CTE-Business Ed/Construction Teacher @ Royal Junior High

Job Title: CTE Business Teacher (Junior High)
Exemption Status/Test: Exempt/Professional

Reports to: Director of CTE and CCMR + Campus Principal
Dept./School: Junior High Campus / CTE Department

To facilitate the teaching and learning process through TEKS-driven instruction in the Business, Marketing, and Finance career cluster at the junior high level, serving as the entry point to Royal ISD's Business Management program of study. The teacher delivers high school credit instruction in Principles of Business, Marketing, and Finance and other assigned business courses (including Entrepreneurship I during the transition period) within the classroom and/or lab setting (in person, distance, and/or virtual), creating a positive learning environment where students explore careers, build foundational business, technology, and employability skills, begin preparing for industry-based certifications, and transition successfully into Level 2 and higher courses at Royal High School toward completion of the Business and Industry endorsement.

Qualifications

Required Certification or Licensure

One of the following certificates, as permitted under 19 TAC Chapter 231 for the assigned courses:

Business and Finance: Grades 6-12;

Business Education: Grades 6-12;

Marketing: Grades 6-12;

Marketing Education: Grades 8-12;

Any business or office education certificate, or any marketing or distributive education certificate; or

Under Royal ISD's District of Innovation (DOI) plan, documented wage-earning industry experience in an occupation directly related to the business courses and pathway assigned (e.g., business management, marketing, finance, accounting, entrepreneurship, or office administration), in lieu of a Texas teaching certificate. Candidates hired under this provision must meet the experience, degree, training, and documentation requirements in the district's approved DOI plan.

Note: While Entrepreneurship I remains part of this assignment, that course may also be taught with any current career and technical education classroom teaching certificate under 19 TAC §233.13 or §233.14. Principles of Business, Marketing, and Finance requires one of the certificates listed above or qualification under the district's DOI plan.

Additional Requirements

Bachelor's degree from an accredited college or university

Valid Texas educator certificate appropriate for each assigned course, or eligibility to teach the assigned courses under Royal ISD's DOI plan based on related industry experience

Ability to become an authorized proctor for aligned industry-based certification exams within the district's required timeline

Willingness to sponsor or co-sponsor a middle-level Career and Technical Student Organization (e.g., FBLA or BPA)

Preferred Qualifications

Experience teaching junior high or middle school students.

Wage-earning or industry experience in business management, marketing, finance, accounting, entrepreneurship, or office administration (in addition to certification, for certified candidates).

Holds, or is willing to earn, industry-based certifications aligned to the Business Management program of study, such as Entrepreneurship and Small Business, Microsoft Office Specialist (Word or Excel), Tosa Desktop Certified User, or Knowledge Pillars: AI Industry Acceleration Specialist.

Experience advising a CTSO (FBLA, BPA, or DECA) or coaching students for business-related competitions.

Knowledge of local businesses, the chamber of commerce, postsecondary programs, and community partnerships.

Knowledge and Skills

Knowledge of business, marketing, and finance fundamentals, including economics, the free enterprise system, business structures, entrepreneurship, management, accounting, finance, marketing, and risk.

Knowledge of the TEKS for Principles of Business, Marketing, and Finance and Entrepreneurship I, the statewide Business Management program of study, course sequencing, and the Business and Industry endorsement.

Knowledge of CTE program standards, industry-based certifications, and college, career, and military readiness.

Proficiency with business productivity technologies (e.g., Microsoft 365, Google Workspace) and the ability to model responsible, ethical use of emerging technologies, including artificial intelligence.

Ability to design project-based, real-world learning experiences such as business plans, market research, simulations, and pitch presentations.

Ability to differentiate instruction, assess student learning, and use data to improve outcomes.

Strong organization, communication, collaboration, technology, and classroom-management skills with young adolescents.

Ability to establish and maintain partnerships with local businesses, advisory committee members, families, high school CTE staff, and community stakeholders.

Major Responsibilities and Duties

Instruction and Student Learning

1. Plan and deliver engaging, TEKS-aligned instruction in Principles of Business, Marketing, and Finance (13011200) and other assigned business courses, including Entrepreneurship I (13011101) during the transition period, integrating business knowledge, technical skills, employability skills, and academic content.
2. Teach foundational concepts in economics, the free enterprise system, business ownership and structures, marketing, finance, management, accounting, and personal financial literacy.
3. Use project-based and real-world learning, such as developing business plan components, researching the feasibility of business ideas, conducting market research, and presenting business concepts, to build problem-solving, communication, and teamwork skills.
4. Integrate business technology (word processing, spreadsheets, presentations, and digital marketing tools) and model responsible, ethical use of emerging technologies, including artificial intelligence.
5. Differentiate instruction and provide appropriate interventions, enrichment, and accommodations, including those required by IEPs, Section 504 plans, and emergent bilingual supports.
6. Assess student learning through formative and summative measures, maintain accurate grade records consistent with requirements for high school credit courses taken in junior high, and use results to adjust instruction.
7. Introduce students to aligned industry-based certifications and prepare students for certification exams when appropriate to grade level and course sequence.

Program of Study Alignment and Operations

1. Serve as the entry point to the Business Management program of study, collaborating with Royal High School CTE teachers, counselors, and the CTE/CCMR department to ensure vertical alignment into Level 2 through Level 4 courses.
2. Support the transition of this position from Entrepreneurship I to Principles of Business, Marketing, and Finance by participating in curriculum planning, course materials selection, and related professional development.
3. Collaborate with counselors to support career exploration, course selection, personal graduation plans, and endorsement selection for students entering high school.
4. Maintain a safe, organized, and industry-aligned classroom and computer lab, and maintain inventories of equipment, software licenses, instructional materials, and certification-testing resources; submit requests according to district procedures.
5. Maintain required program records, including documentation supporting PEIMS course coding and Perkins V, and support district, state, and partner audits or reviews.

CTE Program Quality and Partnerships

1. Collaborate with the CTE/CCMR department to support coherent programs of study, student recruitment, course sequencing, and program improvement.
2. Develop and maintain partnerships with local businesses, entrepreneurs, the chamber of commerce, and postsecondary institutions to provide guest speakers, field experiences, career days, virtual job shadowing, and other career-awareness activities.
3. Participate in advisory committee activities and use stakeholder feedback and labor-market information to strengthen the program.
4. Sponsor or support student participation in middle-level Career and Technical Student Organizations (e.g., FBLA, BPA), leadership activities, competitions, and service opportunities.
5. Promote equitable student access, recruitment, participation, and successful progression into the Business Management program of study, including for students in special populations.

Professional Responsibilities

1. Communicate regularly and professionally with students, parents, administrators, colleagues, counselors, and community partners.
2. Attend faculty meetings, professional development, CTE meetings, advisory meetings, and other required district activities.
3. Maintain required credentials, continuing professional education, and professional development, including any industry-based certifications needed to teach or proctor aligned exams; teachers hired under the DOI plan will complete any district-required training and documentation of qualifications.
4. Protect confidential student information and comply with FERPA, district policy, and professional ethics.
5. Follow district policies, campus procedures, the Educator Code of Ethics, and all applicable federal and state laws.
6. Perform other duties as assigned.

Supervisory Responsibilities

Supervise students in classrooms, computer labs, field experiences, CTSO meetings and competitions, and school-sponsored activities. May direct the work of educational aides, volunteers, or other assigned personnel.

Working Conditions

Mental Demands

Maintain emotional control under stress; work with frequent interruptions; manage multiple priorities; communicate effectively; make sound decisions; and respond appropriately to student behavior and safety concerns.

Physical and Environmental Demands

Frequent standing and walking; prolonged use of computers and classroom technology; occasional lifting or carrying of instructional materials and equipment; occasional prolonged and irregular hours for CTSO events and competitions; and travel between district facilities, business partner sites, and competition venues as assigned. Reasonable accommodations may be provided to enable qualified individuals with disabilities to perform essential functions.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.