Architecture​/Construction CTE Teacher - State Teacher I - Campus at Lookout Mountain

job title

classroom teacher

this work unit exists to provide academic, vocational, and work force readiness education in conjunction with life skills and social emotional learning to youth in institutional facilities. This work unit provides professional consultation to community programs which serve dys youth and establishes and maintains collaboration with other state and community agencies that provide, supplement or monitor education services. This position provides career readiness learning through direct classroom instruction, including architecture and construction design for the workforce, business skills and technical skills for the workforce related to fields of study such as carpentry and woodworking, electrical and plumbing, construction management and safety, computer-aided drafting and design, and layout and blueprint reading.

The instructor is responsible for knowledge of current federal and state standards in the area of architecture and construction, career exploration, post workforce readiness, transitional skills, secondary literacy and related subjects important to learning and transitioning to careers or college. The instructor must have an active and appropriate cde license or meet substitution requirements.

primary job duties:

• establishes and maintains an appropriate classroom setting through the use of effective classroom management skills and engagement strategies specific to student needs to include implementation of the pbis system and behavior tools. Assesses new and continuing students using multiple assessment methods and collecting multiple pieces of evidence of learning. Prepares unit lesson plans and daily plans that are aligned with state standards and the critical skills needed;
  
  designs and implements a variety of assessment tools to evaluate student progress that correlate to standards-based education and with appropriate rigor. Implements a variety of research-based education strategies (including technology) to accommodate multi-age/multi-level students.
• selects behavior and classroom management techniques to apply within the framework of dys. Ensures effective accommodations are followed for special education students and student on special plans while also communicating growth and data needed for progress monitoring.
• ensures that the dys instructional framework is followed with daily learning objectives and relevant learning with appropriate assessments while meeting the needs of all youth; understand and use the instructional model. Ensure accurate educational records are in ic and/or trails while meeting deadlines. Uses these skills for subbing in other classrooms as required. Use the technology appropriate and as expected to design, upload information and lessons while taking attendance daily and grading work appropriately

meetings, professional development, and progress monitoring:

• meets informally and in scheduled meetings with the central education office members, principal, treatment providers and other teachers to review student and school progress. Develop comprehensive plans for implementation of the subject matter in line with the education goals and in alignment with school development plans and quality standards. Participate in professional and staff safety development and apply learning accordingly. Assure appropriate boundaries and effective presentation in the classroom and workplace.
  
  Use data effectively and with mtss processes, progress monitoring, educational advocacy, and multidisciplinary team meetings (mdt). Monthly reviews of content to principal.

supportive to culture and safety of facility:

• assist in the safety and security of the school and facility by supervising residents, tools, and materials effectively and providing immediate assistance as necessary within the facility. Consistently knowing and following policy and procedures of the division of youth services and the facility as well as safety procedures for classrooms and youth. Adhere to the trauma-informed culture and expectations. Know and use motivational interviewing, sanctuary model to include small group processes and restorative justice language and frameworks;
  
  follow expectations for irs. Adhere to code of conduct and professional norms of behavior. Follow leave policy and procedures.

and other duties as assigned.

*** please read the entire job announcement and follow all of the instructions prior to completing the application. You must provide documentation to be given credit for it. There will be no exceptions on timelines to provide documentation - all documents must be uploaded and all transcripts must have school name, your name, and all pages- this is the first evaluation in the selection process
*** minimum qualifications:

• bachelor's degree from an accredited institution in a field of study related to the work assignment.
~and~
• current, valid initial or professional teacher license issued by…