Overview of Position

GENERAL SUMMARY

A classroom teacher performs, under the general direction of the building principal or program manager and with assistance from appropriate staff personnel. A classroom teacher fosters and enhances an effective learning environment; facilitates the development or revision of curriculum and instructional materials; establishes learning objectives and standards based upon general District guidelines; provides instruction, counsels, disciplines, and supervises to meet the individual needs of assigned students; and, to evaluate student performance and progress.

The .5 FTE (half-time) Seattle Skills Center Construction Trades instructor will instruct students in construction and related skilled trades career skills.

Students in this class learn fundamental and advanced skills in construction trades, safety, and tool use. As a pre-apprenticeship program, one of the primary goals of this course is to prepare students to enter an apprenticeship in the building trades.

The Construction Trades teacher will work from 8:30am to 12:00pm Monday through Friday located at the Seattle Skills Center temporary location at Ingraham HS. Students will attend class from 8:50am to 11:20am, every day, except Wednesdays, which is 8:50am to 10:05am. For Wednesday early dismissal, the Skills Center staff meets at least once per month from 2:40pm until 4:25pm at a variety of locations around the district (typically at one of our Skills Center sites). On non-staff meeting Wednesdays, half-time staff meet with other teachers or work independently at their school site until 4:25pm. Collaborating with colleagues is a critical aspect of our work in Seattle Public Schools and the Seattle Skills Center, and working closely with our Career and Technical Education Specialist to align and continuously improve this program will be an important part of this role.

Knowledge of fundamental construction skills and practices are required, and advanced skills and experience are preferred, however, if candidates don’t possess all of the required skills and background, candidates may still be considered. A standard student product that this class produces are tiny houses for the people experiencing homelessness. The ability to lead the construction process for a tiny house is required of a successful candidate. This includes ordering materials and teaching students while supporting them in the process of framing, roofing, and all other aspects of construction of these small structures. Successful candidates will be able to develop and nurture relationships among potential partners in the industry including labor unions, businesses, non-profits, and colleges to help students move into jobs, apprenticeships, college programs, or other training.

Essential Functions

ESSENTIAL FUNCTIONS

1. Fosters an educational environment conducive to the learning and maturation process of assigned students; plans an instructional program designed to meet individual student needs and whole groups which may include at risk or special needs youth; prepares lesson plans.

2. Uses necessary and appropriate instructional methods and materials, which are suited to the well-being of the students and to the nature of the learning activities, program and/or curriculum involved; implements established program or curriculum objectives; attends in-service training and continues to improve professional growth through study and experimentation to remain current in methods and techniques for instruction.

3. Establishes and implements, in a positive and supportive manner, classroom policies and procedures governing student behavior and conduct; provides guidance, counseling, and discipline to encourage students to meet standards of achievement and conduct; makes referrals for assistance where appropriate.

4. Confers with students, parents or guardians, and other staff, maintaining an open positive relationship as appropriate to provide guidance and evaluation, and to encourage student achievement.

5. Establishes classroom goals and objectives, in conformation with courses of study specified by State and School District statutes, regulations and guidelines; evaluates and records student progress; prepares reports for parents or guardians.

6. Collects and interprets a variety of data; provides reports for administrative purposes.

7. Directs the activities of assigned non-certificated personnel.

8. Attends or participates in all required staff meetings and other activities deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement.

OTHER FUNCTIONS

9. Serves on staff committees as required.

10. Participates in a variety of activities to enhance personal and professional skills.

11. Performs related tasks consistent with the scope and responsibility of the position.

____________________________________________________________________

REPORTING RELATIONSHIPS

Reports to the building principal.
____________________________________________________________________

WORKING CONDITIONS

Required to deal with a wide range of student achievement and behavior; required to remain flexible to meet students immediate needs; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally deal with distraught or difficult students; potentially exposed to ordinary infectious diseases carried by students; in some positions the necessary and appropriate instructional methods may require specific positions and movements, and sufficient stamina and exertions, to demonstrate techniques properly for student safety, or to conduct or direct students; in some positions precautions may need to be taken to prevent or lessen exposure of self and/or students to various materials, fumes, equipment, cutting edges or hot surfaces; may teach in a classroom without telephone communication.

Typical Qualifications

MINIMUM QUALIFICATIONS

Education and Experience

Bachelor's degree or appropriate industry background that qualifies the teacher for a Washington State CTE credential; academic preparation for or experience in teaching a culturally, racially and economically diverse student population in an urban school system. Specific programs may require additional academic preparation or professional experience, including; working with bilingual students and assisting them in the transition to regular classrooms; implementing programs designed to prevent the dropout of "at risk" students; and, teaching multi-level, open-concept, and main streamed classes.

Required Knowledge, Skills and Abilities

Knowledge of: Subject areas appropriate to assignment; effective behavior management techniques; effective instructional techniques; rules and procedures for student safety.

Skill in: Proficiency in reading, writing, and oral communications; effective communication with parents or guardians in a diverse community; designing and implementing lesson plans for students having a wide range of achievement.

Ability to: Deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially, and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgement to maintain a safe learning environment; provide instruction and demonstrate techniques; use necessary equipment, computers, machinery, tools, or software; direct assistants; in some positions, administer first aid and CPR; establish and maintain effective, positive working relationships with students, parents or guardians, staff and administrators.

Licenses/Special Requirements

Valid Washington State Teaching Certificate; some positions may require valid first aid and CPR certification; some positions may require a valid Washington State driver's license and/or a Class II driver's license.

Supplemental Information

The successful candidate will be expected to:

• 
  teach and manage this Skills Center program using state approved course frameworks and following all Seattle Public Schools rules and polices;
• read and use all curricular materials, including the state approved framework;
• create a coherent series of complex learning experiences to engage students of all learning styles and abilities to prepare them for future college and careers in an education career;
• work with an advisory committee in reviewing program and course goals;
• attend all faculty, professional learning community and Career and Technical Education meetings and trainings;
• seek/attend professional development opportunities;
• build relationships with neighborhood schools and arrange, schedule, and monitor student internships
• be an adviser to student leadership as students participate in school, regional, state or national activities;
• maintain a positive, productive learning climate in the classroom and with parents/guardians and colleagues;
• maintain open and regular communication with parents/guardians, students, staff and administration;
• operate within program budgets;
• Ability to seek out additional resources and opportunities such as grants, donations, and community or industry contacts to benefit the program and students.
• order supplies and resources using approved processes;
• use data and continuous improvement strategies to improve the program;
• integrate business and community partnerships to further the program goals;
• assure that students achieve certifications, dual college credit, credit-equivalency, and prepare students for testing in industry recognized credentials appropriate to this career pathway;
• and be committed to the success of all students.

Preferred qualifications:

• Demonstrated commitment to economic, racial and social justice and an understanding of the ways institutions and systems impact communities of color through both conscious and unconscious bias.
• Completion of an apprenticeship program and attainment of journey level status or familiarity with unions and the apprenticeship system.
• Experience working with individuals with barriers to employment
• Strong foundational math skills with the ability to align students’ high school math learning to work in construction trades through hands-on applications.
• Ability to lead introductory modules in a wide variety of skilled trades and host guest instructors from industry