Career & Technical Education - Business Management

Beaverton School District; Peterborough; On-site; CAD 57,000 - 117,000; Part time

Job summary

Join a leading school district as a Career and Technical Education Teacher. The role involves planning engaging lessons, fostering a supportive learning environment, and collaborating with a diverse student body. Competitive salary and comprehensive benefits package offered. Ideal candidates hold required TSPC licensure and are passionate about guiding students in their academic journey.

Benefits

Paid Time Off

Health and Welfare benefits

Tuition Reimbursement

Professional Development time

Mentor Programs

Qualifications

• Fluency in oral and written English, as determined by District assessments.
• Experience in teaching English learners.
• Ability to adapt lesson plans according to student needs.

Responsibilities

• Plans and implements instructional programs fostering learning and growth.
• Develops engaging lesson plans aligned with grade-level standards.
• Communicates effectively with students, parents, and school personnel.

Skills

Communication

Collaboration

Culturally responsive teaching

Education

Current TSPC Licensure with endorsement in the assigned subject area

Job description

Assignment Begin Date

19-Aug-2025

Level

Secondary

Working Calendar

194 Days

I want to

Teach

Salary

$57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate)

Vacancy Notice Type

Licensed

Start Time

7:50

Position Category

Career and Technical Education

End Time

3:50

School / Department Address

13840 NW Cornell Rd

Portland, OR 97229

Employment type

Part Time

Additional Position Details

We are looking for a collaborative teacher to join our business marketing team. Potential teaching assignments include IB Business classes, personal finance, or marketing coursework.

Job Description

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TEACHER Purpose

The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential.

Reports to : Principal or Assistant Principal Nature & Scope :

The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people.

Essential Job Functions:

• Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission.
• Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20.
• Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills.
• Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community.
• Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards.
• Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students.
• Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning.
• Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s).
• Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making).
• Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking.
• Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning.
• Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning.
• Models discipline-specific habits of thinking and ways of communicating.
• Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking.
• Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy.
• Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time.
• Utilizes instructional approaches that intentionally support the instructional purposes.
• Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge.
• Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs.
• Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners.
• Empowers students to assess their own learning in relation to the learning target.
• Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning.
• Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.)
• Provides students with timely and relevant verbal and written feedback.
• Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic).
• Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school.
• Ensures assessment criteria, methods, and purposes are transparent and match the learning target.
• Modifies the general education curriculum for students with disabilities in accordance with the the student's IEP, using a variety of instructional techniques and technologies.
• Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data.
• Creates a physical arrangement that is conducive to learning and to student assessment.
• Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students).
• Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence.
• Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence.
• Maximizes classroom time in the service of learning.
• Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident.
• Encourages risk-taking, collaboration and respect for thinking.
• Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract.
• Exercises mature, professional judgment when acting in the absence of a covering guideline or policy.
• Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English.
• Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures.
  
  

The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload.

Required Qualifications:

• Current TSPC Licensure with endorsement in the assigned subject area.
• Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s).
  
  

The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload.

Working Conditions

The Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases.

The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents.

Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time.

Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017

The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment.

Benefits

We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include:

• Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave.
• Health and Welfare: Comprehensive medical, dental, and vision benefits.
• Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more.
• Retirement: PERS Retirement System. 403(b) and 457(b) options.
• Life Insurance.
• Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences.
• Professional Development: Time for attendance job-related professional development.
• Mentor Programs: Experienced mentors for new administrators.
• Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends.
• Rules and considerations vary depending on the employee's contract.
  
  

Vacancy Availability

Both Internal & External

Closing Date

04-Jun-2025