Hybrid CTE Business, Finance, and Information Technology Teacher na Asheville City Schools

ASHEVILLE CITY SCHOOLS
Career and Technical Education 
Business, Finance, and Information Technology Teacher
Job Description

POSITION TYPE: Business, Finance, and Information Technology (Licensure Areas 760)
JOB STATUS: Full-time – 10 months
LOCATION: Asheville High School 
Reports directly to: Building Level Administrator
Contact: [email protected]

General Description                                                                                                 
Asheville High School is seeking a dynamic and qualified Business, Finance, and Information Technology (BFIT) Teacher to join our Career and Technical Education (CTE) team. This position plays a key role in preparing students for success in college and careers through instruction in business operations, finance, entrepreneurship, and digital literacy. The ideal candidate will foster student engagement through project-based learning and leadership development opportunities. As part of this role, the teacher will also serve as an advisor for Future Business Leaders of America (FBLA), the CTSO aligned with the BFIT pathway, providing students with opportunities to compete, network, and develop leadership and professional skills.                                                                                 

Minimum Required Qualifications:  

Must hold or be eligible for a North Carolina teaching license with an endorsement in Business, Finance, and Information Technology Education (760). Bachelor’s degree in business education from a regionally accredited institution, or an associate degree in a related field with four years of experience, along with passing the Praxis exam in Marketing Education 5101. Prior teaching experience (preferred). Strong communication, organization, and classroom management skills. Commitment to preparing students for careers and post-secondary success.

Preferred Qualifications:

• Experience teaching CTE or Business Education at the secondary level.

• Experience advising or supporting FBLA or other student leadership organizations.

• Knowledge of marketing software/tools (e.g., Canva, Google Workspace, Microsoft Office, social media platforms).

• Industry experience in business administration, sales, retail, or entrepreneurship.

SPECIFIC DUTIES AND RESPONSIBILITIES:                                                               
  Deliver instruction aligned to the North Carolina Standard Course of Study for Business, Finance, and Information Technology Education.

• Teach one or more BFIT pathway courses, such as:

   

  • Business Essentials 

  • Entrepreneurship I & II

• Prepare students for industry-recognized 

• Sponsor and guide student participation in FBLA, including chapter leadership, competitions, and state/national conferences.

• Integrate business simulations, real-world case studies, and collaborative projects into the curriculum.

• Maintain an inclusive and engaging learning environment that supports student success and career readiness.

• Collaborate with industry professionals, post-secondary institutions, and school staff to enhance instructional content and student experiences.

• Monitor and document student progress, attendance, certifications, and assessments as required.

• Encourage work-based learning and career development opportunities, including internships, job shadowing, and guest speakers.

• Maintain classroom technology, instructional materials, and student enterprise operations (if applicable).

• Create a classroom environment conducive to active learning, collaboration, and professional behavior.

• Collaborate with business and industry partners to provide guest speakers, mentorships, and work-based learning opportunities.

• Develop and manage school-based enterprises or marketing-related student projects, if applicable.

• Maintain accurate records, evaluate student progress, and communicate effectively with students, parents, and administrators.

• Participate in professional development, school improvement initiatives, and CTE advisory committees.

• Assess and document student progress using formative and summative tools aligned to CTE accountability measures.

• Foster career awareness by integrating industry trends, guest speakers, workplace simulations, and advisory committee input.

• Collaborate with colleagues, counselors, and industry partners to align curriculum with workforce needs and post-secondary opportunities.

• Maintain accurate student records, including performance data, certifications, and inventory of equipment and supplies.

• Support school-wide goals and student success initiatives through interdisciplinary collaboration and student engagement.

• Collaborate with colleagues, families, community partners, and CTE advisory boards to enhance student learning and career readiness.

• Follow all federal, state, and district policies, including those related to CTE reporting and compliance.

• Supervise students in both classroom and laboratory settings, ensuring safety and proper use of equipment and supplies.

• Accounts and maintains inventory for classroom, school, and district property as required.

• Advises CTE Director and school administration of needed repairs, replacements, and/or unsafe conditions as soon as they occur.

• Communicates with parents through conferences and other means to discuss students' educational needs and progress.

• Compiles information from various CTE pathways sources and disseminates information via meetings, conferences, professional development, presentations, etc., to recruit employers, stakeholders, mentors, teachers, etc. 

• Performs related duties and responsibilities as assigned by the CTE Director and carries out non-instructional duties as assigned and/or as needed. 

• Follows a plan for professional development and demonstrates evidence of growth. 

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
 
Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes to 10 pounds.  Physical demand requirements are for Light Work.
 
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.
 
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information.  Includes giving instructions, assignments, or directions to subordinates or assistants.
 
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.
 
Intelligence:  Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
 
Verbal Aptitude:  Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions.  Must be able to communicate effectively and efficiently in Standard English.
 
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.
 
Form/Spatial Aptitude:  Requires the ability to inspect items for proper length, width,  and shape.
 
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.
 
Manual Dexterity:  Requires the ability to handle a variety of items, such as maintenance equipment.  Must have minimal levels of eye/hand/foot coordination.
 
Color Discrimination:  Requires the ability to differentiate between colors or shades of color.
 
Interpersonal Temperament:  Requires the ability to deal with people beyond giving and receiving instructions.  Must be adaptable to performing under average levels of stress.