CTI Carpentry Instructor Third Shift, Salem High School SY 2026-2027

CTI Carpentry Instructor Third Shift, Salem High School SY

Salem Public Schools Salem High School - Salem, Massachusetts Open in Google Maps

• Job : 5880554
• Final date to receive applications: Posted until filled
• Posted: Aug 11, 2026 4:00 AM (UTC)
• Starting Date: Immediately

Position Type: Part-Time

Carpentry Instructor, Third-Shift Program, Salem High School, Salem Public Schools, Salem, MA [SY ]

Grant Funded Position

Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity , and opportunity in everything we do.

We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan, core priorities and the SPS portrait of a graduate on our website at https://salemk
12.org/ .

Grant Funder:
Comm Corp Career Technical Initiative

Salem High School is the recipient of the Career Technical Initiative grant from Commonwealth Corporation on behalf of the Governor Healey Administration and among the Workforce Skills Cabinet in 2021, aims to increase a skilled workforce in the trades through third shift programs.

This initiative seeks to address the persistent need for skilled labor in construction, trades, and manufacturing. Commonwealth Corporation administers these funds in hopes of eliminating the skills gap facing employers by providing an opportunity for youth and adults to retrain for skilled occupations, as well as transforming vocational high schools into Career Technical Institutes that run three shifts a day to bring more high school students and adults into the program.

As part of a multi-year strategy, CTI plans to train 20,000 new skilled workers in key trades and technical jobs. Among the grants approved by the Workforce Skills Cabinet in 2021, 35 new career pathway programs and 22 expansions of career pathway programs at 10 vocational-technical schools will provide training and job placement for more than 800 adults.

What You’ll Do:

This individual is accountable for the teaching and supervision of students in all of the Construction cluster programs in collaboration with the other construction program instructors. This program falls under Chapter 74 Massachusetts state frameworks and curriculum disciplines under the direction of the CTE/CTI Director and the CTI Director of Workforce Development, Director of Operations and Grants.

Role Responsibilities:

• Responsible for the development and implementation of departmental curriculum objectives and competencies.
• Responsible for the integration of the department’s curriculum where appropriate.
• Performance of other job-related duties as assigned.

What You’ll Bring:

We are looking for candidates with diverse backgrounds and experiences, inspired by our mission and highly motivated to change children’s lives through education. You’ll be right at home here if you are a reflective practitioner who values collaboration with colleagues and pushes yourself, your work, and the people around you to the next level. We expect our SPS employees to:

• Hold a deep commitment to students and families and value diversity - The SPS community is vibrant and diverse in background, ethnicity, language, and perspective. You embrace and affirm the backgrounds of all members of the SPS community and view our diversity as a powerful resource that supports us each in learning and doing our best work.
• Hold high expectations for yourself, students, and colleagues – You see potential in all, especially our SPS students, and maintain high expectations for achievement while providing the support necessary to meet that bar. You hold yourself to high expectations, modeling SPS values and seeking…