College & Career Navigator/Specialist, Temporary (2026/2027 school year)

Somerton School District; Somerton (AZ); On-site; USD 52,000 - 64,000; Full time

Job summary

The Somerton School District is seeking a College & Career Navigator/Specialist for Adult Education to guide students through high school equivalency, postsecondary paths, and workforce readiness. This 12-month grant-funded role offers full health benefits and reports to the Adult Education Director.

Responsibilities include advising on pathways, monitoring progress, coordinating with postsecondary partners, and supporting transitions from HSE to college or employment under supervision.

Qualifications

• Guidance on college, career, and education pathways.
• Ability to analyze attendance, outcomes, and program data.
• Experience coaching students and coordinating services with partners.

Responsibilities

• Advise students on HSE, postsecondary options, financial aid, and applications.
• Analyze student data to improve program effectiveness and planning.
• Collaborate with postsecondary institutions and workforce partners for transitions.

Skills

Advising

Data analysis

Student coaching

Education

Bachelor's degree

Job description

SCHOOL/DEPARTMENT: Adult Education

TYPE: Classified

STATUS: Exempt

SALARY LEVEL: ($58,138 DOE, up to 5 years' experience, 12-month position, Full health benefits package)

WORK CALENDAR: 261 Day, 8 hours per day

START DATE: October 2026

NOTE: This is a temporary, grant funded position.

REPORTS TO: Adult Education Director

Purpose Statement

The job of College & Career Navigator/Specialist is done for the purpose/s of providing individualized college, career, education, employment, and transition guidance to adult education students under general supervision from the Director of Adult Education; providing college and career navigation, student advising, educational pathway guidance, outreach, and program support; coaching and supporting instructional staff to strengthen professional practice and student outcomes; supporting the supervision of instruction; coordinating transition and supportive services; facilitating connections with postsecondary institutions, workforce agencies, and community partners; monitoring student progress and program outcomes; and preparing and submitting reports in compliance with program, state, and federal requirements.

Essential Functions

• Advises and assists students with educational and career pathways (e.g. High School Equivalency (HSE), credit recovery, postsecondary education, workforce training, financial aid, college applications, registration, communication with postsecondary personnel, etc.) for the purpose of helping students identify appropriate opportunities, reduce barriers, and successfully transition to postsecondary education and/or employment.


• Analyzes student participation, attendance, assessment, co-enrollment, transition, and outcome data for the purpose of identifying trends, monitoring program effectiveness, and providing information for program planning and improvement.


• Collaborates with postsecondary institutions, workforce agencies, community organizations, training providers, and other external partners for the purpose of developing and maintaining resources, referral networks, transition opportunities, and services that support student success.


• Connects students with workforce training, employment, supportive services, and community resources for the purpose of addressing identified barriers and increasing students’ ability to achieve education, employment, and career goals.


• Coordinates co-enrollment and supportive services with WIOA core partners, particularly Title I-B Adult, Dislocated Worker, and Youth programs for the purpose of aligning services, avoiding duplication, and increasing access to education, training, employment, and supportive resources.


• Coordinates post-HSE transition and follow-up services for the purpose of supporting participants for four quarters following completion of the HSE program and collecting required information regarding continuing education, employment, and other outcomes.


• Documents student, partner, referral, co-enrollment, and service coordination activities in designated electronic systems for the purpose of maintaining an accurate record of services and ensuring compliance with program, state, and federal requirements.


• Maintains HSE tracking systems, student transition plans, electronic student records, and assigned data systems (e.g. Client Referral System (CCR), Workforce System Grant records, LACES, other program databases, etc.) for the purpose of ensuring accurate, current, and complete information regarding student progress, participation, services, transitions, and outcomes, and supporting program monitoring, reporting, and accountability.


• Participates in community outreach, recruitment, job fairs, informational events, and other promotional activities for the purpose of increasing awareness of Adult Education services, connecting with prospective students, and developing community partnerships.


• Participates in staff meetings, professional learning, ADE-AES training, Workforce Development Board and community meetings, conferences, and other assigned activities for the purpose of maintaining current knowledge, supporting program planning and collaboration, and representing the Adult Education Program.


• Prepares and submits monthly attendance, co-enrollment, PLPI, and other required program reports and narrative summaries for the purpose of meeting internal, ADE-AES, and federal reporting requirements and providing the Program Director with timely program information.


• Provides cognitive coaching to program instructors (e.g. one‑on‑one coaching, reflection, collaborative problem‑solving, and coaching cycles, etc.) for the purpose of strengthening professional practice, building instructional capacity, promoting independent problem‑solving, and improving student outcomes.


• Provides individualized college and career navigation services (e.g. individualized student meetings and conferences, etc.) for the purpose of helping students identify and pursue appropriate High School Equivalency (HSE), postsecondary education, occupational training, employment, financial aid, and career pathways aligned with their individual circumstances, needs, and goals.


• Provides ongoing student follow‑up based on established schedules and benchmarks for the purpose of monitoring participation, educational progress, transition activities, barriers, and achievement of established goals.


• Provides test proctoring and supports instructional and program activities, including observing instructional staff and providing feedback for the purpose of supporting program operations, instructional improvement, and student achievement.


• Represents Title II Adult Education at designated One‑Stop and workforce‑related activities and maintains consistent communication and follow‑up with assigned case managers through in‑person meetings and other appropriate communication methods for the purpose of reviewing co‑enrolled student progress, coordinating services, aligning activities with established goals, and strengthening inter‑agency collaboration.


• Researches, develops, and implements student tools, workshops, trainings, and structured activities related to goal setting, career awareness, employability, and transition readiness for the purpose of strengthening student skills and preparing participants for postsecondary education, occupational training, employment, and career advancement.


• Supports the Adult Education intake and orientation process for the purpose of reviewing student educational goals, needs, assessment results, and available program options and assisting with appropriate class placement and individualized educational pathways.


• Supports the supervision of instruction (e.g. monitoring instructional practices, supporting instructors, coordinating program activities, and addressing day‑to‑day instructional needs, etc.) for the purpose of assisting the Director of Adult Education in maintaining effective program implementation and improving student outcomes.


• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the Adult Education Program.

Job Requirements: Minimum Qualifications

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical problems. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate district, school, and Adult Education Program policies and procedures; adult learners, transition planning, student‑success strategies, community resources and engagement practices; Adult Education programs, HSE/GED preparation, and English/ESOL instruction; student recruitment and outreach practices; college admissions, enrollment, and registration procedures; workforce development programs and career pathways; student advising, follow‑up, and referral procedures; problem‑solving and conflict‑resolution techniques and strategies; and principles of grammar, punctuation, and written communication.

SKILLS are required to perform multiple, technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment and using pertinent software applications; using of online college, career, workforce, and student information systems; advising, assisting, and communicating effectively with students from diverse educational and cultural backgrounds; and preparing and maintaining accurate records.

ABILITY is required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and use job‑related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize specific, job‑related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining positive working relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; communicating effectively with diverse groups; working with detailed information/data; working well independently and collaboratively with others; and working flexible hours.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; operating within a defined budget. Utilization of significant resources from other work units is sometimes required to perform the job's functions. There is a continual opportunity to impact the organization’s services.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally the job requires 40% sitting, 30% walking, and 30% standing. This job is performed in a generally clean and healthy environment.

Experience: Job related experience within specialized field is required.

Education: Bachelors degree in job related area.

Certificates and Licenses: Adult Education Certification Preferred

Clearances: Criminal Background Check, MMR, IVP Fingerprint Clearance Card