Outboard Marine Service Tech Teacher

Employment in this position is effective August 15, 2024. The teacher must have 4 years of related work experience (if the candidate holds an Associate degree) or 6 years of related work experience (if the candidate holds a high school diploma) within the past 10 years.

The content includes but is not limited to the following: service, repair and overhaul of four-stroke and two-stroke cycle engines and outboard motors; and service and repair of boating accessories. With regard to the above, course content will include electrical systems, fuel systems, power transfer systems, ignition systems, cooling systems, lubrication systems, drive systems and boat and trailer rigging.

Candidates should contact Isaac Lister, Principal, at ilister@beaufort.k12.nc.us or 252-946-0858. To be considered for this position, you must have a completed BCS application online and contact the Principal listed above. The application is found at www.beaufort.k12.nc.us under the Employment section.

JOB DESCRIPTION OF THE TEACHER

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments

that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

• MAJOR FUNCTION: Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the

lesson or instructional activity; gets the class started quickly; gets students on task quickly

at the beginning of each lesson; maintains a high level of student time-on-task.

• MAJOR FUNCTION: Management of Student Behavior

The teacher has established a set of rules and procedures that govern the handling of routine

administrative matters; has established a set of rules and procedures that govern student

verbal participation and talk during different types of activities-whole-class instruction,

small group instruction, etc.; has established a set of rules and procedures that govern

student movement in the classroom during different types of instructional and noninstructional

activities; frequently monitors the behavior of all students during whole-class,

small group, and seat work activities and during transitions between instructional activities;

stops inappropriate behavior promptly and consistently, yet maintains the dignity of the

student.

• MAJOR FUNCTION: Instructional Presentation

The teacher begins lesson or instructional activity with a review of previous materials;

introduces the lesson or instructional activity and specific learning objectives when

appropriate; speaks fluently and precisely; presents the lesson or instructional activity using

concepts and language understandable to the students; provides relevant examples and

demonstrations to illustrate concepts and skills; assigns tasks that students handle with a

high rate of success; asks appropriate levels of questions that students handle with a high

rate of success; conducts lesson or instructional activity at a brisk pace, slowing

presentations when necessary for student understanding but avoiding slowdowns; makes

transitions between lessons and between instructional activities within lessons efficiently

and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the

lesson at the end of the lesson or instructional activity.

• MAJOR FUNCTION: Instructional Monitoring of Student Performance

The teacher maintains clear, firm and reasonable work standards and due dates; circulates

during class work to check all students' performance; routinely uses oral, written, and

other work products to check student progress; poses questions clearly and one at a time.

• MAJOR FUNCTION: Instructional Feedback

The teacher provides feedback on the correctness or incorrectness of in-class work to

encourage student growth; regularly provides prompt feedback on assigned out-of-class

work; affirms a correct oral response appropriately, and moves on; provides sustaining

feedback after an incorrect response or no response by probing, repeating the question,

giving a clue, or allowing more time.

• MAJOR FUNCTION: Facilitating Instruction

The teacher has an instructional plan which is compatible with the school and systemwide

curricular goals; uses diagnostic information obtained from tests and other

assessment procedures to develop and revise objectives and/or tasks; maintains accurate

records to document student performance; has instructional plan that matches/aligns

objectives, learning strategies, assessment and student needs at the appropriate level of

difficulty; uses available human and material resources to support the instructional

program.

• MAJOR FUNCTION: Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with

students, co-workers, parents, and community.

• MAJOR FUNCTION: Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as need is perceived;

adheres to established laws, policies, rules, and regulations; follows a plan for

professional development and demonstrates evidence of growth.

ADDITIONAL JOB FUNCTIONS

Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North

Carolina Department of Public Instruction.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as

computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with

special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift,carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or

exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks,

forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define

problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract;

multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive

statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when student is

participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment.

Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom.

Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work

assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work

performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.