Job Title:  CTE High School Teacher  

Position Description:  Law Enforcement Teacher

This position is a non vacant position

Minimum Job Qualifications:

• Valid Michigan Occupational Education Certificate (EOC) or Interim Occupational Certificate (IOC) valid for CIP 43.0100.  
• Bachelor's Degree in Education or related field.  Applicants with a high school diploma and 4000 documented work hours in the related field (within the past six years) may qualify for an Annual Occupational Authorization in lieu of EOC/IOC. 
• Minimum two (2) years recent and relevant work experience in the law enforcement field

Preferred:

• Demonstrated successful teaching experience at the high school level
• Demonstrated ability to create and maintain partnerships with industry and post-secondary institutions 

This course will help prepare students to perform the duties of police and public security officers, criminal investigator, federal marshal, police detective, evidence technician, and other careers in this area. Students will learn basic skills such as patrol and investigative activities, traffic control, crowd control and public relations, witness interviewing, evidence collection and management, basic crime prevention methods, equipment operations and maintenance, report preparation, and other routine law enforcement responsibilities. Through field trips and internships, students will have an opportunity to witness how actual law enforcement professionals perform these duties. 

Our turnaround teacher will skillfully demonstrate:

• Ability to identify training, education and certification requirements for student’s occupational choice
• Ability to demonstrate appropriate academic knowledge and skills required for students to pursue the full-range of post-secondary education and career opportunities
• Ability to select and employ appropriate academic strategies to use and teach technical concepts and vocabulary in practice
• Strong desire and ability to achieve outstanding student achievement results in a short amount of time
• Ability to build meaningful, caring relationships with students in order to exert academic press and influence
• Willingness to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed
• Ability to motivate students and influence their behaviors
• Capacity to hold ongoing instructional-specific conversations designed to focus conversations and efforts on improving student learning
• Collaborative creation and execution of clear, logical instructional plans that produce strong results in student learning with classroom teachers
• Commitment to coordinate instruction within and across grade levels to support learning of at risk students
• Aptitude to discuss subject specific content instruction and the drive to try out new ideas to improve student learning
• Capacity to align curriculum, instruction, and assessments while responding to the individual needs of students
• Competence to collect and analyze data to inform instructional decisions
• Design and utilization of formative assessments to modify and adjust instruction on a daily basis in collaboration with classroom and grade level teachers
• Development of organized routines, communicate clear expectations, and grow a positive school culture
• Building a professional environment that is one of mutual respect, teamwork, and accountability
• Ability to seek out knowledgeable peers, coaches or administrators for instructional support in the never ending quest to deliver the vision of high quality subject-specific instruction to increase achievement of highest risk students

A turnaround teacher has the confidence to lead and possesses the following competencies:

• Prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change
• Achieve results by taking initiative and reflecting and acting on lessons learned
• Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead for increased student growth and efficient instruction for at risk students
• Commit to the relentless pursuit of increasing student learning for at risk students
• Skillfully challenging the status quo by thinking analytically and conceptually, as well as problem-solving as it pertains to at risk students.

Selection Committee    

Evaluated By:  Supervising Administrator

Salary Data: As per Negotiated Agreement with the EFE

More Information about Eastpointe Community Schools: www.eastpointeschools.org

Internal and external candidates please apply through:  https://eastpointeschools.tedk12.com/hire/index.aspx