Seeking a high school teacher or career professional looking to become a high school teacher to provide a career and technical education instructional program in historic landscape preservation and management. Preferred applicants should have education, experience, or a keen demonstrated interest in historic landscape management, preservation practice, or horticulture with the ability to develop and deliver an effective high school curriculum. The selected candidate will use theoretical instruction and applied learning methods to integrate contemporary trade landscape management practices with historic preservation; effectively positioning students for higher education, professional apprenticeships and/or careers in historic landscape stewardship.
DUTIES AND RESPONSIBILITIES
Because roles in new small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their résumé and cover letter experience and/or willingness to commit to the schools mission and core beliefs, and who demonstrate an ability to:
- Help to shape and assess the instructional requirements of students and provide orientation and instruction in historic landscape preservation and management related competencies
- Provide training in the proper use, care and storage of hand tools, general lab/shop equipment and specialty tools and equipment related to the particular specialty; instruct students in all related safety procedures and protocols
- Instruct students in historic landscape preservation practice and methodology.
- Stay informed of current advances in horticulture and landscape management research and practices to convey their application in historic landscape stewardship to students.
- Broaden knowledge of historic landscape research, documentation, evaluation and treatment to further develop education curriculum and content that builds students fundamental understanding and application of historic preservation concepts and practices.
- Introduce students to the range of post-secondary educational and employment options related to landscape preservation and historic property stewardship.
- Participate in the development of internships and apprenticeships for students enrolled in the program; ensure that students have a variety of relevant school and work-based experiences; oversee students in a variety of job/school sites.
In addition, be willing to:
- Work within a non-traditional school schedule and organizational structure that meets the needs of all students including English Language learners and students requiring special education services, including teaching classes in 90 minute blocks, as scheduled
- Collaborate in an inter-disciplinary planning and teaching team with an emphasis on course design
- Work in a new start-up organization with a focus on individualized student learning, Problem-Based Learning and the utilization of a backwards planning design model.
- Use standard-based grading to diagnose, assess, and track student mastery.
- Develop professional goals and objectives in collaboration with the administration that will monitor progress and assess effectiveness in enhancing student achievement
- Serve as a high school advisor. Advisors will serve as advocates for group of students, as primary contact for students families about attendance, achievement, concerns and general school communication. Advisors will also aid in the development of career and college prep and course plans, community, and team building activities
- Take on duties that support classroom teaching (i.e. frequently meeting with departments and grade levels, writing and implementing school policy, being an active part of the school decision making process, active and consistent communication with parents throughout the school year to support student achievement, etc.)
The successful candidate will demonstrate:
- Willingness to carry out the above duties and responsibilities
- Ability to incorporate hands on and cooperative learning activities and develop and use project based learning units, utilizing backwards planning model
- Evidence of strong content knowledge and ability to help students overcome conceptual difficulties
- Ability to plan, implement and evaluate individual, small group, and whole-class instruction
- Experience with or willingness to serve as an advisor to a group of 10 15 students
- Experience and/or willingness to learn strategies that support creating a learning environment where students emotional and social needs are met through conflict resolution, peer mediation, collaborative learning, team building activities, etc.
- Ability to effectively communicate orally and in writing with colleagues, parents, students, industry partners, and the community
Candidate must have a New York State teaching certification in the content area with satisfactory ratings and attendance,
To recieve a transitional CTE teaching certification, Candidate must have:
· Work experience in the specialization area for a minimum of 2 years, and must provide proof of work with W-2 Forms and letters from employers.
· Have an Associate Degree, Bachelors Degree or equivalent, with 30 semester hours or more of content core in the subject matter
· Possibly take and pass a Competency Skills Test to determine competency in the specialization area as administered by the State Education Department. Tests are not available for all CTE subjects
· Work experience in the specialization area for a minimum of 4 years, and must provide proof of work with W-2 Forms and letters from employers.
· Have a High School Diploma or a General Education Diploma (GED).
· Take the Communication and Qualitative Skills Test (CQST) and receive a satisfactory grade. (The test is offered every 2 months and registration to take the test is required at least 1 month before the test date. The test is administered by the State Education Department and the on-line address for registration ishttp://www.nystce.neinc.com)
· Possibly take and pass a Competency Skills Test to determine competency in the specialization area as administ