Job Description Title - RBERN Bilingual Administrative Assistant 

Location - Central Office (Castleton, NY)

Intro

Here at QuestarIII 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 

QuestarIII BOCES announces an immediate vacancy for a full-time Administrative Assistant to support the Regional Bilingual Education Resource Network (RBERN) service located at our Central Office in Castleton, NY. This position will contribute to the effective and efficient operation of the RBERN office and will participate in the daily functioning of the program. 

Primary responsibilities include, but are not limited to: 

Handling office management duties, screen incoming calls and email inquiries, communication log upkeep, maintaining listserv, updating the RBERN website and sending out routine newsletters with relevant information and updates. 

Handling expense reports, purchase orders and maintaining organized documentation in binders and digitally. 

Budgetary processes for hotel accommodations, conference registrations, mileage and reimbursements for the RBERN team.

Organizing room reservations for conferences and sessions hosted in person by the RBERN, coordinating morning refreshments and set-up for lunch in an orderly manner.

Ensure team coordination with calendars, notetaking for team meetings and collaborative record keeping for PD attendance.

Responding to email inquiries about Frontline PD sessions in a timely manner and ensuring all zoom links are in the team calendars. 

Support PRHYLI delegation leader with student and parent communications, translations when needed, coordinating lunch and transportation for student participants. 

Ensuring effective communication with chaperons and the transport company for weekend institutes. 

Play a critical role in sustaining the operational and logistical needs of the expanding CD RBERN service regions and other tasks as assigned by the Director. 

Qualified applicants must meet Columbia County Civil Service minimum qualifications as outlined below and have the ability to demonstrate bilingual Spanish-speaking skills.

Civil Service residency requirements will apply (must be a resident of Albany, Rensselaer, Columbia, Greene, Ulster or Dutchess County at time of hire). 

MINIMUM QUALIFICATIONS: 

Graduation from high school or possession of a high school equivalency diploma, demonstrated bilingual skills in Spanish, and EITHER:

 a). Six years of clerical experience, at least three of which shall have been in an administrative or supervisory capacity; OR:

 b). An associate degree in secretarial science and four years of clerical experience, at least two of which have been in an administrative or supervisory capacity; OR:

 c). Graduation from a recognized four-year college or university and two years of experience as defined in "B" above. 

 

To apply, please send your resume with a cover letter to employment@questar.org

Be sure to include Bilingual Administrative Assistant in the subject line of your email. For more information on QuestarIII BOCES, please visit www.questar.org. 

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 - 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.