High School Engineering

4 weeks ago

Creedmoor, United States Falls Lake Academy Full time
Project Lead the Way Engineering Pathway Instructor

PURPOSE: To provide classroom instruction for Project Lead the Way (PLTW) Engineering Pathway courses. The instructor will provide innovative and creative practices that are problem-based with real-world applications. Implementation of the PLTW Engineering resources is required.

ESSENTIAL REQUIREMENTS:
  • Complete training requirements for PLTW courses (80 hours per course training).
  • Prepares course objectives and outlines following curriculum guidelines and requirements of PLTW.
  • Assign lessons, correct student work and provide students with positive feedback and constructive criticism on assignments.
  • Administer tests (including end-of-year PLTW assessment) to evaluate the progress of students and record results accordingly.
  • Maintain positive relationships with families through open communication.
  • Create a positive learning environment for students with rigorous standards.
  • Recognize student needs and differentiate instruction to assist students in obtaining the knowledge of the course guides.
  • Participate in assigned meetings and/or conferences to promote personal growth.
  • Serve on staff committees as assigned.
  • Perform additional tasks as assigned by the administration.
  • Other duties may be assigned throughout the year based on school needs.

EDUCATION, EXPERIENCE, and TRAINING:
  • A four-year degree in a STEM-related field.
  • Completion of the 80-hour training per course of PLTW, or a willingness to complete this training.
  • Experience with career and technical education is preferred.

ESSENTIAL DUTIES AND RESPONSIBILITIES:Classroom Management: 
  • The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.

Management of Student Behavior:
  • Establish a set of rules and procedures that govern the handling of routine administrative matters and that govern student verbal participation and talk during different types of activities instruction, small group instruction, etc.
  • Establish a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities.
  • Frequently monitor the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stop inappropriate behavior promptly and consistently while maintaining the dignity of the student.

Instructional Delivery: 
  • Develops effective practices to deliver content to the students.
  • Communicates concepts with multiple opportunities for success in various delivery styles.
  • Provides instruction that is engaging and student-centered with opportunities for students to lead with instructor facilitation

Instructional Monitoring of Student Performance:
  • The teacher maintains clear, firm, and reasonable work standards and due dates.
  • The teacher circulates during class work to check all students’ performance.
  • Teacher routinely uses oral, written, and other work products to check student progress.
  • The teacher poses questions clearly and one at a time.

Instructional Feedback:
  • The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
  • The teacher regularly provides prompt feedback on assigned out-of-class work.
  • The teacher affirms a correct oral response appropriately and moves on.
  • The teacher provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.

Facilitating Instruction:
  • The teacher has an instructional plan which is compatible with the school and system-wide curricular goals.
  • The teacher uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks.
  • The teacher maintains accurate records to document student performance.
  • The teacher has an instructional plan that matches/aligns objectives, learning strategies, assessments, and student needs at the appropriate level of difficulty.
  • The teacher uses available human and material resources to support the instructional program.

Interacting Within the Educational Environment:
  • The teacher treats all students fairly and equitably.
  • The teacher interacts effectively with students, co-workers, parents, and the community.

Performing Non-Instructional Duties:
  • The teacher carries out non-instructional duties as assigned and/or as need is perceived.
  • Teacher adheres to established laws, policies, rules, and regulations.
  • The teacher follows a plan for professional development and demonstrates evidence of growth.

MINIMUM TRAINING AND EXPERIENCE:
  • Bachelor's degree in education or in a related Science or Math area.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
  • Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.
  • Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using a prescribed format.
  • Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
  • Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions. Candidate must be able to communicate effectively and efficiently.
  • Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and apply the principles of descriptive statistics, statistical inference, and statistical theory.

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