CTE Accounting and Business Teacher

SECONDARY ACCOUNTING AND BUSINESS TEACHER
SUMMARY:
The Career and Technical Education (CTE) Accounting and Business teacher is responsible for the instructional program and implementation of the state competencies that align within the South and West Washtenaw Consortium (SWWC).
EDUCATION and/or EXPERIENCE:

• Teaching Certification with (VB) Vocational Business 6-12, (GX) Business Education 6-12 endorsement, and (GQ) Business Management Marketing 6-12 endorsement preferred.
• Valid Michigan vocational certification in related CIP code (52.0800) and pathway or be eligible for Interim Occupational or Annual Authorization Certificate with a Bachelor's degree and a minimum of 4,000 recent and relevant hours of work experience in the field within the past six years and willing to pursue required credentials.
• Previous teaching experience preferred.

QUALIFICATIONS:
Exemplary, predictable, and reliable attendance is an essential function of this position. Candidate must be physically present in the classroom and mentally alert at all times. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned.)

• Provides and coordinates the instructional program for students in the assigned area of responsibility, and evaluates results continuously.
• Assesses students' achievement and develops instructional strategies to meet the individual educational needs of students in the assigned area of responsibility.
• Promotes a classroom environment that is safe, inclusive, and conducive to individualized and small-group instruction, and student learning.
• Plans curriculum and prepares lessons and other instructional materials to meet the individual needs of students, considering such factors as physical, emotional, and educational levels of development as well as cultural competency.
• Participates as a part of Individualized Education Program (IEP) meetings when necessary. Assists in the development and implementation of student IEP goals and instruction based on individual student needs.
• Creates and delivers age-appropriate lessons for all students teaching them how to be "interrupters" instead of bystanders.
• Works cooperatively and communicates with District and constituent district staff, students, and parents/guardians.
• Maintains accurate attendance records and appropriate reports.
• Participates in district-level staff meetings, in-service activities, staff development/special programs, school improvement teams, and planning committees as appropriate to the assignment.
• Regularly document student progress using assessment tools, monitoring through observations/evaluation, and/or collecting data. Uses student progress data to improve instruction.
• Supervises and implements instruction for students in class and in the community; directs the activities of teacher assistants in all areas of instruction as well as other activities.
• Maintains accurate records in a manner consistent with state and federal law as required by the District.
• Establishes and maintains open communications with parents, staff, administration, and outside agencies.
• Adheres to District health and safety rules, policies, and procedures.
• Exhibits emotional stability, exercises good judgment, and makes decisions per board policies and administrative guidelines, with minimum supervision.
• Performs such other tasks as may from time to time be assigned by the supervisor.

TECHNICAL SKILLS:

• Ability to explain and demonstrate appropriate teaching techniques.
• Ability to read, analyze, and interpret information including periodicals and professional journals.
• Ability to effectively present information and respond to questions from groups of educators, students, and the general public.
• Ability to write lesson plans and other related correspondence.
• Ability to direct the activities of others to execute student IEP goals.

• Ability to integrate technology into the everyday workflow is necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use computer technology for research, data management, communications, and other instruction.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database, and presentation software) is required.
• Peachtree or Quickbooks experience preferred.

REASONING ABILITY:

• Highly proficient in subject areas of reasoning, problem-solving, organizational dynamics, and emotional intelligence.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

INTERPERSONAL SKILLS:

• Ability to build rapport with others and to serve diverse student populations.
• Ability and/or prior experience with culturally responsive approaches to behavioral interventions.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies, and individuals.
• Ability to work creatively and skillfully with students.
• Ability to demonstrate initiative and understanding in working with students, staff, and parents/guardians.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
The employee is regularly required to stand; walk; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
SALARY:
Per the SEA Master Agreement.
FLSA Status:
Exempt