Construction Vocational Teacher for Adult Technical Training

Greater Lawrence Technical School•Andover, MA

23h

About The Position

The Construction Vocational Teacher for Adult Technical Training helps adult students learn construction-related theory and practical, hands-on skills to prepare them for entry-level employment. The teacher adapts existing curriculum to fit the training’s purpose and timeframe, prepares lesson plans, and maintains curriculum in Google Classroom. The curriculum includes up to four hours of trackable asynchronous online learning per week. The teacher prepares a syllabus outlining competencies for the first day of class and schedules at least two employer visits. The role also includes connecting with at least two industry employers and referring students to apply for vacancies. The teacher instructs assigned classes at designated locations and times, guides students toward curriculum goals and competencies, and adapts instruction to adult learners’ individual needs, interests, and abilities. The role promotes a learning environment focused on problem-solving, initiative, perseverance, and a growth mindset, while maintaining high expectations and offering flexibility and alternative ways for students to demonstrate mastery. The teacher supervises the classroom and students, maintains attendance and skill-development records, provides progress reports as needed, and promptly sends weekly attendance sheets to the Director. The teacher communicates issues to the Director and, when applicable, the Program Manager; refers students needing additional support to the Career Transitions Specialist; attends planning meetings and professional development; and performs other related teaching duties as assigned.

Requirements

High school diploma required.
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, and governmental regulations.
Ability to write reports, business correspondence, and procedure manuals, and to prepare lesson plans in accordance with district curriculum and state Curriculum Frameworks.
Ability to present information effectively and respond to questions from students, parents, teachers, and the general public.
Ability to work with probability, statistical inference, plan and solid geometry, and trigonometry, and apply fractions, percentages, ratios, and proportions to practical situations.
Ability to solve practical problems in situations with limited standardization and interpret written, oral, diagrammed, or scheduled instructions.
Ability to apply current research and theory to instruction and plan and implement lessons based on school objectives and students’ needs and abilities.
Ability to establish and maintain effective relationships with students, peers, and parents and work effectively with school staff at all levels.
Ability to meet multiple demands from several people and interact with the public and other staff.

Nice To Haves

College degree and prior teaching experience, preferably in a vocational high school setting, or an equivalent 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.
Valid Massachusetts Chapter 74 Teaching License in vocational education.
State-issued driver’s license.

Responsibilities

Modify existing curriculum to fit the training’s purpose and timeframe and prepare students for quick entry-level employment.
Prepare lesson plans and maintain curriculum in Google Classroom, including up to four hours of trackable asynchronous online learning each week.
Prepare a class syllabus listing competencies to be learned for the first day of class.
Include at least two employer visits in the training schedule.
Connect with at least two employers in the industry and refer students to apply for vacancies.
Meet and instruct assigned classes at designated locations and times.
Adapt the program of study to adult students’ individual needs, interests, and abilities while preparing them for employment.
Use classroom management techniques that foster learning, problem-solving, initiative, perseverance, and a growth mindset.
Maintain high expectations and standards while showing flexibility and patience and offering alternative ways to demonstrate mastery.
Refer students needing greater support to the Career Transitions Specialist.
Encourage high standards of classroom behavior, work ethic, and perseverance appropriate to the workplace.
Guide learning toward curriculum goals and competencies and establish clear objectives for lessons, units, and projects.
Communicate learning goals, objectives, and competencies to students.
Communicate issues to the Director and, if applicable, the Program Manager.
Maintain attendance and practical and related theory skill-development and competency-achievement records; prepare progress reports as needed.
Send the attendance sheet to the Director promptly each week.
Keep current in the discipline and teaching techniques; participate in professional development and remain current in the field.
Attend periodic planning meetings with the Director.
Supervise the classroom and students.
Perform other related teaching duties as assigned.