Trader Construction Jobs (NOW HIRING)

Position Type:
High School Teacher/Career & Technical Education
Date Posted:
3/25/2026
Location:
West Fargo High School
Closing Date:
Until Filled
Job Description
Position Title: Building Trades/Construction Teacher
Location: West Fargo High School
Department: Curriculum & Instruction
Reports To: Building Principal
Term: Renewing 188-day contract beginning with 2026-27 school year. Following school calendar.
Schedule: Mon-Fri Full-time
Salary: Positions follows the 2025-2027 Teacher Salary Schedule
Date of last review: March 2026
SUMMARY: The Building Trades/Construction Teacher guides learners through hands-on learning, preparing them for careers in the building trades/construction industry. The Building Trades/Construction Teacher instructs basic skills, safety protocols, and industry standards, while also fostering work ethic and teamwork. This involves developing lesson plans, providing practical instruction, and assessing learner progress. The teacher creates an engaging, nurturing and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction in academics, future ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
The Building Trades/Construction Teacher provides learners with skills and practical hands-on experiences to obtain marketable job skills or post-secondary training that meets industry standards. Courses are based on state standards including safety, construction math, introduction to hand and power tools, introduction to blueprints, basic rigging, and communication and employability skills.
Building Trades I introduces learners to the fundamentals of systems, wall systems, roof systems and structure enclosure. All learners complete OSHA 10 training toward certification. Building Trades II continues with the fundamentals of construction with advanced training in floor, wall and roof systems. Advanced enclosure techniques will be included. Enhanced safety protocol will be included with emphasis on safety practices on project and the use of a safety officer. Learners who successfully complete course modules and meet all safety standards will be eligible to receive national recognition and can articulate the national recognition into college construction craft programs. Course standards are based on National Center for Construction Education and Research (NCCER) construction and maintenance curricula and assessments that align with industry credentials.
CAREER & TECHNICAL STUDENT ORGANIZATION (CTSO) ADVISORSHIP:
SkillsUSA is the CTSO aligned with the construction technology program. CTSOs extend teaching and learning through innovative programs, business and community partnerships and leadership experiences at the school, state and national levels. The Building Trades/Construction Teacher may serve the Trade and Industry SkillsUSA CTSO Advisor and/or work colleagues to implement the leadership program. Advisors are responsible for recruitment, budget planning, meeting coordination, chapter registration, travel to conferences and fundraising for experiences.
To Apply: Please complete the application and include up-to-date, relevant submissions of your resume, letter of interest, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:

• Facilitates, inspires, and supports learner engagement, formative and authentic assessment, academic literacy, safe and compassionate learning environments, and technology integration through the coaching cycle framework to support learner learning.
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.

Communication:

• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.

Compassion:

• Proactively seeks to understand the ideas, opinions, and skills of others.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.

Creativity:

• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Designs assessments that are aligned to the standards and learning targets and provides frequent opportunities for authentic and meaningful assessments.
• Establishes a culture that values high expectations, work ethic, and a growth mindset.

Critical Thinking:

• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.

Reflection:

• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:

• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:

• Coordinates CTE Student Organization activities and competitions.
• Performs routine maintenance of equipment and tools and manages inventory control including purchasing materials, supplies, equipment, and tools.
• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable learning environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30-50 pounds.
• The employee may be required to climb ladders up to ~20 feet.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
• The employee will work frequently with manual tasks required hand tools and physical dexterity.

Education and/or Experience:

• Secondary Initial Licensure: CTE Initial - CTE Recommended (Two-Year)
  • a) Individual must have an employment offer from a school to begin the CTE Licensing process.
  • b) Individuals (Information Technology and Trade, Industry & Technical Education) must hold a high school diploma or its equivalent.
  • d) Individuals must have a minimum of four years (8,000 hours) of progressive work experience in the occupation being taught within the past eight years.
    • Credit for up to two years (4,000 hours) will be given to those completing an approved specialized postsecondary training program within the past five years.
    • Successful passage of an approved competency examination may be substituted for one year (2,000) of work experience.
    • Individuals who have earned two or more semester hours of instruction in an approved specialized secondary program withing the last five years could receive credit towards work experience.
  • e) In occupations governed by a licensing agency or board, individuals shall hold a current valid license/certificate at the time of initial licensure.
• Prior teaching experience is preferred.
• Prior experience working in a high school setting preferred.

Language Skills:

• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:

• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES:

• None.

The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran's Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
Attachment(s):

• WFPS - Building Trades-Construction Teacher - WFHS.pdf