Teacher - Vocational Tech Health Assisting Gr. 9-12; SY

Reports To

Head of School or Designee

• Teach Health Assisting

Creatively provide an interdisciplinary course of study that incorporates state‑curricular frameworks.

Deliver content through discrete instruction, demonstration, practice, and projects. Instruct students in safety and industry‑related curriculum materials

Provide hands‑on training in clinical skills, including taking vital signs

Supervise students in laboratory settings, ensuring adherence to safety protocols, proper use of equipment, and mastery of technical skills.

Coordinate and oversee clinical experiences for students in healthcare facilities, including hospitals, clinics, and medical offices, to provide real‑world exposure and practical learning opportunities. Instruct students in all aspects of the industry.

Assess student performance through quizzes, exams, projects, and clinical evaluations, providing constructive feedback and support for improvement.

Provide academic and career guidance to students, including assistance with resume writing, job search strategies, and preparation for certification exams or further education in healthcare fields.

Stay current with advances in health assisting practice, technology, and regulations through professional development activities, workshops, conferences, and networking opportunities. Serve on the Wellness Council.

Build and maintain partnerships that help place students in authentic clinical learning experiences. Participate in team meetings /curriculum development/and professional development. Participate in activities that support student achievement and the functioning of the program and school.

Maintain accurate records of student attendance, grades, and clinical hours, and prepare reports for school administration and regulatory agencies as required. Maintain records as required by the school, district, or state.

• Perform other related duties as requested by the Head of School or designee.

Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:

(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

• Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
• Assess students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
• Passionate and optimistic about their students, their content, and the teaching profession

(I-A-1. Subject Matter Knowledge, I-A-4. Well‑Structured Lessons)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
• Demonstrates understanding of how the subject matter applies in real‑world settings and connects to other content areas and relevant standards
• Can convey content in creative and engaging ways that align with standards

(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

• Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
• Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
• Builds a productive learning environment where every student participates and is valued as part of the class community

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected

(III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships…