Job Description

ASHEVILLE CITY SCHOOLS

Career and Technical Education

Marketing Education Teacher

POSITION TYPE: Marketing Education Teacher (Licensure Areas 730)

DATE POSTED: May 6, 2026

JOB STATUS: Full-Time/10-Month

SCHOOL DATE AVAILABLE: August 13, 2026

CLOSING DATE Until Filled

LOCATION: Asheville High School

Reports directly to: Building Level Administrator

Contact: Ivry.Cheeks@acsgmail.net

General Description

Asheville High School is seeking an energetic and motivated Marketing Education Teacher to join our Career and Technical Education (CTE) department. The ideal candidate will provide engaging, career-relevant instruction to high school students in areas such as marketing, hospitality, and sports/event marketing. This position supports students in gaining essential 21st-century business skills and leadership development through project-based learning and Career and Technical Student Organizations (CTSOs) like DECA.

Minimum Required Qualifications:

Must hold or be eligible for a North Carolina teaching license with an endorsement in Marketing Education (730). Bachelor's degree in marketing 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 5561. 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 Marketing Education at the secondary level.
• Experience advising or supporting DECA or other student leadership organizations.
• Knowledge of marketing software/tools (e.g., Canva, Google Workspace, Microsoft Office, social media platforms).
• Industry experience in marketing, sales, retail, or entrepreneurship.

SPECIFIC DUTIES AND RESPONSIBILITIES:

• Plan and deliver standards-based instruction aligned with the North Carolina Standard Course of Study for Marketing Education
• Teach one or more courses such as:
• Marketing
• Sports & Event Marketing I and II
• Hospitality and Tourism
• Entrepreneurship I and II
• Incorporate real-world applications, industry trends, and marketing technologies into daily instruction.
• Promote and facilitate student participation in DECA and prepare students for leadership roles and competitive events.
• Guide students in developing career and technical skills relevant to marketing and business pathways.
• 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.
• Support career development planning, including r�sum� writing, interview skills, and postsecondary transitions.
• 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.
• Participate in ongoing professional development, CTE department meetings, and school improvement initiatives.
• 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 for and maintains inventory for classroom, school, and district property as required.
• Advises the 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 student 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 need is perceived.
• 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 up 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 to 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 when 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.