Educator jobs in Greensboro, NC - 148 jobs

JOB TITLE: GIFTED EDUCATION SPECIALIST QUALIFICATIONS: Teaching license and AIG licensure; Minimum 5 years of successful classroom teaching experience at the middle school level; Demonstrated expertise in services for Gifted students; Evidence of understanding the characteristics of adult learners; Highly skilled in collaboration and communication; Such alternatives to the above qualifications as the Board may find appropriate and acceptable REPORTS TO: Principal and Coordinator of Gifted Services JOB GOAL: To provide instructional services and support to gifted students; to provide leadership and consultation in the development, implementation and reflection of rigorous instructional programs for all students. PERFORMANCE RESPONSIBILITIES: 1. Works with principals and the School Gifted Program Team to provide leadership and implementation of the District's Plan for Gifted services 2. Advocates for gifted students and the recognition and development of gifts and talents in all students 3. Coordinates, administers, and interprets appropriate testing for identification of gifted students 4. Serves as coach/resource to build teacher capacity to implement lesson extension activities and instructional strategies that foster critical thinking and intellectual coaching for all students 5. Provides direct and indirect instruction to students 6. Collaborates with teachers to develop, support, and review the Differentiated Education Plan (DEP) and Individualized Differentiated Education Plan (IDEP) processes 7. Supports the learning goals of twice-exceptional students 8. Facilitates professional development concerning best practices for high ability students 9. Maintains accurate and complete records as required by law, district policy, and administrative regulations 10. Coordinates school-wide communication and is a resource for Gifted Education Services to parents and faculty 11. Performs other appropriate duties as assigned. TERMS OF EMPLOYMENT: Ten-month year teaching position. Compensation is according to placement on NC teacher salary schedule and applicable local supplement. EVALUATION: Performance of this job is evaluated in accordance with the provisions of Board policy on evaluation of teaching personnel.

A global higher education leader in innovative teaching, research and public service, the University of North Carolina at Chapel Hill consistently ranks as one of the nation's top public universities. Known for its beautiful campus, world-class medical care, commitment to the arts and top athletic programs, Carolina is an ideal place to teach, work and learn. The UNC School of Education, one of the longest-standing professional schools at the nation's first public university, ranks among the top schools of education in the U.S. and offers a full range of degree programs, from undergraduate to doctorate;forward-thinking certificate and licensure programs; and in-person, online, and HyFlex offerings. Faculty members generate knowledge across a number of fields, including human development, educational technology and entrepreneurship, teaching and learning, school counseling, school psychology, administration, educational policy and leadership, and more; they also prepare students to become the most highly effective educators to lead in classrooms, schools, districts and beyond, as well as future scholars and researchers. One of the best college towns and best places to live in the United States, Chapel Hill has diverse social, cultural, recreation and professional opportunities that span the campus and community. University employees can choose from a wide range of professional training opportunities for career growth, skill development and lifelong learning and enjoy exclusive perks for numerous retail, restaurant and performing arts discounts, savings on local child care centers and special rates on select campus events. UNC-Chapel Hill offers full-time employees a comprehensive benefits package, paid leave, and a variety of health, life and retirement plans and additional programs that support a healthy work/life balance. Primary Purpose of Organizational Unit The University of North Carolina at Chapel Hill (Carolina), established in 1793 as the first public university in the nation, is a doctoral-granting institution situated in the beautiful college town of Chapel Hill, NC. Ranked fifth among public institutions by US News & World Report, and one of the original public ivy schools, Carolina has earned a reputation as one of the best universities in the world. We pride ourselves on a strong, diverse student body, unparalleled academic opportunities, and a value unmatched by any public university in the nation. The School of Education is among the best in the nation and currently ranked #27 among all, and #17 among public, schools of education by US News & World Report. The UNC School of Education's graduates serve in diverse settings across the state and nation and are among the most effective teachers in North Carolina. Our faculty is comprised of world-renowned researchers and practitioners who lead nationally ranked programs. The School of Education is an academic unit reporting to the Provost. The School is a major center of research, teaching, and public service within the State of North Carolina, the nation, and the world. The School offers a full range of undergraduate and graduate programs. The mission of the School of Education is to conduct research, and generate basic and applied knowledge about human development, educational technology and entrepreneurship, teaching and learning, school counseling, school psychology, administration, as well as educational policy and leadership; prepare leaders in the profession of education by conducting outstanding research, teaching, and service; and assist in the development of strong and effective public schools in North Carolina. In order to fulfill its mission, the School is organized into three academic divisions: (1) Culture, Curriculum, & Teacher Education (CCATE), (2) Learning, Development & Psychological Sciences (LDPS), and (3) Educational Policy, Organization, & Leadership (EPOL). Position Summary The School of Education at the University of North Carolina at Chapel Hill seeks an experienced scholar and administrator to serve as director for its relaunched BA in Elementary Education. This is a full-time, fixed-term, 12-month appointment at the rank of Clinical Assistant or Clinical Associate Professor. This individual will hold a primary faculty appointment within the School, with a secondary administrative appointment as the Director. The Director will play a central role in the administration, coordination, and teaching, as well as growth of the program. The start date is July 1, 2026, with an initial 3-year appointment. The appointment is renewable and contingent on performance and availability of funds. The position is a unique opportunity to provide leadership for the Elementary Education program. The successful candidate will: * Direct and represent the Elementary Education program to both internal and external audiences, providing oversight and management of all key operational areas of program delivery, and ensuring the achievement of program metrics and outcomes. * Work with faculty on the continuous improvement of program curricular and co-curricular elements and facilitate course development and updates as needed in alignment with research, best practice, and/or state and accreditor standards. * Assist with recruiting students, reviewing applications, and managing admissions. * Coordinate course scheduling and staffing. * Teach courses in the program commensurate with their expertise. * Hire and manage supervisors, as well as supervise student interns as needed. * Coordinate with respective School of Education staff the internships and other placements for the BA in Elementary Education program. * Track student progress from application through graduation, ensuring high levels of application yield, as well as persistence and graduation. * Coordinate with and/or assist, the Assistant Dean for Educator Preparation and Accreditation on matters related to licensure and add-ons for prospective teachers, as well as ongoing program evaluation, assessment, and accreditation. * Coordinate with the School of Education Director of PK-12 Partnerships to maintain, grow, and deepen relationships with our network of B-12 school and district partners. * Collaborate with School of Education colleagues and other partners to coordinate, create efficiencies, and achieve synergies to strengthen programming and bolster enrollments in teacher education, partnering with the NC Teaching Fellows and other initial licensure programs. Minimum Education and Experience Requirements An earned doctorate in teacher education or a closely related field. Qualified candidates will have recent professional experience in undergraduate and/or graduate elementary grades teacher education. Preferred Qualifications, Competencies, and Experience Experience in program leadership positions is highly preferred. Preference will also be given to candidates with expertise in education for multiple language learners, social sciences education, and/or applications of learning sciences in the elementary school setting. Special Physical/Mental Requirements Campus Security Authority Responsibilities Not Applicable. Special Instructions To apply for the position, submit a letter of interest, vita, and the names of four references with full contact information, using the online application process at ******************************************** For full consideration, all application materials should be received by January 5, 2026, at which time the search committee will begin reviewing applications. The search will remain open until filled. For more information, email the Search Committee Chair, Professor Annemarie Hindman, at ****************. Quick Link *******************************************

The School of Education at the University of North Carolina at Chapel Hill seeks an experienced scholar and administrator to serve as director for its relaunched BA in Elementary Education. This is a full-time, fixed-term, 12-month appointment at the rank of Clinical Assistant or Clinical Associate Professor. This individual will hold a primary faculty appointment within the School, with a secondary administrative appointment as the Director. The Director will play a central role in the administration, coordination, and teaching, as well as growth of the program. The start date is July 1, 2026, with an initial 3-year appointment. The appointment is renewable and contingent on performance and availability of funds. The position is a unique opportunity to provide leadership for the Elementary Education program. The successful candidate will: Direct and represent the Elementary Education program to both internal and external audiences, providing oversight and management of all key operational areas of program delivery, and ensuring the achievement of program metrics and outcomes. Work with faculty on the continuous improvement of program curricular and co-curricular elements and facilitate course development and updates as needed in alignment with research, best practice, and/or state and accreditor standards. Assist with recruiting students, reviewing applications, and managing admissions. Coordinate course scheduling and staffing. Teach courses in the program commensurate with their expertise. Hire and manage supervisors, as well as supervise student interns as needed. Coordinate with respective School of Education staff the internships and other placements for the BA in Elementary Education program. Track student progress from application through graduation, ensuring high levels of application yield, as well as persistence and graduation. Coordinate with and/or assist, the Assistant Dean for Educator Preparation and Accreditation on matters related to licensure and add-ons for prospective teachers, as well as ongoing program evaluation, assessment, and accreditation. Coordinate with the School of Education Director of PK-12 Partnerships to maintain, grow, and deepen relationships with our network of B-12 school and district partners. Collaborate with School of Education colleagues and other partners to coordinate, create efficiencies, and achieve synergies to strengthen programming and bolster enrollments in teacher education, partnering with the NC Teaching Fellows and other initial licensure programs. Preferred Qualifications, Competencies, And Experience Experience in program leadership positions is highly preferred. Preference will also be given to candidates with expertise in education for multiple language learners, social sciences education, and/or applications of learning sciences in the elementary school setting.

Job DescriptionBenefits: 401(k) Dental insurance Health insurance Paid time off Vision insurance Role: Pre-Kindergarten Teacher at Primrose School of Brassfield Calling All Passionate Individuals: Become an Early Childhood Pre-Kindergarten Teacher! Are you eager to make a difference in the lives of young children? Do you have a natural passion for nurturing and a love for learning? Account Name wants YOU to join our team as a Pre-Kindergarten Teacher- no nights, no weekends! Position: Daycare Pre-Kindergarten Teacher As a Pre-Kindergarten Teacher, you'll embark on an exciting journey of discovery alongside our little learners. You'll build trusted relationships with families as you provide nurturing care and help children develop their foundation. Our exclusive digital learning platform provides everything you need to create joyful learning experiences for the students in your care. Welcome to... The Beginning of Something Big! At Primrose School of Brassfield, youll find: Exclusive and time-tested Balanced Learning curriculum, delivered in a digital platform for easier delivery and mastery Competitive pay and benefits A joyful and welcoming childcare environment An on-site school leadership team invested in your growth Engaged, caring franchise owners High-quality facilities focused on health and safety Responsibilities Create a nurturing and stimulating classroom environment for preschool-aged children Implement age-appropriate lesson plans that are created for you Manage classroom behavior and ensure a safe learning space Communicate effectively with children, parents, and staff to foster a supportive community Participate in ongoing professional development to enhance teaching skills and knowledge Support childrens individual learning needs and encourage their social and emotional growth Qualifications Strong classroom management and communication skills Passion for nurturing and educating young children Experience in early childhood education and preschool settings preferred If youre looking for more than a daycare and you're passionate about providing the highest quality education and care to help children develop and learn during their first five years, consider a career with us! Salary Range: Shift Schedule: Ready to Make a Difference? If you're excited to embark on an exciting adventure of bringing wonder to little learners, we want to hear from you!

Be a part of a teacher DREAM TEAM that offers a rigorous curriculum in a structured and joy-filled environment. General responsibilities include (but are not limited to): • Teaching rigorous curriculum in a high-quality and exciting way • Thriving as part of a team-oriented, mission-driven school culture and implementing school-wide policies within classrooms and throughout the campus • Committing to constant professional growth through feedback, coaching, and professional development • Using student achievement data to set ambitious academic goals for students • Constantly assessing student progress, and communicating results to families and colleagues • Providing individual or small group instruction for students who need additional assistance • Committing to tutoring, after school activities, and being a part of the larger school community Qualified candidates have: • Bachelor's Degree required (relevant fields include education, math, science, interdisciplinary studies) • At least two years of working with youth • Ability to further education to become licensed in the state of North Carolina - Required acceptance to EPP Program Benefits: Competitive benefit package; health insurance support for licensed staff 4-Day Instructional Week Two self-care Fridays per month Freedom to teach and be great!

Job Description Emerge Pediatric Therapy Who are we? Emerge Pediatric Therapy is a leader in Occupational, Speech and Physical Therapy. We are a woman owned, small business who has been serving the Triangle Area for over 20 years. What do we do? Emerge Pediatric Therapy provides therapeutic services to support the children and their families in our community. We empower caregivers to help their children develop into confident children. We also support our therapists. We want to see our therapists grow in their careers. Where are we going? We have grown our practice to better serve more of the Triangle and surrounding areas. Since 2020, we have opened two additional locations to now include, Cary, Carrboro and Durham. Emerge Pediatric Therapy is a growth-driven practice. Our future goals include continuing to expand our team, to further develop our teams' specialty skills, and to become the #1 sought-after pediatric clinic for both our clients and employees. Be celebrated… We love a good celebration Milestone celebrations Staff social events Coffee and treat days Do you love school based practice but don't love what comes with it (read: IEPs, restricted to what you can address...)? The School Based Occupational Therapist position at Emerge Pediatric Therapy just might be what you are looking for! While this position carries out services within the school, the position functions more like a clinic based services in regard to flexibility to work on any OT related goals. You will be a part of a multidisciplinary school based team, and also have the support of the Durham clinic location for utilization of materials and resources. The ideal candidate for this position will have foundational knowledge of sensory processing and how that impacts students, as well as be eager to learn, grow and develop as a clinician. This therapist will fulfill our community school contracts in the Durham - Chapel Hill area. Essential Functions/Responsibilities Thorough and timely evaluations Upholding the reputation of the company by carrying out highly beneficial treatment sessions Educating clients/families on the plan of care so that carryover and consistency are achieved Therapy completed in a fun, creative way that adheres to guidelines of best practice Accurate charges submitted in a timely manner Achievable goals that are met in a timely manner Completing discharge summaries at the conclusion of care Completion of data tracking on a weekly basis Seeking parent recommendation(s) and/or review(s) Genuine promotion of the company in the community Experience and Certification NC therapy licensure in good standing Knowledge, Skills, and Attributes Flexible with the ability to adapt quickly to changes Exhibits responsibility and professionalism Good communication skills Desire to learn and advance skill set Driven to reach goals/targets Creative Ability to start and foster relationships Effective and efficient problem solver Excellent attendance record and punctuality Likes to work in a fast-paced environment with others Enjoys the pediatric population and their families Ability to work effectively in a deadline-driven, multi-priority environment; exhibit consistent usage of effective time management skills and appropriate resource management; communicates interferences and delays to supervisor. Provides others with timely and organized information; provide clear directions, shares responsibility and accountability; includes and consults with appropriate individuals as needed. Provides accurate results that are thought-out, complete; exhibits high standard for excellence, attention to detail; relays information that is sufficiently detailed and provides desired effect from customer. Ability to use logical methods to solve problems while producing effective solutions; probes all appropriate resources for solutions; takes initiative to identify and improve systems and processes. Ability to relate well with all types of people, attentive and active listener; patience to hear others out and build rapport with dignity and tact; ability to effectively manage change and support and promote acceptance; encouraging, motivating, clear and effective communicator. Multilingual Therapist Pay Differential Eligibility Emerge employees who are customer-facing (including but not limited to therapists and administrative staff) or who otherwise may need to use a language other than English in their position may be eligible for an increased pay rate based on their proficiency in the language and the need for the language to be used at Emerge.

GENERAL DEFINITION OF WORK Under the supervision of the Principal, plan, organize, and implement appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their potential. ESSENTIAL FUNCTIONS Instruct students according to appropriate curriculum that includes assessment and review processes. Plan, develop, write, and implement lesson plans in keeping with school district and state education requirements, keeping records of student achievement and tracking their abilities. Work in collaboration with staff and other teachers. Comply with and enforce school rules and school board policies and procedures. Attend and participate in faculty meetings and serve on committees as appropriate. Perform other school duties and assignments as appointed. EDUCATION AND EXPERIENCE Must hold or be eligible for a Virginia teaching license with appropriate endorsement.

Benefits: 401(k) Dental insurance Health insurance Paid time off Experienced Teachers needed for the Pre-Kindergarten classroom, who will be energetic, fun, and knowledgeable. Build a brighter future for all children. Teaching is more than a job. It's an opportunity to foster curiosity, creativity and compassion in children-all while helping them develop a lifelong love of learning.As a Kindergarten Teacher at Primrose Schools, you'll help prepare students for elementary school through small group academic lessons, scientific investigation, creative expression, physical well-being, and social and emotional development. Make a difference every day. Teach children through the design thinking process with challenges that help them learn problem-solving skills, innovative thinking, executive function skills and good character. Help children learn critical literacy and math skills as well as engage in projects focused on science, art, social studies and character development. Work with your co-teacher to implement the lesson plans from the research-informed Balanced Learning curriculum. Discover what works best for each child (songs, stories, games, art, etc.) to motivate and stimulate their abilities. Get everything you need to give children everything they need.At Primrose, you bring the passion, and we'll give you all the tools and training to be successful.Our Balanced Learning approach was developed with early learning experts. It provides clear daily plans so you can focus your time in the classroom on forming connections with the children-and spend your time outside of school focused on yourself.Classrooms come fully stocked with everything you need, and our supportive Leadership Team works every day to create a safe, healthy environment and a culture where all children and team members can thrive.And if that's not enough, just wait until you help a child learn something new and see their face light up with excitement. Let's talk about building a brighter future together. Compensation: $13.00 - $17.00 per hour

*************THIS IS A PART TIME POSITION (25 HOURS PER WEEK) STARTING RATE $14.00 PER HOUR************* GenerationEd Family Success Center Title: FSC Teacher Supervisor: FSC Director I. General Description It is the responsibility of the teacher to plan and organize the operation of children's programs, providing a high quality environment in which each child achieves the highest level of social, emotional, physical and intellectual competence. II. Responsibilities A. Curriculum 1. Organize and use space, materials, and routines to construct an interesting, secure and enjoyable environment that encourages play, exploration, and learning. 2. Maintain centers in program space that include dramatic play, science, art, manipulatives/fine motor skill materials and a reading area, as appropriate to the center location. 2. Develop and implement an integrated program of activities and experiences which contributes to the growth and development of each child and are appropriate to the developmental levels of the children being served. Each month, selected children's books will be used for lesson planning and activity integration. 3. Ensure that the program respects and reflects the diverse backgrounds and learning styles of each child. B. Teacher-Child Interaction 1. Maintain effective communication with children that fosters physical, social, emotional and intellectual development. 2. Use questioning and problem solving as interactions which promote learning. 3. Interact with children on their eye level using a pleasant, encouraging voice. 4. Provide opportunities for children to understand, acquire and use verbal and non-verbal means of communication. 5. Participate with children in small and large groups and individually. 6. Use conflict resolution techniques which are appropriate for the development level of the child. 7. Provide smooth transitions from activities without requiring the children to wait. 8. Assist children with self-care activities. C. Adult-Adult Interaction 1. Establish and maintain cooperative relationships with co-workers through open communication, sharing resources and supporting professional development. 2. Develop supportive relationships with parents by respecting their child-rearing values and by sharing information about the ages and stages of children's development to improve their understanding of their ownchildren. 3. Maintain a cooperative atmosphere in the workplace by exhibiting a pleasant and cooperative attitude. D. Assessment 1. Observe and assess each child utilizing the Galileo Assessment. Training will be provided. E. Parent Involvement 1. Communicate the activities of the program to parents on a regular basis through a monthly Learning Together bulletin board that reflects the book of the month, class schedule and timely program and/or community information and events. 2. Orient parents to classroom. 3. Communicate with parents the expectation of and opportunities for their positive involvement in the program. 5. Maintain a professional relationship with parents. F. Program Management 1. Use all available resources to ensure an effective operation of the classroom. 2. Immediately report all cases of suspected child abuse or neglect to Family Literacy Program Coordinator. 3. Write and submit reports (Galileo assessments, monthly attendance records) accurately and on time. 4. Submit time sheets signed and dated in a timely manner. 5. Complete and submit “Request for Reimbursement” forms with appropriate documentation, sign and return to Coordinator for approval. 6. Request supplies and equipment when needed, in writing. 7. Maintain an orderly classroom. 8. Report all accidents immediately to Coordinator using the Incident Report Form. 9. Attend all required meetings. Each teacher must complete two (2) additional educational workshops per program year in addition to required trainings. G. Professionalism 1. Make decisions based on knowledge of child development theories and appropriate practices. 2. Actively pursue appropriate professional development opportunities which increase knowledge and skills by participating in staff development programs. H. Essential Qualifications 1. High School diploma or GED. 2. Demonstrate ability to communicate effectively with supervisors, children, parents and volunteers. 3. Demonstrate ability to perform effectively the duties required for the job including verbal ability to communicate, auditory capacity to respond to children and adults, visual ability to complete written assignments and physical ability to complete assignments given accommodations as required by law. III. Americans with Disability and Workers' Compensation Specifications While performing the duties of this job, the employee is occasionally required to stand, walk sit, use hands to finger, handle or feel objects, tools or controls, reach with hands and arms, climb stairs, balance, stoop, kneel, crouch, crawl, talk hear, taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close, distance, color, peripheral depth and the ability to adjust focus. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.

The Aggie Academy Elementary Teacher plans and delivers instruction designed to meet the individualized educational needs of students based on the North Carolina Standard Course of Study. As an Apple Distinguished School (2024-2027) teachers are expected to implement innovative and engaging instruction to enable students to learn subject matter and skills that will contribute to their educational and social development. Maintaining a structured classroom environment that promotes and enhances inquiry-based learning and STEAM and Engineering Design Processes are central components of the Aggie Academy curriculum. Teachers and staff in Aggie Academy are employed by the College of Education, and are expected to actively participate as members of professional learning communities with colleagues, faculty from the College of Education, colleagues in the UNCSystem Laboratory Schools network, and community partners. Primary Function of Organizational Unit Aggie Academy is a NC A&T Laboratory School established under the North Carolina General Statute Chapter 116, Article 29A (116-239.5), to improve student performance by providing an enhanced education program for students residing in low performing schools. The mission of Aggie Academy is to provide students an integrated STEAM Education experience to improve student achievement and develop critical and creative thinking skills.. Aggie Academy is committed to: Holistic child development through building Social-Emotional Learning (SEL) skills Developing Critical and Creative Thinking Skills through integrated STEAM curriculum and Inquiry-Based and Experiential Learning Opportunities Intentional and Purposeful Family and Community Engagement Aggie Academy involves an integrated partnership with Guilford County Schools and NC A&T and is housed off campus in a facility within the district boundaries. Cross campus collaborations and the integration of educator and leader preparation, through a practice-based teacher education model (PBTE) provide opportunities for strengthening 3rd - 5th grade student success and educator and leader preparation. Building on the NC A&T historically Black university (HBCU) legacy of exemplary teaching, scholarship and effective public service, the College of Education offers degrees at the baccalaureate, master's, and doctoral levels. The mission is to prepare highly skilled educators, leaders, and counselors who are catalysts for transformative action to improve education and counseling in diverse contexts and communities. Minimum Requirements * Bachelor's degree; * Demonstrated ability to communicate clearly and concisely, both orally and in writing. * Demonstrated functional knowledge of computers and all aspects of related software and collaborative environments (ex. Microsoft Office Professional software programs and Google Classroom, Apple Classroom). * Ability to work independently, meet deadlines and accomplish specific tasks as requested. Preferred Years Experience, Skills, Training, Education Bachelor's Degree or Master's Degree in Elementary Education Elementary Certification (K-5) 3-5 years of Experience as a classroom teacher Special Education (SPED) or Advanced Learner (AG) certification or experience Apple Teacher Certification Ability to co-teach, plan, support, and work collaboratively with colleagues and NCA&T pre-service teacher candidates, faculty, and staff. Required License or Certification Elementary Certification (K-5) Is this position eligible for a remote or hybrid work arrangement, consistent with university and state policies. On-site (Employees are primarily in the office and/or have a critical job requirement that requires dedicated office space on-site)

Uwharrie Charter Academy is a public K-12 charter school located in Asheboro, NC. UCA provides project-based learning with a STEAM-focused curriculum, built upon a foundation of Relationships, Rigor, and Relevance. Uwharrie Charter Academy is proud to graduate students who understand the importance of critical thinking, problem solving, and responsible citizenship. If you would like to be included in our Pool for future Elementary School Vacancies that may arise in the coming months __ please submit your application! Core Requirements: Instructional Leader Design and deliver instructional lessons to meet curriculum requirements based on state standards. Provide planned learning experiences that motivate students, utilize best practices, are inclusive of parent participation, adhere to UCA's educational model, and are developmentally appropriate. Develop current lesson plans (daily and/or weekly) and instructional materials that provide individualized and small-group instruction to adapt the curriculum to the needs of each pupil. Select and utilize appropriate instructional materials, aids, and supplies that assist in the development of innovative, well-organized units of study. Identify, record, reflect on student needs, and cooperate with the professional learning community to assess, plan, monitor, and implement methods to solve student health, attitude, and learning issues. Work collaboratively with parents to design, deliver, and manage learning experiences for all learners. Classroom Management Establish and maintain high standards of student behavior needed to achieve an optimal learning atmosphere in the classroom. Provide a functional and attractive classroom environment conducive to learning and aligned with the curriculum. Plan and coordinate the work of aides, teacher assistants, parents, and other paraprofessionals as appropriate. Assessment Administer assessments in a variety of forms (formative, summative, standardized, etc.) in accordance with the charter's testing programs. Evaluate students' academic and social growth, keep appropriate records, prepare student reports, and communicate with parents regarding their child's progress. Additional Responsibilities Communicate with parents, administration, and colleagues in a timely and consistent manner. Actively participate in a professional learning community. Supervise students during in- and out-of-classroom activities during the assigned working day. Share in the sponsorship of student activities and participate in faculty committees, as agreed. Attend all school functions as required by school administrators. UCA is a participant of the North Carolina State Retirement System (TSERS) and NCFlex. Job Qualification Minimum Qualifications (Knowledge, Skills, and Abilities): Must possess a Bachelor's or Master's degree in education or a related field. Must be eligible or possess a North Carolina Professional License or a Postgraduate Professional License with appropriate endorsement. Must possess the ability to communicate effectively verbally and in writing. Must possess the ability to establish and maintain effective working relationships with students, staff, parents, & the public. Must pass background check and drug screening. Technical Skills: Ability to use an assortment of equipment and classroom tools. Google Sheets/Docs What you bring to the job: Outstanding written and verbal communication skills Well organized with excellent leadership abilities Exceptional interpersonal and presentation skills

Position Classification Title Student Housing Professional, Resident Hall Mgr (R&B Included) FLSA Exempt Position Class 82402 Join the Ramily! Winston-Salem State University's Department of Housing and Residence Life has 3 (three) openings for Residence Education Coordinators. This job posting will remain live until all three vacancies are filled. We are seeking dedicated and student-centered professionals to join our dynamic team in supporting a diverse and vibrant residential experience. As a key member of our Housing and Residence Life team, the Residence Education Coordinators (RECs) are responsible for cultivating a positive living-learning environment that promotes student success, community engagement, and personal development. This full-time, live-in position plays a critical role in building communities, supporting residential students, and implementing departmental initiatives aligned with the university's mission and strategic goals. Primary Responsibilities * Provide Leadership and Supervision of Student Staff Recruit, train, supervise, and evaluate a team of Resident Assistants (RAs), fostering their growth as student leaders and peer educators. Facilitate ongoing development opportunities that emphasize professional competencies, crisis response, and community engagement. Ensure staff accountability through regular one-on-one meetings, performance assessments, and developmental feedback. * Supportive Living-Learning Communities Intentionally build residential environments that affirm the identities, experiences, and values of all students. Apply student development theory and best practices to create communities that are welcoming and conducive to personal growth, academic achievement, and holistic well-being. * Uphold and Educate on Community Standards and Student Conduct Serve as a conduct hearing officer for low-level student conduct cases, ensuring due process and educational outcomes in alignment with the Code of Student Conduct. Promote community responsibility by addressing behavior in a restorative and developmental manner, while reinforcing university values and expectations. * Coordinate Crisis Management and Emergency Response Serve in a 24/7 on-call rotation to respond to incidents involving student safety, mental health concerns, facility emergencies, and other critical situations. Partner with campus stakeholders (e.g., Counseling Services, Campus Police, Student Health) to ensure comprehensive and compassionate response to student crises. * Design and Implement Educational and Community Engagement Initiatives Develop and execute intentional programming and community-building initiatives aligned with the department's residential curriculum and institutional mission. Collaborate with faculty, student leaders, and campus partners to promote student learning, cultural awareness, leadership development, and civic engagement. * Provide Direct Student Support and Advocacy Build meaningful relationships with residential students through visibility, mentorship, and one-on-one interactions. Offer individualized support, referrals, and guidance to help students navigate personal, academic, and social challenges. Act as a key resource in promoting student retention and success. * Manage Operational and Administrative Functions Oversee the daily management of an assigned residential area, ensuring operational excellence in areas such as occupancy management, key control, health and safety inspections, and facilities maintenance. Maintain accurate records, submit reports, and ensure compliance with university and departmental procedures. * Collaborate to Advance Institutional and Departmental Goals Actively engage with colleagues across Housing and Residence Life, as well as university partners, to advance initiatives related to student success, retention, and belonging. Participate in department-wide planning, assessment, training, and professional development efforts to support continuous improvement and strategic alignment with WSSU's mission. Position Information Position Number 561544 Working Position Title Residence Education Coordinator Building and Room No. Cleon F. Thompson, Jr. Student Services Center Suite 301 Appointment Type Permanent Full-Time If Time Limited. No Appointment Length. Requirements and Preferences Position required to work during periods of adverse weather or other emergencies All - Emergency and Pandemic on site Normal Work Schedule 8:00 am - 5:00 pm; Monday - Friday Department Required Skills * Bachelor's degree * Four to five years of related and relevant experience Preferred Years Experience, Skills, Training, Education * Master's degree in Higher Education, Student Affairs, Counseling, or related discipline. * Experience with supervision of student staff. * Familiarity with residential curriculum models and student development theory. * Crisis management and conflict resolution experience. Knowledge, Skills, and Abilities * Strong interpersonal, communication, and conflict resolution skills. * Ability to manage multiple priorities and work both independently and collaboratively. * Knowledge of student development and identity development. * Comfort with technology and administrative systems (e.g., Maxient, StarRez, Advocate, or equivalent). * Willingness and ability to live on campus and participate in an on-call duty rotation. Required License or Certification * Valid US Drivers License Valid US Driver's License Yes Commercial Driver's License Required No Physical Required No List any other medical/drug tests required Posting Details Posting Details Internal Posting Only No Time Limited Position No Appointment Length Salary Salary Commensurate with education and experience Open Date 10/31/2025 Close Date Open Until Filled Yes Special Instructions Summary Our agency supports second-chance employment for individuals who were previously incarcerated, or Justice-involved. We invite all potential applicants to apply for positions for Which they may be qualified. Please Note: * A criminal background check will be conducted on the candidate finalist prior to the offer of employment. * If no applicants apply who meet the required competency and T&E requirements, then management may consider other applicants. * Salary will be determined based on competencies, equity, budget, and market considerations. * Resumes will not be accepted in lieu of completing an electronic application. The application must be completed in full detail (including work history) for your qualifications to be considered. * Failure to complete the application completely may result in you not being considered for the vacant position. * Your application for the position will not be completed until you receive an online confirmation number at the end of the process of applying for a position. * If you have general questions about the application process, you may contact Human Resources at ************. Individuals with disabilities requiring disability-related accommodation in the application and interview process, please call ************.

Located in Winston-Salem, NC, Forsyth Academy opened in 1999 and serves students K-8. At Forsyth, you can connect passion with purpose. To learn more about Forsyth Academy click here. Why Choose Forsyth Academy: Exceeds local standards with unique teacher support especially to beginner teachers. Mentors for new teachers and weekly meetings with Deans. Biyearly staff survey with administrator-led action steps in response. Recognized for growth 2023-2024 school year. Safe learning environment with locked classroom doors, Raptor secure check-in system, cameras inside and outside the school building, staff members always wear badges and carry walkie talkies. Duties and Responsibilities: Create a classroom environment that is engaging and conducive to learning. Leverage a curriculum proven to drive the academic success of students. A set of curricular resources are there for you to take and implement in your classroom based on the needs of students. Analyze and use student data to inform your teaching. Participate collaboratively and professionally with fellow teachers and support staff to meet the goals and individual needs of each student. Qualifications: Hold a valid teacher license or meet alternative requirements. NHA will support you through your alternative certification journey. Please click here to find out more about our core values. National Heritage Academies is an equal-opportunity employer.

Middle School Science Teacher Summit School | Winston-Salem, NC Position Type: Full-Time, Middle School (Grades 6-8) Target Start Date: August 2026 (Aligned with the SEED Center Grand Opening) About Summit School & The SEED Center Nestled in the heart of Winston-Salem, Summit School is an independent day school serving approximately 560 students from 3 years old through Grade 8. Since 1933, we have been dedicated to pioneering excellence in education. In August 2026, we are proud to launch the SEED Center-Summit's newest learning environment. Designed to support innovative teaching and hands-on discovery, the SEED Center is a flexible, purpose-built hub where learning extends beyond traditional walls. With over 10,000 square feet of indoor learning space and 15,000 square feet of outdoor space, featuring an 1,800-square-foot greenhouse, outdoor classrooms, and raised garden beds, the SEED Center invites creativity, collaboration, and real-world application. The Opportunity Summit School is seeking a passionate, full-time Middle School Science Teacher to join us at this pivotal moment. We are looking for an educator who is excited to leverage the SEED Center's resources to deliver a concept-based curriculum for Grades 6 through 8. At its core, the SEED Center is defined by a culture that trusts and empowers educators. We encourage our teachers to innovate, collaborate, and bring bold ideas to life in an environment grounded in curiosity, relationships, and growth. Purpose and Core Focus The teacher will design and deliver a curriculum that introduces students to foundational principles in the life, physical, and biological sciences. Utilizing the SEED Center as a primary "living lab," the goals are to: Build Foundational Scientific Literacy: Transition students to the advanced thought necessary for Upper School success. Emphasize Inquiry-Based Learning: Design and supervise hands-on laboratory and field experiences where students safely collect, analyze, and interpret data. Foster Critical Thinking: Utilize the SEED Center's greenhouse and outdoor classrooms to explore how science shapes students' understanding of themselves and their environment. Duties and Responsibilities Instructional and Curriculum Innovation Develop and implement an engaging, standards-aligned science curriculum that maximizes the use of the SEED Center's 25,000 square feet of indoor/outdoor space. Utilize the 1,800-square-foot greenhouse and raised garden beds for project-based learning in biology, ecology, and sustainability. Integrate technology effectively to enhance learning, data analysis, and scientific communication. Design assessments (formative, summative, and project-based) that evaluate conceptual understanding and laboratory skills. Manage the procurement and safe storage of all lab materials, maintaining strict health and safety protocols within a modern facility. Community and Professional Obligations Collaborate with Colleagues: Work within the SEED Center's collaborative culture to ensure vertical and horizontal curriculum alignment. Serve as Advisor: Provide mentorship and support to a group of middle school students, fostering a sense of belonging and honor. Experiential Learning: Actively participate in the school's experiential learning programs and contribute to the vibrant campus life (meetings, lunch, carpool, and extracurricular events). Qualifications Education: Bachelor's degree in Science, Science Education, or a related field (Advanced degree preferred). Experience: Previous experience teaching science at the middle school level (Grades 6-9). Pedagogy: A strong commitment to student-centered, inquiry-based, and experiential learning. Adaptability: A self-starter with a growth mindset, eager to explore new pedagogical practices in a brand-new, flexible facility. Cultural Competence: A commitment to the school's Statement of Belonging, fostering an inclusive environment where all children flourish. Physical Requirements Must be able to traverse the campus and adjust one's tone and height by bending or leaning in order to teach children. Must be able to provide adequate supervision to students in varied settings, including outdoor classrooms and the greenhouse. Must be able to lift up to 15 pounds and perform standard classroom/lab tasks. How to Apply If you are a bold innovator ready to contribute to a supportive and forward-thinking learning community, we invite you to submit your resume for this unique opportunity.

The Clinical Education Coordinator is responsible for the planning, coordination, implementation, and evaluation of all clinical education activities within the Medical Sonography Program. The position ensures that clinical experiences are fully aligned with didactic coursework, accreditation requirements, clinical site expectations, and the holistic professional development of each student. The Coordinator cultivates strong partnerships with clinical affiliates, faculty, and students, recognizing that clinical learning involves both technical skill development and meaningful professional relationships. The role emphasizes ethical practice, psychological safety, empathy, and student-centered mentorship to support growth, professionalism, and clinical competence. Minimum Qualifications Required: * Associates degree or higher in Diagnostic Medical Sonography. Note: Degrees and hours must be from a college accredited by a United States Department of Education accepted accrediting agency such as SACS. * Minimum two-years full-time clinical experience as a Registered Diagnostic Medical Sonographer. * Minimum two-years experience as a clinical instructor, preceptor, or faculty educator. * Current credentials through ARDMS in Abdomen and OB/GYN. Preferred Qualifications Preferred: * Bachelor's degree in a related field. * Current credentials through ARDMS in Vascular. * Experience in educational program administration, leadership, clinical processes. * Demonstrated success in student mentorship, conflict resolution, and professional coaching. Essential Duties Teaching and Learning: * Assume responsibility for teaching assignments as recommended by the Program Coordinator or Department Chair and approved by the dean. * Adhere to the departmental course guidelines and ensure that content includes program and accreditor-approved competencies. * Assume responsibility for accurately maintaining all required college records including attendance and grade reports. * Develop, coordinate, and oversee clinical placements across ADB, OBGYN, and/or Vascular specialty tracks to ensure breadth and depth of experience. * Provide clinical instruction, evaluation, and ongoing performance feedback to support each student's Journey toward competency and professional readiness. * Monitor student progression, clinical hours, evaluations, and remediation plans when necessary. * Collaborate with program faculty to integrate clinical and classroom instruction. * Participate in curriculum review and revision to maintain alignment with evolving professional practice and accreditation requirements. * Maintain accurate student records, clinical documentation, site agreements, and accreditation files. * Facilitate the learning process by designing and implementing inclusive instructional activities that are meaningful and maximize student outcomes. * Adhere to departmental course guidelines and ensure content includes program, state, and JRCDMS approved competencies. * Communicate with clarity, compassion, and professionalism in both written and verbal formats. Continuous Development: * Maintain current licensure, certification or other professional credentials required for position. * Ensure clinical sites are compliant with accreditation standards and affiliate agreements; assist with documentation and audits. * Assist with program review, advisory board reporting, accreditation documentation, and strategic planning. * Participate in budgeting planning for clinical-related materials, equipment, and resources. * Assist in accreditation and assessment processes including preparation for Self-Study, Site Visits and Annual reports are required by JRCDMS for National Accreditation. * Proactively seek opportunities for growth of curriculum, program partnerships, and interdepartmental development. Build a Culture of Belonging: * At Forsyth Technical Community College, we will intentionally design the college experience to ensure each learner has what they need to be successful. * Recruit, orient, mentor, and evaluate clinical instructors and preceptors. * Uphold a supportive, empathetic learning culture that prioritizes belonging, respect, and psychological safety. * Demonstrate empathy, authenticity, and relational awareness in interactions with students and clinical partners. Model reflective practice, emotional maturity, and ethical decision-making. * Approach conflict or performance concerns with respect, curiosity, and solution-focused dialogue. * Maintain confidentiality and security of sensitive information. * Pursue continuous improvement in the areas of subject matter expertise; teaching and learning; the use of educational technology; and other areas related to the strategic goals of the college. At Forsyth Tech we cultivate a culture of belonging where every member - students, staff, and faculty - are valued, respected, accepted and encouraged to use our true and authentic self and the voice of our unique characteristics and experiences. Physical Demands Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * The employee will need to regularly operate and use computers, phones and other electronic equipment. * The employee will frequently communicate and must be able to exchange accurate information with others. * The employee may need to move around their office and/or campus to attend meetings/ classes and to access files, machinery or other job-related tools. * The employee may need to lift and/or move equipment, tools or paperwork up to 25 pounds. * The employee may need to position themselves by reaching, stooping, kneeling or crouching in order to adjust or collect equipment and/or supplies. * Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. Workplace Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Encounters low to moderate noise levels in the work environment. * May encounter low to moderate exposure to toxic or caustic materials.

Department: 34208 High Point Medical Center - Nursing Education Status: Full time Benefits Eligible: Yes Hours Per Week: 40 Schedule Details/Additional Information: Various shifts to meet departmental operations partnering with Leadership and focus on teammate educational needs Pay Range $41.10 - $61.65 The Clinical Educator coordinate and conducts education for nursing staff, which will enhance quality and safe patient care. Responsible for ensuring nursing staff within the service line units are educated to assess and identify patient care needs for assigned patients. Education is provided based on unit/patient needs and includes but is not limited to service line academies, skill-based competency, equipment use expertise, and/or clinical assessment competency. Collaborates with Director of Clinical and Life Support Education, Manager of Clinical and Life Support Education, Directors of Nursing, and Nurse managers to provide learning sessions to enhance staff knowledge and competency in the management of cost effective/clinically effective complex patient and family centered care. Education / Experience: Graduation from an accredited school of nursing required; BSN required, three years clinical experience in area of interest required. Reports To: Matrix Model: Service Line Nurse Manager and Manager of Clinical and Life Support Education, works collaboratively with Nursing Practice Development Specialist Licensure, Certification and / or Registration: Current licensure to practice as a Registered Nurse in applicable state. BCLS required. National certification in specialty preferred, encouraged to obtain within one year of hire. Essential Functions: 1. Teaches and demonstrates proficiency in patient physical assessment skills, patient care and nursing skills (i.e. mobility, respiratory care, nutrition, pain management, oral care, preventing infection, lift equipment, vital sign monitoring equipment). 2. Reinforces policies and procedures, protocols and guidelines with nursing staff. 3. Coordinates nursing centered rounds and bedside reporting in conjunction with the Nurse Manager/Case Manager with an ability to phase in multidisciplinary rounds. 4. Provides service line specific unit educational programs in collaboration with preceptors and Nursing Practice Development Specialist (NPDS) in class settings, informal on-site settings. Monitors compliance and attendance rosters. 5. Ensures the quality of professional services by demonstrating and maintaining competency through updating knowledge and skills and continuing professional growth. 6. Communicates in an effective, positive, and professional manner role modeling behaviors associated with Wake Forest Baptist Health Behavioral expectations. 7. Collaborates with nurse manager, assistant nurse manager, preceptors and NPDS to design, implement, and evaluate the nursing units orientation and annual needs assessment education plan. 8. Creates and maintains a safe and therapeutic environment for patients, self, co-workers, and facility including assisting in teaching interpretation of and developing strategies to address nurse sensitive indicators and performance improvement. 9. Supports provision of age/developmentally appropriate patient care in accordance with Age/Developmental Specific Care Guidelines for the specific age groups served. Skills and Qualifications: Proficient in use of Microsoft Office Ability to work collaboratively and maintain confidentiality. Effective organizational, interpersonal, and communication skills. Ability to critically think, exercise judgment and discretion for problem solving and decision-making. Ability to prioritize work independently and meet deadlines. Positive negotiation and conflict resolution skills. Knowledge of policies and procedures. Ability to synthesize and prioritize knowledge. Ability to tailor teaching to different learning styles. Understanding of adult learning principles and instructional design. Physical Requirements: Amount of time spent performing the following activities: 0% 35% 65% to to to 35% 65% 100% N/A Activity X Standing X Walking X Sitting X Bending X Reaching with arms X Finger and hand dexterity X Talking X Hearing X Seeing Lifting, carrying, pushing and or pulling: X 20 lbs. maximum X 50 lbs. maximum X 100 lbs. maximum Work Environment: Subject to many interruptions Subject to irregular hours Subject to varying and unpredictable situations May be exposed to infections and contagious diseases Our Commitment to You: Advocate Health offers a comprehensive suite of Total Rewards: benefits and well-being programs, competitive compensation, generous retirement offerings, programs that invest in your career development and so much more - so you can live fully at and away from work, including: Compensation Base compensation listed within the listed pay range based on factors such as qualifications, skills, relevant experience, and/or training Premium pay such as shift, on call, and more based on a teammate's job Incentive pay for select positions Opportunity for annual increases based on performance Benefits and more Paid Time Off programs Health and welfare benefits such as medical, dental, vision, life, and Short- and Long-Term Disability Flexible Spending Accounts for eligible health care and dependent care expenses Family benefits such as adoption assistance and paid parental leave Defined contribution retirement plans with employer match and other financial wellness programs Educational Assistance Program About Advocate Health Advocate Health is the third-largest nonprofit, integrated health system in the United States, created from the combination of Advocate Aurora Health and Atrium Health. Providing care under the names Advocate Health Care in Illinois; Atrium Health in the Carolinas, Georgia and Alabama; and Aurora Health Care in Wisconsin, Advocate Health is a national leader in clinical innovation, health outcomes, consumer experience and value-based care. Headquartered in Charlotte, North Carolina, Advocate Health services nearly 6 million patients and is engaged in hundreds of clinical trials and research studies, with Wake Forest University School of Medicine serving as the academic core of the enterprise. It is nationally recognized for its expertise in cardiology, neurosciences, oncology, pediatrics and rehabilitation, as well as organ transplants, burn treatments and specialized musculoskeletal programs. Advocate Health employs 155,000 teammates across 69 hospitals and over 1,000 care locations, and offers one of the nation's largest graduate medical education programs with over 2,000 residents and fellows across more than 200 programs. Committed to providing equitable care for all, Advocate Health provides more than $6 billion in annual community benefits.

Job DescriptionSalary: 40K-50K Be a part of a teacher DREAM TEAM that offers a rigorous curriculum in a structured and joy-filled environment. General responsibilities include (but are not limited to): Teaching rigorous curriculum in a high-quality and exciting way Thriving as part of a team-oriented, mission-driven school culture and implementing school-wide policies withinclassrooms and throughout the campus Committing to constant professional growth through feedback, coaching, and professional development Using student achievement data to set ambitious academic goals for students Constantly assessing student progress, and communicating results to families and colleagues Providing individual or small group instruction for students who need additional assistance Committing totutoring, after school activities, and being a part of the larger school community Qualified candidates have: Bachelors Degree required (relevant fields include education, math, science, interdisciplinary studies) At least two years of working with youth Ability to further education to become licensed in the state of North Carolina - Required acceptance to EPP Program Benefits: Competitive benefit package; health insurance support for licensed staff 4-Day Instructional Week Two self-care Fridays per month Freedom to teach and be great!

Job Description Emerge Pediatric Therapy Who are we? Emerge Pediatric Therapy is a leader in Occupational, Speech and Physical Therapy. We are a woman owned, small business who has been serving the Triangle Area for over 20 years. What do we do? Emerge Pediatric Therapy provides therapeutic services to support the children and their families in our community. We empower caregivers to help their children develop into confident children. We also support our therapists. We want to see our therapists grow in their careers. Where are we going? We have grown our practice to better serve more of the Triangle and surrounding areas. Since 2020, we have opened two additional locations to now include, Cary, Carrboro and Durham. Emerge Pediatric Therapy is a growth-driven practice. Our future goals include continuing to expand our team, to further develop our teams' specialty skills, and to become the #1 sought-after pediatric clinic for both our clients and employees. Be celebrated… We love a good celebration Milestone celebrations Staff social events Coffee and treat days Do you love school based practice but don't love what comes with it (read: IEPs, restricted to what you can address...)? The School Based Occupational Therapist position at Emerge Pediatric Therapy just might be what you are looking for! While this position carries out services within the school, the position functions more like a clinic based services in regard to flexibility to work on any OT related goals. You will be a part of a multidisciplinary school based team, and also have the support of the Durham clinic location for utilization of materials and resources. The ideal candidate for this position will have foundational knowledge of sensory processing and how that impacts students, as well as be eager to learn, grow and develop as a clinician. This therapist will fulfill our community school contracts in the Durham - Chapel Hill area. Essential Functions/Responsibilities Thorough and timely evaluations Upholding the reputation of the company by carrying out highly beneficial treatment sessions Educating clients/families on the plan of care so that carryover and consistency are achieved Therapy completed in a fun, creative way that adheres to guidelines of best practice Accurate charges submitted in a timely manner Achievable goals that are met in a timely manner Completing discharge summaries at the conclusion of care Completion of data tracking on a weekly basis Seeking parent recommendation(s) and/or review(s) Genuine promotion of the company in the community Experience and Certification NC therapy licensure in good standing Knowledge, Skills, and Attributes Flexible with the ability to adapt quickly to changes Exhibits responsibility and professionalism Good communication skills Desire to learn and advance skill set Driven to reach goals/targets Creative Ability to start and foster relationships Effective and efficient problem solver Excellent attendance record and punctuality Likes to work in a fast-paced environment with others Enjoys the pediatric population and their families Ability to work effectively in a deadline-driven, multi-priority environment; exhibit consistent usage of effective time management skills and appropriate resource management; communicates interferences and delays to supervisor. Provides others with timely and organized information; provide clear directions, shares responsibility and accountability; includes and consults with appropriate individuals as needed. Provides accurate results that are thought-out, complete; exhibits high standard for excellence, attention to detail; relays information that is sufficiently detailed and provides desired effect from customer. Ability to use logical methods to solve problems while producing effective solutions; probes all appropriate resources for solutions; takes initiative to identify and improve systems and processes. Ability to relate well with all types of people, attentive and active listener; patience to hear others out and build rapport with dignity and tact; ability to effectively manage change and support and promote acceptance; encouraging, motivating, clear and effective communicator. Multilingual Therapist Pay Differential Eligibility Emerge employees who are customer-facing (including but not limited to therapists and administrative staff) or who otherwise may need to use a language other than English in their position may be eligible for an increased pay rate based on their proficiency in the language and the need for the language to be used at Emerge.

MISSION: School of the Arts for Boys Academy (SABA) empowers and BUILDs culturally and linguistically diverse boys to be strong, creative academic scholars, critical thinkers, and community leaders through a culturally responsive arts-based education. REPORTS TO: Head of School SUPERVISES: May coordinate and direct the activities of teacher assistants (if applicable). PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development. Provides services to assist students in achieving a better understanding of specific subject material and in improving academic capabilities in designated areas. Collaborates with the Head of School and staff members to assess students' needs and how best to address them. NATURE OF WORK: Under the general supervision of the Head of School, to develop students' interest, abilities, talents and skills for artistic expression and creativity in the arts, as well as aesthetic understanding and appreciation by implementing Board approved curriculum; documenting teaching and student progress/activities/outcomes; developing lesson plans; modeling the necessary skills to performing assigned tasks; providing a safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations, goals, etc. DUTIES AND RESPONSIBILITIES A. MAJOR FUNCTION: Management of Instructional Time The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task. B. MAJOR FUNCTION: Management of Student Behavior The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non- instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student. C. MAJOR FUNCTION: Instructional Presentation The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity. GCS, Rev. 2/06 D. MAJOR FUNCTION: Instructional Monitoring of Student Performance The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students' performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time. E. MAJOR FUNCTION: Instructional Feedback The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time. F. MAJOR FUNCTION: Facilitating Instruction The teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program. G. MAJOR FUNCTION: Interacting Within the Educational Environment The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community. H. MAJOR FUNCTION: Performing Non-Instructional Duties The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth. ADDITIONAL JOB FUNCTIONS Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to 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 receiving instructions, assignments and/or directions from superiors. Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory. 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 office equipment. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone. KNOWLEDGE, SKILLS AND ABILITIES Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity. Ability to master knowledge of curriculum and best practices for culturally responsive teaching. Ability to motivate students. Ability to maintain a clean and orderly environment. Ability to perform general clerical duties. Ability to maintain order and discipline in a classroom. Ability to operate common office machines. Ability to maintain basic files and records. Ability to understand and follow oral and written instructions. Ability to establish and maintain effective working relationships as necessitates by work assignments. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.