FLSA Status: Exempt
Classification: WEA Teacher
Immediate Supervisor: WCC Assistant Principal
Job Summary:
The Waterloo Career Center offers several programs that align with Iowa’s Career and Technical Education Service Areas. The Sustainable Construction and Design teacher applies a hands-on engaging learning environment. The courses provide experiences and information, typically including career opportunities and training requirements, regarding construction-related occupations. Students engage in activities such as reading blueprints, preparing building sites, starting foundations, erecting structures, installing utilities, finishing services, and providing maintenance. Courses include Construction 1, Construction 2, and Construction 3.
Sustainable Construction and Design courses require knowledge of construction and experience with commercial, residential or institutional structures. In addition, staff must follow the outcomes of the Waterloo Career Center and Iowa Department of Labor. This position requires a CTE authorization which can be completed upon hire.
Hiring Specifications:
Education
- Appropriate degree(s) earned from an accredited college or university
- Career and Technical Education Authorization
Certification
- Appropriate current state endorsement or certification
Recommended
- Experience teaching concurrent classes
- Required: Approval from Hawkeye Community College to teach Sustainable Construction concurrent courses
Experience
Preferred: experience working in the construction industry
Skills, Knowledge & Abilities
- Ability to work effectively, cooperatively and respectfully with staff, parents and community members regardless of race, creed, color, gender, sexual orientation, gender identity, ethnic/national origin, religion, marital status, age, socio-economic status or disability
- Knowledge of processes to address cultural diversity and associated issues related to student performance and instructional methodology
- Demonstrated record of commitment and sensitivity to affirmative action, equal opportunity and human rights
- Demonstrated experience as a self-starter
- Ability to work independently and in a team environment
- Good organizational skills
- Ability to accomplish tasks through the group process
- Ability to recognize sensitive issues and maintain confidentiality
Demonstrated conflict resolution skills
-
Technology Requirements
- Knowledge of Google Suite applications
- Knowledge of computer-related storage devices
- Knowledge of educational copyright laws
- Knowledge of computer security expectations
Supervision of Others:
- Para educators assisting in classroom
- Student teachers as necessary
Personal Contacts:
- Students and families
- All district personnel
- Volunteers
- Community members
Job Duties:
- Enhances academic performance and support for implementation of the school district’s student achievement goals.
- Provides multiple forms of evidence of student learning and growth to students,
families and staff.
b. Implements strategies supporting students, building and district goals.
c. Uses student performance data as a guide for decision making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports
the learning of every student.
e. Creates an environment of mutual respect, rapport and fairness.
f. Participates in and contributes to a school culture that focuses on improved student
learning.
g. Communicates with students, families, colleagues and communities effectively and
accurately.
- Demonstrates competence in content knowledge appropriate to the teaching position.
- Understands and uses key concepts, underlying themes, relationships and different
perspectives related to the content area.
b. Uses knowledge of student development to make learning experiences in the content
area meaningful and accessible for every student.
c. Relates ideas and information within and across content areas.
d. Understands and uses instructional strategies that are appropriate to the content area.
- Plans and prepares for instruction.
- Uses student achievement data, local standards and the district curriculum in planning for instruction.
- Sets and communicates high expectations for social, behavioral and academic success of all students.
c. Uses student’s developmental needs, background and interests in planning for
instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.
- Uses strategies to deliver instruction that meet the multiple learning needs of students.
- Aligns classroom instruction with local standards and district curriculum.
b. Uses research-based instructional strategies that address the full range of cognitive
levels.
c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student
needs.
d. Engages students in varied experiences that meet diverse needs and promote social,
emotional and academic growth.
e. Connects students’ prior knowledge, life experiences and interests in the instructional
process.
f. Uses available resources, including technologies, in the delivery of instruction.
- Uses a variety of methods to monitor student learning.
- Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning and
instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely and constructive feedback to students and parents.
f. Works with other staff and building and district leadership in analysis of student
progress.
- Creates a learning community that encourages positive social interaction, active
engagement and self-regulation for every student.
b. Establishes, communicates, models and maintains standards of responsible student
behavior.
c. Develops and implements classroom procedures and routines that support high
expectations for learning.
d. Uses instructional time effectively to maximize student achievement.
e. Maintains an environment conducive to learning for students of all abilities with
sensitivity and responsibility to cultural diversity.*
f. Manages student behavior in accordance with administrative regulations and
guidelines, school board policies and legal requirements.*
g. Creates a safe and purposeful learning environment.
- Pursues professional growth.
- Demonstrates habits and skills of continuous inquiry and learning.
b. Works collaboratively to improve professional practice and student learning.
- Applies research, knowledge and skills from professional development opportunities to improve practice.
d. Establishes and implements professional development plans based on the teacher’s
needs aligned to the Iowa teaching standards and district/building student
achievement goals.
e. Provides an analysis of student learning and growth based on teacher-created tests and authentic measures as well as any standardized or district-wide tests.
- Fulfills professional responsibilities.
- Adheres to board policies, regulations, district procedures and contractual obligations.
b. Demonstrates professional and ethical conduct as defined by state law and individual
district policies and regulations.
c. Contributes to efforts to achieve district and building goals.
d. Demonstrates an understanding of and respect for all learners and staff.
e. Collaborates with students, families, colleagues and communities to enhance student
learning.
f. Maintains regular attendance and punctuality.*
g. Provides and maintains accurate records and information.*
h. Provides adequate plans and procedures for substitutes.*
i. Takes all necessary and reasonable precautions to protect equipment, materials and
facilities.*
j. Attends and participates in required district, department/program, building and parent
conference meetings as scheduled.*
k. Selects appropriate channels for resolving conflicts, concerns or problems.*
l. Dresses to promote a professional image so as not to disrupt the educational
environment.*
In addition to these responsibilities, teachers assigned to special federal and state programs or grants must abide by the federal legislation and the rules and regulations that govern
program/grant compliance. Specifically:
TITLE I – Public Law 103-382, the rules and regulations that govern Title I – Helping
Disadvantaged Children Meet High Standards of the Improving America’s School Act of
1994, and the District’s policies and procedures for implementation.
SPECIAL EDUCATION – Public Law 94-142 amended by IDEA (Individuals with Disabilities Education Act) and Iowa Administrative Code, the federal and state rules and regulations to govern the operation and administration of special education, and the District’s policies and procedures for implementation.
Physical Requirements:
Extremes in temp/humidity
Terms of Employment: 185 day teaching contract per Board policy and administrative guidelines.
Date Last Revised: 8/3/2026
Terms of Employment: As defined by the Code of Iowa and Board policy.
