typing, physical ability to type on a keyboard terminal, and moving light furniture.
 
Equipment/Technology Handled: Must know how to properly operate or be willing to learn to operate all multimedia equipment including current technology.
 
 Work Environment: Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment without direct supervision. After-hours work may be required.

Perkins V Grant Compliance & Funding Alignment

Funding Source: Perkins V � Strengthening Career and Technical Education for the 21st Century Act

This position is funded in whole or in part through Perkins V and is designed to support allowable uses of funds related to Career and Technical Education (CTE) Programs of Study.

Perkins V Purpose & Alignment

The Post-Secondary and Work-Based Learning Specialist directly supports Perkins V priorities by coordinating and executing student-level postsecondary transitions and work-based learning experiences aligned to GMCS-funded CTE Programs of Study. The position focuses on implementation, placement, and student support rather than classroom instruction, ensuring students successfully progress toward program completion and postsecondary outcomes.

This role aligns with Perkins V allowable activities including, but not limited to:

• Supporting students' transition from secondary to postsecondary education, training, or employment
• Expanding access to and participation in work-based learning
• Improving CTE program completion and concentrator/completer outcomes
• Strengthening coordination between secondary and postsecondary partners

Student-Level Execution & Support

In alignment with Perkins V requirements, this position supports:

• Coordination of student participation in dual credit, concurrent enrollment, and articulated credit opportunities aligned to approved Programs of Study
• Placement and management of work-based learning experiences such as job shadowing, internships, clinical experiences, and pre-apprenticeships
• Direct student support to address barriers to participation, including transportation, scheduling, and communication
• Ongoing monitoring of student engagement, attendance, and completion of postsecondary and work-based learning activities

Data, Accountability & Reporting

This position supports Perkins V accountability by maintaining accurate student-level documentation and tracking outcomes including:

• Dual credit participation
• Work-based learning participation
• Credential attainment
• CTE concentrator and completer status

Data collected through this role contributes to Perkins V reporting, program evaluation, and continuous improvement processes, including alignment with the Comprehensive Local Needs Assessment (CLNA).

Compliance & Collaboration

All activities performed under this position must comply with Perkins V statutory and regulatory requirements. The Post-Secondary and Work-Based Learning Specialist collaborates closely with CTE instructors, counselors, administrators, postsecondary partners, and CCCR staff to ensure services remain aligned to funded Programs of Study and approved Perkins V goals.