Title - Board Clerk

Location - Central Office, Castleton, NY

Intro

Here at Questar III BOCES, we believe in changing lives, realizing dreams and doing together what can’t be done alone.  Our vision is that of creating a student-centered culture and putting students first. Our core values include a commitment to excellence by honing our craftsmanship to deliver high-quality work, a commitment to leadership & service by moving the organization, departments and school districts forward by exceeding client expectations, and a commitment to innovation by creating programs and services to address client needs AND by continuously improving our programs and operations.  We believe that organizational excellence is best achieved when leadership is reflective of our diverse society.

About

QUESTAR III BOCES is seeking a Board Clerk to serve as an officer of the Board of Cooperative Educational Services (BOCES) and performs the duties associated with the role of Clerk of the Board, including the preparation and coordination of Board agenda materials, preparation and submission of official Board minutes, required notices, correspondence, and other official Board-related functions.

This high profile and pivotal position provides confidential, high-level administrative and secretarial support to the District Superintendent and Executive Office. The incumbent exercises professionalism, discretion, sound judgment, and attention to detail in carrying out assigned responsibilities.

Responsibilities

Board Agenda and Meeting Records

Coordinates the accurate and timely preparation and submission of agenda items and supporting materials for meetings of the Board of Cooperative Educational Services. Prepares clear, concise, and accurate minutes of Board meetings and ensures their timely completion and distribution. Serves as the Board officer for the official opening of bids and prepares Board-related correspondence, reports, and other documentation as required.

Board Meetings and Communications

Attends all Board meetings and prepares and distributes required notices and announcements in accordance with applicable laws, regulations, policies, and procedures. Provides official notification to staff regarding Board actions affecting their positions or employment status. Coordinates the timely flow of information and materials throughout the organization to ensure that the Board receives complete and accurate information necessary to conduct its business.

Executive Office Administrative Support

Provides comprehensive administrative and secretarial support to the District Superintendent and Executive Office. Responsibilities include maintaining files and records, retrieving information, preparing correspondence and reports, tracking deadlines, and ensuring timely follow-up and completion of assigned matters.

Organizational Knowledge and Professional Communication

Maintains a thorough working knowledge of the BOCES organization, policies, procedures, and operations. Communicates with Board members, staff, school districts, governmental agencies, members of the public, and other stakeholders with professionalism, courtesy, tact, and diplomacy. Ensures that requests for information are addressed accurately and promptly.

Correspondence, Scheduling, and Meeting Coordination

Receives, reviews, processes, and distributes incoming correspondence as directed by the District Superintendent. Maintains the District Superintendent's schedule and coordinates appointments, conferences, meetings, and related arrangements.

Confidentiality and Records Management

Maintains, files, distributes, and safeguards confidential and sensitive information in accordance with applicable laws, regulations, policies, and organizational procedures. Exercises discretion and sound judgment in handling personnel, Board, legal, and other confidential matters.

Reports, Records, and Compliance

Assists in the preparation of reports and maintains accurate and appropriate records necessary to support compliance with applicable laws, rules, regulations, policies, and procedures governing BOCES operations and Board activities.

Additional Responsibilities

Performs other related duties and responsibilities as assigned by the District Superintendent.

Authority

Delegated Authority

Authorized to act on behalf of the District Superintendent, when specifically delegated, on matters pertaining to assigned duties and responsibilities.

Clerk of the Board Authority

Authorized to serve and act as Clerk of the Board of Cooperative Educational Services in all matters for which applicable law, regulation, Board policy, or delegation by the District Superintendent establishes duties, responsibilities, or authority for that position.

Title - Certified District Administrator – Regional Superintendent Support (Per Diem)

Location - Central Office, Castleton, NY

Intro

Here at Questar III BOCES, we believe in changing lives, realizing dreams and doing together what can’t be done alone.  Our vision is that of creating a student-centered culture and putting students first. Our core values include a commitment to excellence by honing our craftsmanship to deliver high-quality work, a commitment to leadership & service by moving the organization, departments and school districts forward by exceeding client expectations, and a commitment to innovation by creating programs and services to address client needs AND by continuously improving our programs and operations.  We believe that organizational excellence is best achieved when leadership is reflective of our diverse society.

About

The Certified District Administrator (Per Diem) provides leadership, operational, and executive-level support to District Superintendents (DS) and school districts throughout the assigned region. This position strengthens district leadership capacity by providing direct support to superintendents, serving in required acting or interim superintendent roles when needed, and coaching newly appointed and developing superintendents.

The administrator serves as a trusted regional resource, helping ensure continuity of district leadership, effective governance, regulatory compliance, sound operational practices, and successful superintendent transitions. The position requires current or eligible certification as a district-level administrator/superintendent and substantial experience in educational leadership.

Responsibilities

• Regional and District Superintendent Support

• Provide direct leadership and technical assistance to District Superintendents and district leadership teams throughout the assigned region.

• Assist with complex administrative, operational, personnel, governance, and organizational matters.

• Support districts in implementing regional and state initiatives, requirements, and priorities.

• Provide guidance related to board-superintendent relations, district governance, policy implementation, strategic planning, budgeting, personnel management, and school operations.

• Assist District Superintendents in responding to emerging issues, leadership transitions, and situations requiring additional administrative capacity.

• Coordinate with regional and state education leaders and other partners as appropriate.

Acting/Interim Superintendent Coverage

• Serve as Acting, Interim, or Temporary Superintendent when requested or required and when consistent with applicable certification, statutory, regulatory, and local requirements.

• Assume the authority and responsibilities of the superintendent during periods of vacancy, extended absence, transition, or other circumstances requiring certified superintendent leadership.

• Maintain continuity of district operations and leadership during temporary assignments.

• Work collaboratively with the board of education, district leadership team, staff, community, and regional leadership during acting superintendent assignments.

• Identify immediate district priorities, risks, compliance requirements, and operational needs and ensure appropriate follow-through.

• Support an orderly transition to the permanent or returning superintendent.

Superintendent Coaching and Mentoring

• Provide structured coaching and mentoring for new and developing superintendents.

• Assist new superintendents with successful entry into the role, including development of entry plans and first-year priorities.

• Coach superintendents in areas including:

  • Board relations and governance

  • Leadership and organizational development

  • Strategic planning and goal setting

  • Budget and resource management

  • Personnel and labor relations

  • Community and stakeholder engagement

  • Crisis management and communications

  • Instructional leadership and student achievement

  • Legal, regulatory, and policy compliance

• Conduct regular coaching meetings and provide confidential, practical guidance regarding leadership challenges.

• Help superintendents build effective leadership teams, establish productive relationships with boards, and develop sustainable leadership practices.

• Connect new superintendents with regional resources, professional networks, and experienced colleagues.

Leadership Development and Regional Capacity

• Identify common leadership needs across districts and recommend professional learning, resources, or regional support.

• Facilitate superintendent meetings, leadership development sessions, workshops, and professional learning opportunities as assigned.

• Develop tools, protocols, resources, and best-practice guidance for district leaders.

• Support succession planning and leadership development within the region.

• Promote collaboration and sharing of effective practices among superintendents and district leadership teams.

Qualifications

Required

• Valid state certification/licensure as a Superintendent of Schools, District Administrator, or equivalent credential required to perform superintendent-level duties.

• Master's degree in education, educational leadership, administration, or a related field.

• Significant successful experience in district-level educational leadership.

• Demonstrated knowledge of school district governance, operations, finance, personnel, policy, and regulatory requirements.

• Demonstrated ability to work effectively with superintendents, boards of education, administrators, staff, community members, and state/regional agencies.

• Strong leadership, coaching, communication, facilitation, problem-solving, and organizational skills.

• Ability to exercise sound judgment, discretion, and confidentiality when addressing sensitive district matters.

• Ability and willingness to travel throughout the assigned region and provide on-site district support as needed.

Preferred

• Successful experience as a Superintendent of Schools.

• Experience serving as an interim or acting superintendent.

• Experience coaching, mentoring, or supervising superintendents or senior educational leaders.

• Experience supporting multiple school districts or working in a regional educational leadership role.

• Demonstrated success managing leadership transitions, organizational change, or complex district-level challenges.

Knowledge, Skills, and Abilities

The successful candidate will demonstrate:

• Executive-level leadership and decision-making ability.

• Strong understanding of the superintendent's role and the relationship between the superintendent and board of education.

• Ability to quickly assess district needs and provide practical, solution-oriented assistance.

• Ability to step into a district leadership role and establish credibility quickly.

• Strong coaching skills and the ability to develop leadership capacity in others.

• Political and organizational awareness while maintaining professional neutrality.

• Excellent written and verbal communication skills.

• Ability to manage multiple district needs and competing priorities.

• Commitment to ethical leadership, confidentiality, collaboration, and student-centered decision-making.

Reporting Relationship

Reports to the designated regional executive/educational leader and works collaboratively with District Superintendents, boards of education, district leadership teams, and appropriate regional and state personnel.

Title - Regional Career-Connected Learning Coordinator 

Location - Central Office, Castleton, NY

Intro

Here at Questar III BOCES, we believe in changing lives, realizing dreams and doing together what can’t be done alone.  Our vision is that of creating a student-centered culture and putting students first. Our core values include a commitment to excellence by honing our craftsmanship to deliver high-quality work, a commitment to leadership & service by moving the organization, departments and school districts forward by exceeding client expectations, and a commitment to innovation by creating programs and services to address client needs AND by continuously improving our programs and operations.  We believe that organizational excellence is best achieved when leadership is reflective of our diverse society.

About

The Itinerant Work-Based Learning (WBL) Coordinator serves as a regional resource, partnering with school districts to design, implement, expand, and sustain high-quality career-connected learning opportunities for students. Working collaboratively across multiple districts, this position provides customized support aligned with each district's mission, strategic priorities, student needs, and local workforce opportunities.

The coordinator develops strong partnerships among schools, businesses, higher education institutions, workforce agencies, and community organizations to create authentic learning experiences that prepare students for success in college, careers, and civic life. Services are tailored to each district's unique goals and may include program development, employer engagement, student placement coordination, compliance support, professional development, and continuous program improvement.

This regional position is designed to provide customized, scalable support rather than a one-size-fits-all approach. Whether a district is launching a new Work-Based Learning program, expanding existing opportunities, or strengthening employer partnerships, the Itinerant Work-Based Learning Coordinator provides the expertise, leadership, and collaborative support necessary to build sustainable career-connected learning systems that prepare students for success beyond graduation.  This reflects our commitment to our district partners.

This position combines educational leadership, workforce development, relationship building, and program coordination to strengthen career-connected learning throughout the region. This position will start part time with the intention of full time through the year. 

Responsibilities

District Partnership & Program Development

• Collaborate with district administrators, counselors, teachers, and career development staff to assess local needs and develop customized Work-Based Learning (WBL) programs.

• Align services with district strategic plans, Portrait of a Graduate initiatives, graduation pathways, and workforce development priorities.

• Support districts in expanding equitable access to career-connected learning opportunities for all students.

• Develop short- and long-term implementation plans based on district goals, available resources, and community partnerships.

• Provide guidance on building sustainable, scalable WBL programs.

Work-Based Learning Coordination

Coordinate and oversee New York State Education Department (NYSED)-approved Work-Based Learning experiences, including:

• Career exploration

• Job shadowing

• Community-based work experiences

• Internships

• Career mentoring

• Service learning

• Other approved WBL experiences

Additional responsibilities include:

• Matching students with career experiences aligned to their interests, skills, and career goals.

• Preparing students through workplace readiness and employability skills instruction.

• Coordinating placements and monitoring student progress.

• Conducting site visits and maintaining communication with students, educators, employers, and families.

Business & Community Partnerships

• Recruit, develop, and sustain partnerships with businesses, industries, colleges, workforce agencies, nonprofit organizations, and community partners.

• Expand employer participation to reflect regional labor market and workforce needs.

• Serve as the liaison between school districts, employers, students, and families.

• Foster mutually beneficial partnerships that enhance student learning while supporting local workforce development.

Compliance & Program Quality

• Ensure all Work-Based Learning experiences comply with NYSED regulations and program requirements.

• Maintain required documentation, training records, agreements, evaluations, and student records.

• Assist districts with audits, reporting requirements, and program accountability.

• Monitor placements to ensure safe, meaningful, and educational workplace experiences.

• Support continuous program improvement through data collection and evaluation.

Student Support

• Prepare students for professional workplace expectations through employability skills development.

• Provide ongoing support during placements through regular communication and workplace visits.

• Collaborate with educators and employers to resolve concerns and celebrate student achievements.

Regional Leadership

• Share promising practices and innovative strategies among participating districts.

• Coordinate regional employer networks and collaborative career initiatives.

• Stay current on workforce trends, labor market information, NYSED regulations, and state initiatives.

• Represent BOCES and participating districts at regional meetings, workforce development events, career fairs, and community partnerships.

Additional Services

Based on district needs, the coordinator may also provide support in the following areas:

• Career pathway development

• Employability skills curriculum integration

• Professional development for district staff

• Work-Based Learning program evaluation

• Employer appreciation and recognition events

• Career fairs and industry panels

• College and industry partnership development

• CTE and non-CTE pathway support

• Internship expansion initiatives

• Grant implementation and support

• Community engagement activities

Required Qualifications

• New York State Work-Based Learning Coordinator Certification, or eligibility to obtain certification.

• Knowledge of New York State Work-Based Learning regulations and requirements.

• Experience in secondary education, career and technical education, school counseling, workforce development, business partnerships, or a related field.

• Demonstrated ability to establish and maintain collaborative relationships with schools, employers, and community organizations.

• Strong organizational, communication, facilitation, and project management skills.

• Ability to work independently while effectively managing responsibilities across multiple districts.

• Valid driver's license and ability to travel throughout the BOCES region.

Preferred

• New York State Teaching Certification.

• Experience coordinating Work-Based Learning or career-connected learning programs.

• Familiarity with workforce development systems, business engagement, and regional economic development initiatives.

Desired Characteristics

The successful candidate is:

• Student-centered and equity-focused

• Relationship-driven and collaborative

• Innovative and entrepreneurial

• Flexible and adaptable

• Organized and detail-oriented

• Skilled at managing multiple priorities and projects

• Passionate about connecting education with careers and workforce opportunities

• Committed to continuous improvement and regional collaboration

Title - Temporary BOCES Administrator - Per Diem

Location - Central Office, Castleton, NY

Intro

Here at Questar III BOCES, we believe in changing lives, realizing dreams and doing together what can’t be done alone.  Our vision is that of creating a student-centered culture and putting students first. Our core values include a commitment to excellence by honing our craftsmanship to deliver high-quality work, a commitment to leadership & service by moving the organization, departments and school districts forward by exceeding client expectations, and a commitment to innovation by creating programs and services to address client needs AND by continuously improving our programs and operations.  We believe that organizational excellence is best achieved when leadership is reflective of our diverse society.

About

The Temporary Per Diem BOCES Administrator provides short-term administrative leadership and operational support to ensure the effective continuation of BOCES department functions. The administrator will assist with departmental planning, program oversight, staff coordination, regulatory compliance, problem-solving, and day-to-day operations as assigned.

This position requires an experienced educational administrator who can quickly assess departmental needs, collaborate with internal and external stakeholders, and maintain continuity of services during periods of transition, increased workload, staff absence, or special project implementation.

Responsibilities

• Support the daily administrative and operational functions of the assigned BOCES department.

• Provide temporary leadership and supervision to department staff, programs, and services as directed.

• Assist with the implementation and monitoring of departmental goals, priorities, procedures, and initiatives.

• Coordinate workflows, assignments, schedules, meetings, and department communications.

• Monitor program operations to ensure compliance with applicable federal and state laws, New York State Education Department requirements, BOCES policies, collective bargaining agreements, and established procedures.

• Review reports, records, program data, budgets, staffing information, and other documentation to support effective decision-making.

• Assist with budget development, expenditure monitoring, resource allocation, and financial reporting, as assigned.

• Address operational concerns and provide timely recommendations to senior leadership.

• Collaborate with component school districts, BOCES administrators, instructional and non-instructional staff, community partners, vendors, and other stakeholders.

• Participate in leadership, department, committee, and stakeholder meetings.

• Support staff recruitment, onboarding, evaluation, professional development, and performance management processes, as appropriate.

• Assist with the development, review, and implementation of department procedures, guidance documents, reports, and communications.

• Maintain accurate, confidential, and timely records.

• Provide administrative coverage and continuity of leadership during staff absences or organizational transitions.

• Complete special projects and other related duties as assigned.

Qualifications

• Master’s degree, educational leadership, administration, or a related field.

• Successful experience in educational administration, program supervision, school district leadership, or BOCES operations.

• Knowledge of New York State education regulations, policies, compliance requirements, and administrative practices.

• Strong organizational, communication, leadership, and problem-solving skills.

• Ability to work independently, establish priorities, and adapt quickly to changing departmental needs.

• Demonstrated ability to collaborate effectively with diverse staff members, school districts, and community stakeholders.

• Proficiency with standard office technology, data systems, and administrative software.

Qualifications

• Previous administrative experience within a BOCES or New York State public school setting.

• Experience supporting regional education programs, shared services, special education, career and technical education, instructional support, adult education, human resources, business operations, or other BOCES functions.

• Experience managing budgets, personnel, compliance activities, and department-level projects.

• Familiarity with civil service requirements, collective bargaining agreements, and BOCES operational structures.

The successful candidate will demonstrate:

• Sound professional judgment and discretion.

• The ability to maintain confidentiality.

• Strong interpersonal and relationship-building skills.

• Effective written and verbal communication.

• The ability to analyze information and make informed recommendations.

• Flexibility in responding to short-term assignments and emerging needs.

• A commitment to equity, professionalism, public service, and high-quality educational programs.

The position generally requires work in an office, school, or program setting. The employee must be able to attend meetings, use standard office equipment, communicate effectively, review documents and electronic information, and travel between BOCES and component district locations when required.

QUESTAR III BOCES is an equal opportunity employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, marital status, military status, genetic information, or any other characteristic protected by applicable law.

Title - Principal - CTE 

Location - Marilyn A Noonan School at Durham, NY

Intro

Here at Questar III BOCES, we believe in changing lives, realizing dreams and doing together what can’t be done alone.  Our vision is that of creating a student-centered culture and putting students first. Our core values include a commitment to excellence by honing our craftsmanship to deliver high-quality work, a commitment to leadership & service by moving the organization, departments and school districts forward by exceeding client expectations, and a commitment to innovation by creating programs and services to address client needs AND by continuously improving our programs and operations.  We believe that organizational excellence is best achieved when leadership is reflective of our diverse society.

About

Questar III BOCES is seeking a dynamic, forward-thinking leader for a probationary Career and Technical Education (CTE) Principal position based at the Marilyn A. Noonan School at Durham.

Questar III provides a comprehensive array of CTE programs and services for students from school districts throughout Rensselaer, Columbia, and Greene counties. These programs provide students in grades 11 and 12 with the academic, technical, and employability skills necessary to succeed in future careers, pursue postsecondary education and training, and become lifelong learners.

The successful candidate will provide direct leadership and oversight for the Heavy Equipment Operation and Maintenance program at the Marilyn A. Noonan School at Durham while also supporting CTE programs, initiatives, and operational needs across the organization. This position requires a visible, collaborative leader who can build meaningful relationships within Durham and the surrounding communities.

A central responsibility of this role will be developing strong partnerships with local businesses, trades, labor organizations, community leaders, workforce-development agencies, and post secondary institutions.

The Principal will assess regional workforce needs and help develop, strengthen, and expand high-quality CTE programming that creates meaningful opportunities for students while supporting the economic and workforce needs of the surrounding communities.

The successful candidate will possess New York State School Building Leader certification and demonstrate administrative experience, instructional leadership, organizational flexibility, and the ability to work effectively with CTE and special education programs.

 

Key Responsibilities

Instructional Leadership

• Lead the development, implementation, and evaluation of comprehensive and innovative CTE curricula aligned with industry standards, New York State guidelines, academic requirements, and regional workforce needs.
• Provide direct instructional leadership and program oversight for Heavy Equipment Operation and Maintenance at the Marilyn A. Noonan School at Durham.
• Support the continued development and improvement of CTE programs across Questar III BOCES.
• Promote and support data-driven instruction, differentiated learning, culturally responsive practices, and effective teaching strategies across CTE and integrated academic disciplines.
• Ensure the meaningful integration of academic content, technical instruction, employability skills, and work-based learning.
• Monitor and evaluate instructional practices while providing constructive feedback, coaching, and professional-development opportunities to staff.
• Champion the acquisition and maintenance of relevant industry certifications, technical endorsements, and professional credentials for students and staff.
• Evaluate current and emerging career pathways to ensure programs remain relevant, rigorous, responsive, and sustainable.

School Management and Operations

• Oversee the day-to-day operations of the Marilyn A. Noonan School at Durham, including facilities, safety, transportation coordination, budget administration, staffing, equipment, and resource allocation.
• Ensure the safe and effective operation of the Heavy Equipment Operation and Maintenance program, including classroom, laboratory, equipment-yard, and off-site learning activities.
• Develop and implement policies, procedures, and operational systems that support a safe, orderly, inclusive, and productive learning environment.
• Supervise and evaluate assigned personnel, including teachers, support staff, and other program employees.
• Ensure compliance with applicable federal, state, and local regulations governing education, special education, CTE programs, workplace safety, and student participation in work-based learning.
• Oversee student enrollment, attendance, discipline, progress monitoring, and support services.
• Collaborate with other QUESTAR III BOCES administrators and departments and provide leadership and operational support across the organization as needs arise.
• Use enrollment, performance, workforce, and financial data to inform program planning, resource allocation, and recommendations for program expansion or revision.

Partnership and Community Engagement

• Serve as a highly visible and engaged leader within Durham and the surrounding communities.
• Build and maintain strong relationships with local businesses, contractors, equipment operators, trade organizations, labor unions, agricultural partners, municipal leaders, workforce-development agencies, post secondary institutions, and community organizations.
• Conduct ongoing outreach and regional needs assessments to identify workforce shortages, emerging industries, and opportunities for new or expanded CTE programming.
• Collaborate with community and industry partners to ensure curricula, equipment, training, and student experiences remain relevant to current workplace expectations.
• Expand high-quality work-based learning opportunities, including career exploration, job shadowing, internships, cooperative work experiences, pre-apprenticeships, apprenticeships, and direct connections to employment.
• Establish advisory structures that meaningfully engage industry representatives in program planning, curriculum review, equipment decisions, and student preparation.
• Work with component school districts to promote CTE opportunities, strengthen recruitment, and support student access and enrollment.
• Actively engage parents, guardians, students, and community members in supporting student success and school initiatives.
• Represent QUESTAR III BOCES at school district, community, workforce, and industry events.
• Identify and pursue grants, donations, equipment partnerships, and other funding opportunities that support CTE initiatives and program growth.
• Promote QUESTAR III BOCES CTE as a responsive workforce-development partner and a valuable resource for students, families, businesses, and communities.

Student Success and Development

• Foster a culture of high expectations, academic rigor, technical excellence, inclusion, and career readiness for all students.
• Ensure students have access to comprehensive guidance and support services, including career exploration, post secondary planning, industry credentialing, and employment preparation.
• Promote student leadership, extracurricular involvement, career and technical student organizations, and a positive school climate.
• Monitor student progress and collaborate with staff, families, districts, and support teams to implement timely interventions.
• Ensure that students with disabilities and other diverse learning needs are receiving appropriate support and equitable access to CTE instruction and experiences
• Recognize and celebrate student growth, achievement, credential attainment, and successful transitions to college, training, military service, apprenticeships, or employment.

Professional Growth and Development

• Remain current with educational best practices, CTE trends, workforce-development needs, industry advancements, and effective leadership practices.
• Engage in ongoing professional learning to strengthen instructional, operational, organizational, and community-leadership skills.
• Mentor, coach, and support staff in their professional growth and development.
• Promote collaboration, reflective practice, innovation, and continuous improvement among staff.
• Participate actively in QUESTAR III BOCES leadership teams and contribute to organization-wide planning, problem-solving, and program development.

Qualifications

Education: 

• Master’s degree in Educational Leadership, Administration, Curriculum and Instruction, or a related field from an accredited institution.
• Certification and Licensure
• Valid New York State School Building Leader certification.
• Valid New York State CTE Director or CTE Teacher certification.

Experience

• Three or more years of successful experience as a school administrator, such as a principal, assistant principal, or comparable educational leader.
• Demonstrated experience in a CTE, vocational-technical, workforce-development, or related educational setting is highly preferred.
• Experience working with heavy equipment, construction, skilled trades, technical education, or related industries is preferred.
• Proven experience in curriculum development, instructional leadership, program evaluation, and staff supervision.
• Demonstrated success building and maintaining partnerships with businesses, industries, educational institutions, and community organizations.
• Experience supporting students with disabilities and overseeing special education programming is preferred.

Knowledge, Skills, and Abilities

Thorough understanding of CTE best practices, industry standards, work-based learning, workforce development needs, and regional economic trends.

Strong leadership, communication, interpersonal, organizational, and problem-solving skills.

Ability to serve as a visible, accessible, and trusted representative of QUESTAR III BOCES within Durham and the surrounding communities.

Ability to inspire, motivate, support, and empower students and staff.

Ability to identify community and workforce needs and translate those needs into sustainable educational programming.

Proficiency in analyzing enrollment, achievement, workforce, and program data to guide decisions.

Demonstrated fiscal responsibility and experience with budget and resource management.

Ability to work collaboratively with diverse students, families, staff members, school districts, businesses, and community stakeholders.

Ability to manage multiple priorities and provide responsive leadership and support across the organization.

Proficiency in educational technology and its application within CTE programs.

Commitment to equity, inclusion, student-centered decision-making, innovation, and continuous improvement

 

For more information on Questar III BOCES, please visit www.questar.org.  Interested candidates are encouraged to apply by clicking the APPLY button below.