0-1 years of experience
Concerned about your lack of experience? Learn More...
Employment Type:
Full time
Job Category:
See more jobs for students and recent grads who studied:
Teacher, Career & Technical Education - CTE (2017-2018 Candidate Pool)
Minneapolis Public Schools | Minneapolis, Minnesota
Tell Us More About Your Job Preferences
By telling us what you think of this job, we can help find jobs that match your interests. If you want to see more jobs like this, click on the smiley face. Or if this job isn't what you are looking for, click the frowny face. Learn More...

Follow This Company

Job Description

Below is specific information for you to consider about this position.

Job Title: Teacher, Career & Technical Education - CTE (2017-2018 Candidate Pool) and Requisition ID number: 47584

Close Date: No established closing date; open until filled

Organizational Unit: W Harry Davis (10000253)

Site: Davis Center (0001)

FTE: null; this is based on full-time equivalency with 1.0 being full time

Union: Teachers(04)

Functional Area: Teaching

Resume and Cover Letter are mandatory to apply for any position.



Provide quality instruction aligned to state and federal requirements associated with Career & Technical Education in one of the following career fields: Agriculture, Food & Natural Resources; Arts, Communications & Information Systems; Engineering, Manufacturing & Technology; Health Science Technology; Human Services; Business, Management & Administration; and/or Work-Based Learning. Implement rigorous inquiry-based learning tasks to engage students in deep content of the discipline in alignment with the appropriate career cluster and pathway. Utilize a variety of assessment strategies - diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning.


* Create an educational environment that acknowledges and encourages multiple pathways to post-secondary education including four year degrees, two year degrees from community and technical colleges, industry certifications, apprenticeships and employer-based learning.

* Support MPS requirements to implement Career & Technical Education programs of study in alignment with Carl D. Perkins state and federal goals and reporting requirements which include:

  • Integration of academics (or liberal arts and sciences) with career and technical education programs.
  • Understand and promote the link between CTE at the secondary and postsecondary levels.
  • Provide students with understanding of all aspects of an industry.
  • Develop, improve or expand the use of technology in CTE.
  • Attend CTE professional development as required to maintain program certification requirements.
  • Actively participate in CTE program evaluations.
  • Initiate, improve, expand and modernize quality CTE programming
  • Align course curriculum and assessments to Technical Skills Assessments (TSA) approved by Minnesota State and local consortium.
  • Provide activities to prepare special populations for high-skill high-wage, or high-demand occupations that will lead to a living wage career.
  • Support student participation in Career & Technical Education Student Organizations (CTSO).

* Provide context to core academics through integrated, applied and experiential learning (internships, guest speakers, mentoring, job shadowing, worksite tours, field trips, career readiness skills) with a broad exposure to career fields and a balanced high school experience.

* Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students' learning styles and needs, both academic and affective.

* Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.

* Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.

* Assess students' developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.

* Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.

* Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.

* Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals.

* Assess own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development.

Education and Experience Guidelines

* Bachelor's Degree from an accredited university OR equivalent knowledge gained through related industry experience

* Prior successful experience student teaching or teaching in an urban, multicultural education setting.

* Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development.

* Master's or PhD preferred.


A valid Minnesota teaching license; or proof of pending approved licensure; or appropriate qualifications for a CTE community expert license.


Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.


Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date] | W Harry Davis (10000253) | Davis Center (0001) | Teaching

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.