CTE teacher Position pending funding

Position: CTE teacher Job Description Position available pending funding
Position Type:
High School/Career and Technical Education

Date Posted:
4/28/2026

Location:
Kuumba Academy Charter School
(High-Needs School)

Date Available:
08/10/2026

District:
Kuumba Academy Charter School
CTE teacher Job Description

Position available pending funding

Job Overview:

Kuumba Academy Charter School (KACS) is seeking a great communicator with excellent interpersonal skills for the role of CTE teacher. The CTE teacher will be responsible for developing learning activities and hands-on material, tending to individual student needs, and communicating regularly with parents.

To ensure success as a CTE teacher, candidates should have a strong quantitative background, demonstrate empathy, and have good written and verbal communication skills. Ultimately, a top-notch CTE teacher will have excellent classroom management abilities and engage students with the subject matter.

Responsibilities of Kuumba Academy CTE Teachers Include but Are Not Limited to:

• Demonstrate knowledge of current instructional and curricular methodologies.
• Possess the ability to relate well with students, colleagues, parents and staff.
• Technology, problem based learning, mechanical skills, and math skills are needed to implement the curriculum. Design and troubleshooting supports with mechanical processes at an entry level are needed.
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of district specialists as required.
• Problem-Solving
  
  Skills:
  
  Engineers work to develop new solutions to problems. You will need the skills to identify the source of the problem and create and test solutions.
• Participates in advisory committee meetings at least semi-annually to insure that all training is relevant and current, utilizing a committee which has been approved by the CTE Supervisor. Attends summer planning session for the curriculum development of the program using Middle School CTE Standards, Defined Careers, SREB resources, among others.
• Meets and instructs assigned classes in the locations and at the times designated.
• Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior.
• Encourages students to set and maintain standards of classroom behavior.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Utilize new Middle School CTE Standards incorporating high school readiness skills and social emotional learning.
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
• Assesses the accomplishments of students on a regular basis and provides progress reports as required.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
• Adopting a data-driven attitude towards measuring learner progress.
• Demonstrating an awareness of different student backgrounds and cultures, supporting instruction and beliefs around social emotional learning.
• Strives to maintain and improve professional competence.
• Attend…