Title of Position:
Engineering Teacher – 2 open positions
Marlborough High School
Placement on the Teachers’ Salary Scale according to education and experience.
Organizational Relationship or Line of Authority:
Works under the supervision of the Supervisor of Science/Engineering and Building Principal and through him or her to the Superintendent.
Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.
Statement of Duties:
- Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
- Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
- Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
- Instruct students at the high school grade level; align instruction to the MA curriculum frameworks specific to Technology and Engineering strands; implement and continue to enhance curriculum maps.
- Develop strong skills of inquiry and hands-on application of the engineering design process.
- Provide students with real-world experience and technical project opportunities that reveal the critical purpose of technology in society.
- Encourages students to become life-long learners and develop a practical sense of how skills related to technology and engineering are critical to finding successful career paths in the 21st Century.
- Prepare students for MCAS exams as necessary.
- Develop and implement innovative, hands-on activities that connect technology content strands to the active application of the engineering/design process.
- Designs and administers informal and formal assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.
- Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.
- Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
- Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it.
- Uses instructional practices that are likely to motivate and engage most students during the lesson.
- Uses tiered instruction, scaffolds and other methods, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
- Adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.
- Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
- Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.
- Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
- Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
- Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
- Shows understanding of and sensitivity to different families’ home language, culture, and values.
- Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
- Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
- Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
- Contribute professional expertise to the development of STEAM inter-disciplinary projects during team meetings and departmental curriculum meetings.
- Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
- Consistently fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
- Perform other duties as assigned by building principal.
- Appropriate licensure by the Department of Elementary and Secondary Education – Technology/Engineering (grades 5-12).
- Appropriate experience working with high school students and a high school level curriculum.
- A desire to work in collaborative team environment to consistently strengthen the school community and student achievement
- SEI Endorsement preferred
- Bilingual (Spanish and/or Portuguese) Preferred
Skills and Abilities
- Technology Use – Able to use Computer Aided Design (CAD), School System Data base use and use of Microsoft software including, but not limited to, Word and Outlook as well as Google products and web-based sites for tracking information.
- Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
- Written and Oral Comprehension and Expression — The ability to read and understand information and ideas presented in writing. and the ability to listen to and understand information and ideas presented through spoken words and sentences. The ability to communicate information and ideas in speaking and writing so others will understand.
- Team Player— Job requires being respectful as part of a team with others on the job and displaying constructive, collaborative behaviors.
An Equal Opportunity Employer
It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.