Welding Vocational Teacher for Adult Technical Trainings

Greater Lawrence Technical School (MA) Greater Lawrence Technical School - Andover, Massachusetts Open in Google Maps

Reporting to the Workforce Development Coordinator, the Vocational. The teacher’s role is to help students learn career area-related theory and hands-on practical skills to lead students to develop the knowledge and skills necessary to gain employment in the career area.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

The essential functions or duties listed below are intended only as illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position.

The Vocational Teacher for Adult Technical Training will:

• Modify the existing curriculum to match the purpose and timeframe of the training. The curriculum should prepare students for quick employment in an entry-level job. Prepares lesson plans accordingly. The curriculum will be maintained in a Google Classroom
• Curriculum will include up to 4 hours of asynchronous online learning each week that can be tracked by the instructor to ensure student progress.
• Prepares a class syllabus with competencies to be learned for the first day of class.
• Includes at least 2 employer visits to class in the training schedule.
• Connects with at least 2 employers in the industry and refers students to them to apply for vacancies.
• Meets and instructs assigned classes in the locations and at the times designated.
• The program of study should meet the individual needs, interests, and abilities of the adult students while preparing them for employment.
• Uses classroom management techniques that create an environment conducive to learning and puts emphasis on problem solving, taking initiative, perseverance when facing obstacles, and having a growth mindset.
• While setting high expectations and standards,it also shows flexibility and patience, and provides alternative methods to demonstrate mastery.
• Refers students who need greater support to the Career Transitions Specialist.
• Encourages students to set and maintain high standards of classroom behavior, work ethic, and perseverance as will be required in the work setting.
• Guides the learning process toward the achievement of curriculum goals and competencies and establishes clear objectives for all lessons, units, and projects. Communicates goals, objectives, and competencies to be learned to students.
• Communicates all issues to the Director and, if part of the program, to the Program Manager.
• Keeps records on attendance, and on practical and related theory skill development and achievement of competencies; and prepares progress reports if needed. Sends attendance sheet to Director promptly each week.
• Keeps current in discipline and teaching techniques.
• Participates in professional development and remains current in the field.
• Attends periodic planning meetings with the Director.
• Any other relative teaching duties as assigned.

SUPERVISORY RESPONSIBILITIES:

Supervises the classroom and students.

EDUCATION AND EXPERIENCE:

A high school diploma is required; a college degree and prior teaching experience, preferably in a vocational high school setting, or any combination of education and work experience. Five years of recent (within the last seven years) full-time employment experience directly related to the vocational teaching area is preferred.

CERTIFICATES AND LICENSES:

Valid Massachusetts Chapter 74 Teaching License in vocational education is preferred. State state-issued driver’s license is preferred.

ABILITY, KNOWLEDGE AND

SKILLS:

• LANGUAGE
  
  SKILLS:
  
  Ability to read, analyze, and interpret general business

periodicals, professional journals, technical procedures, or governmental

regulations. Ability to write reports, business correspondence, and procedure

manuals; ability to effectively prepare lesson plans in accordance with district

curriculum and the state Curriculum Frameworks. Ability to effectively present

information and respond to questions from groups of students, parents, teachers,

and the general public.

• MATHEMATICAL
  
  SKILLS:
  
  Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.

• REASONING ABILITY:
  Must possess the ability to solve practical…