CTE Auto Collision Repair Teacher 0.50 FTE (CTC)

JOB SUMMARY

This position plans and provides instruction to students based on state, District, and school curricula and requirements, and based on the students' social and other formative needs in classes such as Basic Automotive Collision Repair and Collision Refinishing & Painting.

MINIMUM REQUIRED QUALIFICATIONS

• Valid Professional or Associate Utah Secondary or CTE Educator License, a valid Secondary Educator License from another state that is transferrable to Utah, or will complete a teaching program prior to the contract start date that will lead to a Professional Utah Secondary Educator License.
• A valid Professional or Associate Utah Automotive Collision Repair endorsement, or an equitable endorsement from another state that is transferrable to Utah Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.

PREFERRED QUALIFICATIONS

• Spanish Speaker: speaks, reads, writes, and understands spoken Spanish.
• Has an ESL endorsement or will obtain one within 4 years of hire.
• Previous teaching experience.
• Previous experience in the auto collision industry.
• Experience with grade level/content PLC's/data meetings for analysis of student data to inform instructional practices for highest student achievement.
• Knowledge of effective English Language Learners teaching practices; student social-emotional learning, accelerated/extended learning programs and special needs students, including laws and regulations of special education and 504 plans.

ESSENTIAL FUNCTIONS & RESPONSIBILITIES

Plan and Prepare Instruction

• Creates developmentally and linguistically appropriate and challenging learning experiences.
• Develops lessons that are accessible and culturally relevant based on individual students' strengths, interest and needs.
• Demonstrates knowledge of the Utah Core Standards and references them in short- and long-term planning.
• Incorporates disciplinary-specific literacy skills into instruction to purposefully engage learners in interacting with content knowledge.

Establishes a Classroom Climate Conducive to Learning

• Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures.
• Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.
• Utilizes positive classroom management strategies, including the resources of time, space, and attention effectively.

Provides Effective Instruction

• Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language.
• PRACTICES A RANGE OF DEVELOPMENTALLY AND CULTURALLY APPROPRIATE INSTRUCTIONAL STRATEGIES THAT ENGAGE AND MEET THE NEEDS OF INDIVIDUALS AND GROUPS OF LEARNERS.
• SUPPORTS AND EXPANDS ENGLISH LANGUAGE DEVELOPMENT AND COMMUNICATION SKILLS THROUGH READING, WRITING, LISTENING, AND SPEAKING.
• USES A VARIETY OF AVAILABLE AND APPROPRIATE TECHNOLOGY AND RESOURCES TO SUPPORT LEARNING.

Maintains Student Learning

• Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity, while holding high expectations.
• Uses both formative and summative data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction.
• Documents student progress and provides descriptive feedback to students, parents, and other stakeholders in a variety of ways.

INVEST IN TEACHING PROFESSION

• Collaborates with families, colleagues and other professionals to promote student growth and development.
• Adapts and improves practice based on reflection and new learning.
• Engages in learning experiences to enhance self and support others.
• Participates actively in decision-making processes while building a shared culture that affects the school and larger educational community.
• Advocates for the learner, the school, the community, and the profession.
• Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment polices, Salt Lake City School District board policies and supervisory directives.
• Is responsible for compliance with all requirements of State Board of Education Rule R277-530 Utah Effective Educator Standards at all levels to teacher development.
• Is responsible for compliance with all requirements of State Board of Education Rule R277-515 Utah Educator Professional Standards.

WORK ENVIRONMENT & PHYSICAL DEMANDS

• Risks found in the typical work environment, which is adequately lighted, heated and ventilated, e.g., safe use of office equipment, avoiding trips and falls, observing fire regulations.
• Typically, the employee may sit comfortably to perform the work: however, there may be some walking, standing, bending, carrying light items, etc....

NON-DISCRIMINATION STATEMENT

No district employee or student shall be subjected to discrimination in employment or any district program or activity on the basis of age, color, disability, gender, gender identity, genetic information, national origin, pregnancy, race, religion, sex, sexual orientation, or veteran status. The district is committed to providing equal access and equal opportunity in its programs, services and employment including its policies, complaint processes, program accessibility, district facility use, accommodations and other Equal Employment Opportunity matters. The district also provides equal access to district facilities for all youth groups listed in Title 36 of the United States Code, including scouting groups.