Temporary Construction Management Teacher - CTE

2026-2027 School Year 

Parkrose High School        

Salary Range: $28,747 - $56,085 based on education and experience, PLUS employer-paid retirement and generous benefits package

Hours:  20 hours per week (.5 FTE)

Days:  192 days per year (based on full work calendar year)

Deadline:  Open Until Filled; Applications received by October 22, 2026, will receive first consideration

 

Overview: 

The Specialist leads pathway design and coordinates implementation with district leaders, educators, construction firms, community business organizations, workforce partners, and postsecondary institutions.  The role combines curriculum development with classroom teaching, partnership building, and technology integration. The pathway includes Construction Management Systems and Safety, Digital Blueprints/Data Analysis, and Construction Management and Project Leadership. The first phase includes educator training in Procore, practicum planning, and delivery of the first class. Priorities will match the confirmed part-time assignment and grant scope.

 

The Opportunity

Are you a builder—of programs, partnerships, and possibilities? Parkrose School District is developing a career pathway designed to become a national model for connecting classroom learning, industry leadership, and community opportunity. Beginning with Construction Management, the district and its business and community partners seek a collaborative educator or construction industry professional to help create and launch a new career and technical education pathway for students in grades 9–12.

You will help to refine and develop the course sequence, bring employers into the learning experience, and teach the first course in the second semester of 2026–27. The pathway emphasizes access to project coordination and industry leadership, particularly for students historically underserved in construction management. Students will explore how construction projects are planned, budgeted, coordinated, and delivered while building technical skills, confidence, and professional relationships that prepare them for real-world career opportunities. 

 

 

Job Requirements:

• Current Oregon Teacher Standards and Practices Commission (TSPC) teaching license with the CTE endorsement required for the assignment. [HR to confirm whether candidates pursuing the required CTE endorsement may be considered
• At least three years of successful experience in secondary education and/or construction management, architecture, engineering, or trade leadership. Relevant industry experience is welcome. · Demonstrated experience or foundational knowledge in instructional design, with the ability to translate technical concepts into accessible learning experiences.
• Ability to manage projects, budgets, grant documentation, and competing priorities in collaboration with others.
• Strong communication and relationship-building skills with educators, students, business leaders, site supervisors, and community partners.
• Proficiency with, or ability to learn, construction management and design tools such as Procore, AutoCAD, Revit, or Microsoft Project.
• Commitment to culturally responsive practice, student belonging, and equitable access to technical education and career opportunities.

 

Preferred Qualifications

• Experience developing CTE programs of study or secondary course pathways; familiarity with AVID instructional strategies.
• OSHA 10 or OSHA 30 training, relevant safety experience, or willingness to complete training appropriate to the assignment. Trainer authorization is a separate qualification where needed.
• Relationships with construction employers, trade organizations, workforce partners, community business groups, or postsecondary institutions.

 

Reports to: Principal or Supervisor

 

To Apply:  Candidates will complete the Parkrose application online at TalentEd.  In order for your application to be complete, you must submit the documents listed below in addition to the application at TalentEd:  https://parkrose.tedk12.com/hire.

• Cover Letter
• TalentEd Application
• Resume
• Three (3) current letters of recommendation
• Essay Questions:

1. Describe your experience in teaching and/or serving and/or working with a diverse population and underrepresented communities?
2. We have a deep commitment to challenging institutional racism. Can you speak to how you have done this in your practice?

 

Applicants with culturally diverse backgrounds are strongly encouraged to apply. Parkrose School District strives to create an inclusive environment that welcomes and values the diversity of our staff and our students. Studies have shown that women and people of color are less likely to apply for jobs unless they meet every one of the qualifications as described in a job posting. Parkrose School District is most interested in finding the best candidate for the position, and we encourage you to apply even if you do not believe you meet every described job qualification.

 

Parkrose is an Equal Opportunity Employer. 

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Position Details

 

Essential Job Responsibilities:

 

Curriculum and Classroom Instruction

• Develop and teach the initial elective/CTE course in spring 2027; assess student learning and collaborate with school staff to recruit an initial cohort of 15–20 students.
• Develop a multi-year course sequence, curriculum map, and learning outcomes aligned with Oregon CTE standards, industry competencies, relevant credentials, and postsecondary opportunities. · Work with educators and industry partners to translate construction management tasks into age-appropriate projects involving plans, estimating, scheduling, documentation, team coordination, and
• Embed AVID strategies for Writing, Inquiry, Collaboration, Organization, and Reading (WICOR), including project notebooks, focused note-taking, technical vocabulary, and collaborative problem-solving.
• Build curriculum in Google Classroom with flexible pacing, visual and audio resources, and multiple ways to demonstrate learning using Universal Design for Learning. Map career exposure from grades 6–12 with district partners.

 

Industry and Community Partnerships

• Engage construction firms and practitioners to identify the competencies students need for further education and entry-level opportunities.
• Build relationships with the local business development organization, regional workforce partners, and community organizations to support mentors, guest speakers, field experiences, and potential internship
• Participate in monthly industry/community team meetings; help develop a mentor network connecting students with project managers, estimators, and construction superintendents. Coordinate partner agreements and implementation with district leaders.

 

Applied Learning and Equitable Student Access

• Use structured visits to commercial and residential construction sites to design safe field observation and practicum experiences with district and employer partners.
• Coordinate student supervision, site access, safety preparation, and required approvals with responsible district staff and host organizations.
• Seek student and educator input and work with student support staff to address barriers involving transportation, scheduling, equipment, language access, disability access, and participation costs. · Plan a 40-hour work-based learning experience for each initial-course completer, with accessible participation options. Develop paid placement opportunities with partners where funding and district requirements permit.

 

Technology and Program Infrastructure

• Learn and integrate Procore or comparable construction management software into modules covering drawings, scheduling, submittals, and requests for information.
• Coordinate selection and procurement of tools, technology, software licenses, and protective equipment within approved budgets and district purchasing authority.
• Maintain implementation and budget records for district reporting. Develop an industry expert onboarding toolkit and industry-reviewed digital student portfolios; integrate appropriate Procore training and credentials.

 

What Success Looks Like

The Specialist will work with district leaders and partners to meet the following launch and program milestones.

 

By the End of January 2027

• Have the first course sequence and curriculum ready for a February 2027 launch and an initial cohort of 15–20 students recruited with school and mentoring partners.
• Complete Procore educator learning, determine practicum experiences for the first class, and establish an approved plan for any additional required credentials.

 

During the Initial Course and First Year

• Teach the initial course; plan and document 40 hours of work-based learning for each completer, with accessible alternatives as needed.
• Prepare digital portfolio systems and conduct a student portfolio review with an industry partner panel. Establish mentor connections and monthly partner review meetings.
• Complete at least 20 hours of instructor shadow-learning with the construction partner and use an industry expert onboarding toolkit that incorporates UDL and AVID practices.
• Develop a grades 6–12 career exposure plan and the full three-course sequence targeted for availability in 2027–28, subject to staffing, funding, and district approval.
• Track participation, completion, work-based learning hours, portfolio quality, and progress toward software credentials. Document curriculum, costs, partner practices, and lessons to support improvement and potential replication.

 

The Support Around You

The Principal supervises the position. The district’s Teaching and Learning Department, led by Dr. André Goodlow, will provide instructional support and coaching. The grant’s partnership team includes Crossover Construction, Spitzer Technology, Elevate Youth, Historic Parkrose, Rotary, Build Portland, and Workplace Change. Together, these relationships connect classroom development with industry expertise, mentoring, and community priorities.

 

The district plans regular advisory engagement and seeks additional funding to continue the program. One year of grant funding is currently secured; continuation depends on additional funding. The Specialist will inform sustainability planning while district leaders and partners pursue funding and resolve resource needs.

 

Working Environment and Application

Work occurs in district facilities, classrooms or labs, partner meetings, and active construction sites. Site visits require following host and district safety protocols and using appropriate protective equipment. Essential functions may be performed with reasonable accommodation. Local travel expectations and any transportation requirements will be confirmed by the district.

Apply through [district application link] by [deadline or review date]. Submit [district-required materials].  Questions and accommodation requests: [district contact]. We welcome applicants whose professional and lived experiences will strengthen the program. Preferred qualifications are not all required.

 

About the Parkrose School and the Community

Founded in 1885, Parkrose School District has a long history of serving its Northeast Portland community.

Parkrose School District serves approximately 2,780 students across six schools, with 70 percent of students reporting as students of color and families speaking more than 40 languages. Local employers, community organizations, and mentoring partners bring industry expertise and professional relationships to the pathway, connecting student learning with career opportunities and the community’s economic future.

 

By connecting education, employer partnerships, and equitable access to career opportunities, Parkrose can develop a model other districts across the country can adapt. That potential depends on a well-designed pathway, evidence of student progress, and clear documentation of what works.