Temporary Construction Management Teacher - CTE

Parkrose SD 3•Portland, OR

1d•Hybrid

About The Position

Parkrose High School is seeking a Temporary Construction Management Teacher for the 2026-2027 School Year. This .5 FTE position involves 20 hours per week for 192 days per year. The role focuses on leading pathway design and coordinating its implementation with various stakeholders, including district leaders, educators, construction firms, community organizations, and postsecondary institutions. It combines curriculum development, classroom teaching, partnership building, and technology integration. The pathway includes Construction Management Systems and Safety, Digital Blueprints/Data Analysis, and Construction Management and Project Leadership. The initial phase involves educator training in Procore, practicum planning, and delivering the first class. Priorities will align with the part-time assignment and grant scope. This is an opportunity to help create and launch a new career and technical education pathway for students in grades 9-12, emphasizing access and industry leadership, particularly for underserved students.

Requirements

Current Oregon Teacher Standards and Practices Commission (TSPC) teaching license with the CTE endorsement required for the assignment.
At least three years of successful experience in secondary education and/or construction management, architecture, engineering, or trade leadership.
Demonstrated experience or foundational knowledge in instructional design, with the ability to translate technical concepts into accessible learning experiences.
Ability to manage projects, budgets, grant documentation, and competing priorities in collaboration with others.
Strong communication and relationship-building skills with educators, students, business leaders, site supervisors, and community partners.
Proficiency with, or ability to learn, construction management and design tools such as Procore, AutoCAD, Revit, or Microsoft Project.
Commitment to culturally responsive practice, student belonging, and equitable access to technical education and career opportunities.

Nice To Haves

Experience developing CTE programs of study or secondary course pathways; familiarity with AVID instructional strategies.
OSHA 10 or OSHA 30 training, relevant safety experience, or willingness to complete training appropriate to the assignment.
Trainer authorization is a separate qualification where needed.
Relationships with construction employers, trade organizations, workforce partners, community business groups, or postsecondary institutions.

Responsibilities

Develop and teach the initial elective/CTE course in spring 2027; assess student learning and collaborate with school staff to recruit an initial cohort of 15–20 students.
Develop a multi-year course sequence, curriculum map, and learning outcomes aligned with Oregon CTE standards, industry competencies, relevant credentials, and postsecondary opportunities.
Work with educators and industry partners to translate construction management tasks into age-appropriate projects involving plans, estimating, scheduling, documentation, team coordination, and Embed AVID strategies for Writing, Inquiry, Collaboration, Organization, and Reading (WICOR), including project notebooks, focused note-taking, technical vocabulary, and collaborative problem-solving.
Build curriculum in Google Classroom with flexible pacing, visual and audio resources, and multiple ways to demonstrate learning using Universal Design for Learning.
Map career exposure from grades 6–12 with district partners.
Engage construction firms and practitioners to identify the competencies students need for further education and entry-level opportunities.
Build relationships with the local business development organization, regional workforce partners, and community organizations to support mentors, guest speakers, field experiences, and potential internship.
Participate in monthly industry/community team meetings; help develop a mentor network connecting students with project managers, estimators, and construction superintendents.
Coordinate partner agreements and implementation with district leaders.
Use structured visits to commercial and residential construction sites to design safe field observation and practicum experiences with district and employer partners.
Coordinate student supervision, site access, safety preparation, and required approvals with responsible district staff and host organizations.
Seek student and educator input and work with student support staff to address barriers involving transportation, scheduling, equipment, language access, disability access, and participation costs.
Plan a 40-hour work-based learning experience for each initial-course completer, with accessible participation options.
Develop paid placement opportunities with partners where funding and district requirements permit.
Learn and integrate Procore or comparable construction management software into modules covering drawings, scheduling, submittals, and requests for information.
Coordinate selection and procurement of tools, technology, software licenses, and protective equipment within approved budgets and district purchasing authority.
Maintain implementation and budget records for district reporting.
Develop an industry expert onboarding toolkit and industry-reviewed digital student portfolios; integrate appropriate Procore training and credentials.
Work with district leaders and partners to meet launch and program milestones.
Complete Procore educator learning, determine practicum experiences for the first class, and establish an approved plan for any additional required credentials.
Teach the initial course; plan and document 40 hours of work-based learning for each completer, with accessible alternatives as needed.
Prepare digital portfolio systems and conduct a student portfolio review with an industry partner panel.
Establish mentor connections and monthly partner review meetings.
Complete at least 20 hours of instructor shadow-learning with the construction partner and use an industry expert onboarding toolkit that incorporates UDL and AVID practices.
Develop a grades 6–12 career exposure plan and the full three-course sequence targeted for availability in 2027–28, subject to staffing, funding, and district approval.
Track participation, completion, work-based learning hours, portfolio quality, and progress toward software credentials.
Document curriculum, costs, partner practices, and lessons to support improvement and potential replication.
Inform sustainability planning while district leaders and partners pursue funding and resolve resource needs.