Position Type:
High School Teacher/Career & Technical Education
Date Posted:
7/27/2026
Location:
District
Job Description
Position Title: Business Education and Information Technology (CTE)
Location: See Summary for more information.
Department: Curriculum & Instruction
Reports To: Building Principals
Term: Renewing 188-day contract beginning with 2026-27 school year. Following school calendar. (Prorated depending on start date)
Schedule: Mon-Fri Full-time
Salary: Positions follows the 2025-2027 Teacher Salary Schedule
Date of last review: July 2026
SUMMARY: Under the general supervision of the school principals and department of career and technical guidance, Business Education and Information Technology will develop learners' business, finance, management, entrepreneurship, leadership skills, and basic programming skills through an understanding of our business system and its place in the nation's and world's economy. To provide knowledge needed for intelligent consumption of business services; practical business skills for personal use or for use in business occupations; technology application, and to encourage learners to develop leadership, work, and personal habits essential for success in life.
The Business Education and Information Technology Teacher creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction, future-ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
Location: This position is split between West Fargo High School (0.6) and Horace High School (0.4).
To Apply: Please complete the application and include up-to-date, relevant submissions of your resume, letter of interest, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available. Not including the required documents/references may result in loss of candidacy.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
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Facilitates, inspires, and supports learner engagement, formative and authentic assessment, academic literacy, safe and compassionate learning environments, and technology integration through the coaching cycle framework to support learner learning.
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Develops positive, effective working relationships with learners and staff.
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Engages with other district staff in the professional learning community process.
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Participates in all faculty or required district meetings.
Communication:
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Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
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Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
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Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
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Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
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Engages learners in meaningful direct instruction, guided practice, and independent practice.
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Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
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Works to establish and maintain open lines of positive communication with learners and their external stakeholders concerning both academic and behavioral progress of all assigned learners.
Compassion:
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Proactively seeks to understand the ideas, opinions, and skills of others.
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Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
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Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
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Partners with others to resolve potential controversy and conflict through respectful discussion.
Creativity:
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Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
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Utilizes creative, critical thinking skills when faced with challenges.
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Designs assessments that are aligned to the standards and learning targets and provides frequent opportunities for authentic and meaningful assessments.
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Establishes a culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
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Demonstrates knowledge of content in business education to explicitly connect key concepts for learners.
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Reasons, interprets, and analyzes information to generate new knowledge and understanding.
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Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.
Reflection:
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Demonstrates an aptitude and willingness to learn new technologies, including basic programming languages.
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Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
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Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
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Maintains composure while dealing with stressful situations.
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Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
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Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
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Plans a program of study that meets the individual needs, interests, and abilities of the learners.
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Utilizes district behavioral plans as a backbone to promote positive learner behavior.
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Utilizes a variety of specialized teaching techniques, interventions, and assessments in order to assess and intervene with individualized programming that ensures learner progress.
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Fosters a safe and equitable learning environment.
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Utilizes the district protocol for maintaining information on learner progress.
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Utilizes knowledge of applicable federal and state laws regarding education and learners.
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Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
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Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 the essential functions.
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While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
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While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
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The specific vision abilities required for this role include close and peripheral vision.
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The employee may be required to lift up to ~30 pounds.
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The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
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The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
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The employee will work in an environment that has a quiet to loud noise level.
Education and/or Experience:
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Valid ND Secondary Teaching license in Business Education or Marketing Education if already holding a secondary teaching license.
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A copy of all teaching licenses/certificates, and transcripts of all college courses completed must be submitted with the application.
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Alternative Teacher Licensing Options are available for candidates who hold a bachelor's degree with a major, minor, or minor equivalency in Business Education or Marketing Education, or bachelor's degree in related Business Administration and Marketing Management.
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Alternative Teacher Licensing option are located at (See ND CTE Secondary Licensing Requirements). Alternative Licensing Options are established by the ND State Board for Career and Technical Education in cooperation with the ND Education Standards and Practices Board and the teacher preparation programs in the institutions of higher education.
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Based on qualifications, candidates may need:
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Verification of completion for the following CTE courses, or willingness, to complete these courses in the first three years under the Alternative License options:
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History and Philosophy of Career and Technical Education
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Managing Career and Technical Student Organizations
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Alternative License teachers may need to complete Transition to Teaching or a Praxis exam in the first year based on Alternative Licensing qualifications.
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Basic coding or programming skills preferred with options to complete online courses in block coding and Python.
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Prior teaching experience is preferred.
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Prior experience working in a high school setting preferred.
Language Skills:
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Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
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Ability to communicate effectively verbally, expressively, and reactively.
Other Skills and Abilities:
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Exercise confidentiality, discretion, and good judgement.
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Adhere to the assigned work schedule by maintaining regular and punctual attendance.
SUPERVISORY RESPONSIBILITIES:
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