CTE Engineering & Architecture Teacher

The SEED School of Los Angeles County is looking for a CTE Engineering and Architecture Teacher to join its team. The CTE Teacher will cultivate a rigorous instructional culture that empowers scholars to think critically, solve real-world problems, and design with purpose through
hands-on, project-based learning. Using the Project Lead the Way (PLTW) curriculum, scholars engage deeply in the engineering design process while exploring foundational and advanced concepts in civil and architectural engineering. In our classrooms, students regularly “do”
engineering—building, modeling, testing, and refining ideas in collaborative settings. Scholars demonstrate core technical skills while applying math, science, and literacy to develop and communicate innovative solutions. Our engineering classrooms are focused on high-leverage,
industry-relevant content that is coherently built across courses, emphasizing design thinking, ethical decision-making, and preparation for postsecondary and career success in the fields of engineering and architecture.

ESSENTIAL DUTIES & RESPONSIBILITIES:

• Provide Excellent College-Preparatory Instruction to all Scholars
• Foster a classroom culture and environment of high expectations for all scholars that is grounded in a belief that each scholar can learn and achieve at college-preparatory levels
• Effectively plan, design, and deliver instruction from the assigned grade level curriculum and provide supports to reach every scholar, regardless of prior academic background, disability, or English language fluency
• Engage in internalizing assigned curriculum, tied to specific grade level, content standards in teacher teams and individually to prepare daily lesson plans, instructional materials, and formative assessments aligned to rigorous college-ready standards (i.e., Common Core State Standards, Project Lead the Way, and the International Baccalaureate Middle Years Programme)
• Welcome and incorporate feedback from the coaching, guidance, and feedback provided by school leaders, instructional coaches, and content specialists
• Collaborate across the Design/Technology and special education teams to progress monitor in support of students’ IEP goals and Academic Performance Plans, in addition to executing the five varying co-teaching models with the SPED Inclusion Teacher
• Serve as a member of the STEM Team to curriculum map based on 9th - 12th reading and language arts scope and sequence
• Support in the development of the GRASPS Project Based Assessments for Honor courses
• Co-create, facilitate, and participate in Professional Learning Communities (PLCs) with an emphasis on the MAP Learning Continuum
• Cultivate a Culture of Deliberate Instructional Excellence
• Exhibit a continuous improvement mindset to provide scholars opportunities aligned to the
• Profile of a SEED Graduate
• Embody the Core Belief Statements of SEED
• Ensure timely and high-quality submission of school requirements such as intellectual preparation/lesson plans, unit plans, and re-teaching plans
• Provide a coherent and supportive classroom culture aligned to the school-wide culture policy and keep documentation of all interventions taken to support scholar engagement, learning, and well-being
• Maintain accurate, current records for attendance and coursework, and submit timely completed report cards and school-wide assessment records
• Other duties as assigned/needed

Physical Requirements

The following requirements represent the essential functions of this position within a 9–12 college‑preparatory boarding school and must be performed with or without reasonable accommodation:

• Sustained mobility — Ability to sit, stand, walk, and supervise learning spaces, labs, and residential areas for extended periods throughout the academic and boarding schedule.
• Lifting and movement — Ability to lift, carry, push, and/or pull up to 25 pounds, including instructional materials, equipment, and classroom or dormitory supplies.
• Alertness during extended duty — Ability to remain attentive, responsive, and engaged during long work periods, including evening programming, community meetings, crisis‑prevention situations, or de‑escalation needs.
• Sensory and communication capacity — Sufficient vision, hearing, and communication abilities to monitor scholar safety, supervise hands‑on engineering activities, follow instructions, and respond promptly to emergencies.
• Safety and intervention readiness — Ability to follow all safety procedures, assist with emergency response and evacuations, and participate in behavior‑intervention practices consistent with SEED LA training and policy.

Work Environment

The work environment characteristics below reflect those encountered while performing the essential functions of this role in a 24‑hour boarding school setting, with or without reasonable accommodation:

• School and residential settings — Work is performed in classrooms, engineering labs, collaborative workspaces, and student residential areas within a boarding school campus.
• Confidential information handling — Regular handling of confidential and sensitive information, including student records, academic data, and matters related to student well‑being.
• High‑frequency interaction — Frequent communication and engagement with scholars, families, residential staff, academic teams, and student‑support personnel.
• Cross‑department collaboration — Daily collaboration with academic, operations, residential life, and student‑support teams to ensure a cohesive 24‑hour learning environment.
• Extended and flexible schedule — Schedule generally follows the school calendar; additional hours may be required for evening programming, project showcases, family engagement events, or urgent student‑support needs.
• Active school environment — Exposure to moderate to high noise levels, movement throughout campus, and dynamic student activity typical of a boarding school community.
• Health and safety exposure — May involve exposure to bodily fluids, cleaning agents, tools, lab equipment, or adaptive devices; adherence to universal precautions and safety protocols is required.