Math tutor jobs in High Point, NC - 368 jobs

Job Description The Sylvan of High Point is looking for an UPPER-LEVEL MATH tutor who can work with students at the high school math level. If you are motivated to make a difference by supporting the ever-growing need for educational support and dedicated to delivering quality, personalized tutoring, then we want to hear from you! No lesson planning or grading required - do what you love to do - TEACH! Afternoon/evenings needed, and Saturday mornings also available. REQUIREMENTS: Be able to teach at least up to Algebra 2 and Geometry Previous teaching or training experience preferred Afternoon/evening availability required at least 2 days/week. BA/BS preferred but not required We provide the training, curriculum, and resources for success. Apply today! We look forward to meeting you!

REPORTS TO: Principal SUPERVISES: May coordinate and direct the activities of teacher assistants. 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. 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 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.

FUNCTIONAL PURPOSE The purpose of this position is to provide tutorial services to assist students in achieving a better understanding of specific subject material and in improving academic capabilities in designated areas. Collaborates with the school principal and staff members to assess students' needs and how best to address them. This position works on an "as needed" basis. DUTIES AND RESPONSIBILITIES: * Provides academic assistance to assigned tutees, either in a group or individually. * Helps student develop positive attitudes toward learning and studying. * Assists students in developing the study skills necessary for academic success. * Helps students develop self-confidence, raise self-concept, and reduce anxiety or fear of failure in academic work. * Establishes and maintains rapport with assign student(s). * Serves as a role model for students being served. * Performs other related duties as assigned. REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES: * Knowledge of the curriculum for the grade. * Ability to motivate students. * Ability to understand and follow oral and written instructions. * General knowledge of student handbook rules. * General knowledge of procedures to follow in the event of an emergency. * Ability to constantly monitor the safety and well-being of students. * Ability to maintain order and discipline. * Ability to establish and maintain effective working relations as necessitated by work assignments. EDUCATION AND EXPERIENCE REQUIREMENTS: * Minimum: High School Diploma/GED PLUS a minimum of 48 hours of college level coursework with a minimum GPA of 2.0. Pay Rate - Licensed ($26/hour) and non-licensed ($18/hour) PHYSICAL WORK DEMANDS: PHYSICAL ACTIVITY FREQUENCY C - Constant F - Frequent O - Occasional I - Infrequent NR - Not Required PHYSICAL ACTIVITY FREQUENCY C - Constant F - Frequent O - Occasional I - Infrequent NR - Not Required Climbing/Balancing I Lifting/Carrying O up to 30 lbs. Crawling/Kneeling I Grasping/Twisting O Walking F Reaching F Running I Pushing/Pulling O Standing F Fingering/Typing F Sitting F Driving F requires driving car between sites Bending/Stooping O Others: In compliance with Federal Law, Winston-Salem/Forsyth County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age, or disability. When applying, please make sure to include all prior experience in your application. Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor.

Title: Saturday Academy Instructor, Math Reports To: Senior Manager of Teaching and Learning FLSA: Part-time, Seasonal Compensation: $40/hr There will also be future Saturday opportunities for Fall and Summer semesters. Position Overview Instructors will join SEO's community of passionate educators to implement a rigorous college prep curriculum for motivated and driven high school students. Using our original curriculum and a student-centered approach to teaching and learning, instructors play an integral part in supporting our Scholars' journeys to a competitive college and beyond. Instructors promote depth of understanding and skill acquisition by serving as a coach and facilitator of learning. SEO North Carolina is a bichronous program for Scholars with lesson instruction is held 100% online, facilitated through Zoom. The Courses Instructors will be placed depending on their self-reported proficiency and demo lesson. The math courses offered at SEO include: Numbers and Operations (9th Grade Spring), Graphs and Relationships (10th Summer), and Algebra/Pattern and Structure (10th Fall) Courses Skills include: properties of numbers; expressions, equations, and identities; ratio and rate; percentages; proportional reasoning; irrational numbers; linear, quadratic, and exponential functions (including compound growth formula); algebraic representation of functions; graphing functions and identifying key characteristics; modeling real-world situations with functions; systems of equations and inequalities; algebra with exponents; fractional exponents and roots; algebra with rational expressions and equations; properties 2D and 3D geometric figures; introduction to coordinate geometry. Trigonometry (10th Spring), Precalculus (11th Summer), and SAT Math (11th Fall) Courses Skills include: triangle geometry and special triangles; trigonometric functions; inverse trig functions; radian measure; the unit circle; graphing and modeling with sine and cosine functions; unit analysis; function notation, including function composition and inverse functions; characteristics of graphs; transformations of graphs; average rate of change; introduction to limits; introduction to the derivative and the power rule; and content covered on the new digital SAT. For Spring 2026, the following math courses will be offered: 9th Math: Numbers and Operations 10th Math: Trigonometry The Sites SEO North Carolina is a bichronous program for Scholars with lesson instruction is held 100% online, facilitated through Zoom. Dates, Times, and Hours: Self-guided Asynchronous Instructor Training: New Instructional staff will complete Asynchronous Training that equates to 10 hours of work. This can be completed on your own time and will be completed prior to the start of programming. Instructor Orientations: 02/05, 5:30-8:00pm Synchronous Online Instruction Saturday Academy programming, 8:45am-2:15pm 12th Grade Programming dates: January: 10, 24, 31 February: 14, 28 March: 7, 14, 28 April: 11, 18 9-11th Grade Programming dates: February: 21, 28 March: 7, 21, 28 April: 11, 18 May: 2, 9, 16 Asynchronous Academic Support Be available to host office hours, meet with Student Advisor, and engage with Scholars' work asynchronously. Wednesdays from 6-7pm on select weeks: 12th Grade: January 12-15 January 26-29 February 17-19 March 9-12 March 16-19 April 13-16 9-11th Grade: February 23-26 March 9-12 April 6-9 April 13-16 April 27-30 May 11-14 Key Responsibilities: Instruction & Facilitation - Co-teach three to four periods including ELA and Advisory. When asked to cover for another instructor, lead the class on your own. Follow provided lesson plans and meet lesson objectives, abiding by SEO's articulated criteria for rigorous instruction and student engagement. Navigate Instructional Technologies - Learn and efficiently utilize our instructional technologies such as Brightspace (Learning Management System), Nearpod, G-Suite applications, and Zoom chat (instant messaging tool) in a Blended Learning environment. Content Preparation - Read, internalize, and practice all lesson plans and materials provided by SEO prior to teaching. Implement thoughtful adjustments to pacing and activities based on specific student needs. Tutoring and Academic Support- Host open-door lunch tutoring sessions with Scholars who want to come in and review skills learned from class, makeup missed work or lessons, or develop new skills. Classroom Culture - Project an energetic, engaging, and approachable persona to promote students' connection to the content, investment in the learning experience, and positive relationship to all members of the community. Collaboration with SEO Staff and Instructors - Attend all scheduled meetings, professional development trainings, check-ins, and debriefs and respond to all emails and Zoom chats in a timely manner. Responsiveness to Coaching and Feedback - Meet with your assigned instructional coach (Lead Instructor) at least twice during the semester to receive and implement feedback and recommendations from their classroom observations. Weekly Hours: Associate Instructors are allotted 10 maximum hours per week during their seasonal employment, made up of Standard and Flex Hours. Standard Hours are when the instructor must be working on site with staff or students instructing/co-teaching a class or engaging with an instructional prep or support period: Saturdays, 8:45am-2:15pm (with at least a 30 minute lunch) Flex Hours make up the additional “teacher work” educators know go into the job. This is time spent grading, preparing for the lesson, following up with Scholars, communicating with staff and Scholars, etc. These are hours put in outside of the required schedule and can be completed asynchronously throughout the week. Qualifications: Required: Minimum of a Bachelor's degree in content related field Teaching certification, K-12 classroom teaching experience, and/or experience teaching at the college or university level Comfortable with and skilled at working with and navigating technological learning systems Understanding and practice of student-centered pedagogy Experience working with high school-aged students Expertise and depth of knowledge in advanced high school-level ELA or Humanities Eagerness to engage in conversations analyzing the historical and continued causes of societal ills and challenges. Preferred: Secondary Education Degree and Certification Knowledge and experience with Universal Design for Learning (UDL) Certifications, PD course completions, and/or tertiary education in Instructional Technologies COMPENSATION Associate Instructors are compensated on a competitive hourly rate scale at $40/hour. This position averages 10 hours per week. The compensation listed reflects what SEO believes it will pay for this position at the time of this posting. Consistent with applicable law, compensation will be determined based on the skills, qualifications, and experience of the applicant along with the requirements of the position, and SEO reserves the right to modify this pay range at any time. This position is benefits ineligible in accordance with local, state, and federal regulations. EEOC Policy At SEO we are committed to cultivating a team that embodies the backgrounds and experiences of the constituencies we serve and the communities we live in, and a workplace that reflects the impact we make in the world. Candidates from all communities - including people of color, women, members of the LGBTQIA+ Community, veterans, and people with disabilities - are strongly encouraged to apply. Equal Employment Opportunity is not just the law, it is our commitment. Sponsors for Educational Opportunity is an Equal Opportunity/Affirmative Action Employer - M/F/D/V. We will consider all qualified applicants for employment regardless of race, color, ethnicity, religion, sex, gender, gender identity and expression, sexual orientation, national origin, disability, age, marital status, veteran status, pregnancy, parental status, genetic information or characteristics, or any other legally protected status. If you need accommodation while applying for a role with SEO, due to a disability, please email SEO Talent. THE ORGANIZATION Established in 1963 by Michael Osheowitz, SEO (Sponsors for Educational Opportunity) is an educational non-profit founded on the belief that talent is everywhere; but opportunity is not. Our programs are designed to educate, train, mentor, and amplify the voices of our participants to give them a seat at the table - every table. We propel human potential. SEO is an innovator in education, mentorship, and creating educational career opportunities that maximize the full potential of our participants. Each year SEO serves 7,000+ participants nationally, and the organization is widely recognized for developing best-in-class programs with exceptional results. Not every SEO participant is on the same journey, but all are hungry for opportunity and SEO creates an ecosystem of excellence. Learn more about SEO's programs here: **************************************

FUNCTIONAL PURPOSE The purpose of this position is to provide tutorial services to assist students in achieving a better understanding of specific subject material and in improving academic capabilities in designated areas. Collaborates with the school principal and staff members to assess students' needs and how best to address them. This position works on an “as needed” basis. DUTIES AND RESPONSIBILITIES: • Provides academic assistance to assigned tutees, either in a group or individually. • Helps student develop positive attitudes toward learning and studying. • Assists students in developing the study skills necessary for academic success. • Helps students develop self-confidence, raise self-concept, and reduce anxiety or fear of failure in academic work. • Establishes and maintains rapport with assign student(s). • Serves as a role model for students being served. • Performs other related duties as assigned. REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES: • Knowledge of the curriculum for the grade. • Ability to motivate students. • Ability to understand and follow oral and written instructions. • General knowledge of student handbook rules. • General knowledge of procedures to follow in the event of an emergency. • Ability to constantly monitor the safety and well-being of students. • Ability to maintain order and discipline. • Ability to establish and maintain effective working relations as necessitated by work assignments. EDUCATION AND EXPERIENCE REQUIREMENTS: • Minimum: High School Diploma/GED PLUS a minimum of 48 hours of college level coursework with a minimum GPA of 2.0. Pay Rate - Licensed ($26/hour) and non-licensed ($18/hour) PHYSICAL WORK DEMANDS: PHYSICAL ACTIVITY FREQUENCY C - Constant F - Frequent O - Occasional I - Infrequent NR - Not Required PHYSICAL ACTIVITY FREQUENCY C - Constant F - Frequent O - Occasional I - Infrequent NR - Not Required Climbing/Balancing I Lifting/Carrying O up to 30 lbs. Crawling/Kneeling I Grasping/Twisting O Walking F Reaching F Running I Pushing/Pulling O Standing F Fingering/Typing F Sitting F Driving F requires driving car between sites Bending/Stooping O Others: In compliance with Federal Law, Winston-Salem/Forsyth County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age, or disability. When applying, please make sure to include all prior experience in your application. Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor.

Title I Tutor (Certified) Term of Employment: 15 hours/week; Temporary thorugh end of 2025-2026 school year Reports To: Principal Pay Information: $25.00 per hour General Statement of Job Under general supervision, it provides tutorial services to assist students in achieving a better understanding of specific subject material and in improving academic capabilities in designated areas. Collaborates with the school principal and staff members to assess students' needs and how best to address them. Work is on an “as needed” basis. Reports to the Principal or designee. Essential Job Functions Provide academic assistance to assigned tutees, either in a group or individually Help students develop positive attitudes toward learning and studying Help students develop self-confidence, raise self-concept, and reduce anxiety or fear of failure in academic work Help students develop the study skills necessary for academic success Establish and maintain rapport with the assigned student(s) Serve as a role model for students being served Knowledge, Skills and Abilities General knowledge of student code of conduct General knowledge of procedures to follow in the event of an emergency Some knowledge of the curriculum for the grade Ability to constantly monitor the safety and well-being of students Ability to motivate students Ability to maintain order and discipline Ability to operate common office machines Ability to understand and follow oral and written instructions Ability to establish and maintain effective working relationships as necessitated by work assignments Minimum Training and Experience Certified: Must hold valid NC teaching license Minimum Qualifications or Standards Required to Perform Essential Job Functions Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. 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 receiving instructions, assignments or directions to subordinates or assistants. Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. 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 give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal 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. 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. 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.

Transform your Career at ECPI University Since 1966, ECPI University's dedicated employees have worked tirelessly to help students achieve their goals via hands-on training and career-focused education. Our employees are dynamic, caring professionals ready to make a difference in people's lives. If you are seeking a stable work environment, comprehensive training, personal and professional growth opportunities, and job satisfaction knowing your work makes a positive difference in people's lives, we would love to hear from you and discuss the opportunity. The primary role of the Student Tutor is to support ECPI University's mission to supplement student learning in the classroom by providing free tutorial services for students. This position requires the employee to have excellent communication skills and the ability to adapt his or her teaching methods to meet the needs of the student, as well as have a desire to see students succeed at the university. The Student Tutor may be required to implement instructional activities in both individual and group tutorial sessions. Specific responsibilities are listed below. Responsibilities Tutor specific nursing subjects to individuals or small groups Monitor students' attendance and progress Document and communicate student progress Refer students to Director of Nursing: When students do not show for scheduled tutoring sessions When unsatisfactory progress is noted in tutoring sessions If additional difficulties are encountered in the tutoring sessions If tutor suspects student requires additional University resources Support and encourage independent learning Coordinate meetings and schedules with students as needed Serve as a resource for other tutors in the same subject matter Complete data entry tasks using required database software (Canvas, Microsoft Teams, Moodle, Excel) Participate in education programs for developing teaching techniques and skills Perform miscellaneous duties as directed Qualifications Graduated from the PN, RN, BSN or MSN programs, or actively enrolled as a nursing student in nursing at ECPI University and have completed 75% of the program Solid academic standing (3.3 cumulative GPA or above required) and demonstrated success in the course to be tutored Ability to work with minimal supervision DON and faculty recommendation Ability to maintain confidentiality Excellent interpersonal, organizational and communication skills. Must be comfortable providing tutoring services via face-to-face or by using social distancing electronic methods (Zoom, Microsoft Teams).

Rowan-Cabarrus Community College is seeking part-time Math Tutors. Tutors must be knowledgeable in their field and able to work with students in order to meet their individual needs. The professional tutors and peer tutors are under the direct supervision of the Director of Tutoring Services. This position will be at South Campus in Concord, NC.

Job Title: Part-Time Tutor (location to be determined) Job Type: Part-Time Hours: Varies between 7:30 - 3:15 M-Th We are seeking a dedicated and enthusiastic part-time tutor to support the academic growth of students at Uwharrie Charter Academy. The ideal candidate will be passionate about education and able to inspire and motivate young learners. The tutor will provide personalized instruction in one-on-one or small-group settings, helping students understand key concepts, complete homework, and prepare for exams. Key Responsibilities: Provide individualized tutoring in Math and Reading. Assess each student's strengths and weaknesses and track data. Prepare students for tests and exams by reinforcing key concepts. Communicate progress and areas of concern with administration and teachers. Use a variety of teaching methods to accommodate different learning styles. Foster a positive and encouraging learning environment. Maintain accurate records of tutoring sessions and student progress. Qualifications: A passion for education and working with young learners. Previous experience tutoring or teaching students. Strong knowledge of the subjects being tutored. Excellent communication and interpersonal skills. Patience, adaptability, and creativity in teaching methods. Ability to motivate and engage students in learning. A bachelor's degree in Education or a related field is preferred, or appropriate experience in tutoring Additional Requirements: Background check and drug screening required

Tutor various subjects both in person or virtually as determined by the strengths of the applicant and needs of the Academic Support Center staff. Essential Duties and Responsibilities A. Meeting with students outside of class time to help them complete course-related work. B. Maintain documentation on the courses and times tutored and submit records to the Writing Lab Coordinator. C. Performing other job specific duties as assigned by the Writing Lab Coordinator of the ASC. General Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily and must meet the requirements listed below that represent the knowledge, skill, and/or ability necessary to be successful. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. LANGUAGE SKILLS: * Ability to write using proper grammar and punctuation. WRITING SKILLS: * Excellent writing skills and knowledge of different citation styles of documentation. CLERICAL/COMPUTER SKILLS: * Competent in the use of Microsoft Office 365 products. Familiar with Microsoft Teams application. OTHER SKILLS and ABILITIES: * Understanding of and commitment to the unique nature and role of the College and to the philosophy of the community college system. Required Qualifications * High School Diploma or Equivalent * Knowledge of subject area(s) tutoring * Experience/proficiency with tutoring college students * Interpersonal skills * Basic computer skills * Punctuality * Dependability * Accurate record-keeping skills Preferred Qualifications * Able to travel to main campus * Willing to work in a virtual environment Certificates, Licenses, Registrations 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 job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * While performing the duties of this job, the employee is regularly required to talk or hear. * The employee frequently is required to sit. * The employee is occasionally required to stand; walk; use hands to handle, or feel objects, tools, or controls; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. * The employee must occasionally lift and/or move up to 10± pounds. * Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Work 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. * While performing the duties of this job, the employee occasionally works in outside weather conditions. * The noise level in the work environment is usually quiet. Position Budget Information

The Student Tutor provides one-on-one or small group academic support to students in various subjects, helping them understand course material, develop study skills, and improve their performance by clarifying concepts, solving problems, and addressing specific learning challenges while fostering a positive and encouraging learning environment. * Tutoring students in a qualified subject. * Maintaining detailed records of each meeting. * Other duties may be assigned as deemed appropriate and/or necessary by the Counselor/Title IX Coordinator, Dean of Student Services, or Administration. * Strong academic background in the subject area * Excellent communication and interpersonal skills * Ability to adapt teaching methods to different learning styles * Patience and enthusiasm for helping students succeed * Experience with tutoring or teaching preferred Peer Tutors: * Current MCC student in good academic standing. Non-Student/Professional Tutor: * Associate's degree required. * Bachelor's degree preferred. * Must have completed the course in which you would like to tutor with a B or better. * Must have an overall GPA of 3.0 or higher Equal Employment Opportunity Montgomery Community College provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex (including pregnancy), national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

Be part of something big. Davidson-Davie Community College is an award-winning institution that is committed to student learning and success, as well as the economic growth of the communities we serve. Our goal is to identify individuals who will assist in our mission, so that everyone has the opportunity to succeed at Davidson-Davie Community College. Our benefits and other resources make it possible to excel both professionally and personally. We are a dynamic community that supports and celebrates the success of our students, faculty and staff. The future is here! What you'll do on a typical day The Embedded Tutor is a grant funded position who acts as a facilitator, meaning that he or she is a current or former student who has already completed the course. The Embedded Tutor does not teach any material, but leads sessions in order to help students become more resourceful in their own learning. Embedded Tutors attend classes and meet with students to discuss material and answer questions regarding the material and key concepts. The Embedded Tutor gets his or her position by being highly recommended by an instructor. Embedded Tutors report to the Director, Learning Commons. Essential Job Functions: * Attend the selected course * Maintain current knowledge of course requirements and communicate with the instructor on a regular basis * Be prepared and be on time for each class * Maintain currency of campus resources available to students * Keep all information on students you work with confidential * Maintain a professional attitude at all times * Follow all procedures and policies set by the College * Communicate with supervisor when issues arise; notify supervisor and instructor if you must miss a class * Attend tutor training as required by the Director, Learning Commons * Assist in promoting awareness of academic support services among students * Maintain open, robust, and timely communication with supervisor * Submit timesheets to the Director, Learning Commons by set deadlines Your attributes Minimum Qualifications Required: * Must be a current or former student * Completion of course(s) being tutored with a B or better; if currently enrolled an average of A or B must be maintained * Recommendation from an instructor for each course being tutored * Possess good organizational and time management skill * Good interpersonal communication skills and ease in relating to people from varying educational, cultural, and social backgrounds * Be a model student who understands the importance and application of effective study skills and strategies * Excellent level of responsibility, reliability, and punctuality * Ability to work with two or more students in a tutoring session when necessary Preferred Qualifications: * A grade of an "A" in the course(s) being tutored * Strong oral and written communication skills * Experience as a tutor Work environment A climate controlled, contact center environment - filled with amazing people, incredible students and career opportunities. DISCLAIMER: The above information on this description has been designed to indicate the general nature and level of work performed by employees in this classification. It is not designed to contain or be interpreted as an exhaustive list of all responsibilities, duties and qualifications required of employees assigned to this job. ADA requirements include effective use of all forms of communication. Also necessary is critical thinking skills to process information and manage time and resources.

Who We Are: Across North America and all over the world, Mathnasium Learning Centers are committed to teaching children math so that they understand it, master it, and love it.Our world-class curriculum is built upon the Mathnasium Method™- the result of decades of hands-on instruction and development - and has changed the lives of children since 2002. Why Work with Us: At Mathnasium of Greensboro, we're passionate about both our students and our employees! We set ourselves apart by providing Math Instructor / Tutors with: A rewarding opportunity to transform the lives of 1st-12th grade students Consistent, but flexible part-time hours after school and on weekends A fun, supportive, and encouraging work culture Opportunities for advancement Continuous training on effective teaching methodologies All necessary curriculum and instructional tools If you are driven, motivated, and eager to make a difference, we would love to meet you! Job Responsibilities: Teach/tutor in-center, online, and/or via hybrid delivery using the Mathnasium Method™, terminology, and teaching practices Work collaboratively with team members to deliver individualized instruction in a group setting Assess students' learning progress and engagement throughout instructional sessions Become proficient with digital educational materials and processes Support the maintenance of a safe and professional learning environment Qualifications: Passion for math and working with students Excellent interpersonal skills Eagerness to learn and be trained Exceptional math competency through at least Algebra I Ability to balance various ongoing tasks All applicants will be required to take a math literacy test to demonstrate math proficiency, provide work authorization, and pass a background check. Compensation: $12.00 - $25.00 per hour Mathnasium locations are independently owned and operated by franchisees of Mathnasium Center Licensing, LLC ("Mathnasium"). Franchisees are independent business people and not employed by Mathnasium. Thus, each franchisee and each franchisee center is unique and the franchisee is alone responsible for all employment matters in their center. If you are hired to work at a center, the franchisee will be your employer, not Mathnasium.

Job Description Middle School (8th Grade) Science Teacher REPORTS TO: Middle School Director FLSA JOB CLASSIFICATION: JOB PURPOSE: Greensboro Day School seeks an experienced science teacher for a full-time Middle School (8th Grade) Science Teacher position for the 2026-2027 school year. Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research. The Middle School Science teacher promotes the development of scientific practices, cross-cutting concepts, and disciplinary core ideas across a range of topics/disciplines. Using hands-on labs, they will teach students foundational science skills and develop critical thinking, encouraging curiosity and exploration. This is a 10-month, on-campus position, five days per week, Monday through Friday, and requires occasional evening and weekend work. PRIMARY RESPONSIBILITIES: Teaches 4-5 sections of Middle School Science Coaches a Science Olympiad team (if teaching 4 sections) Facilitates a study hall every other day Advises 12-18 students during the dedicated advisory period Effectively plans, implements, and assesses student learning Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages Uses varied methods of instruction and assessment that are in accordance with the School's mission, Statement of Community, educational philosophy, and departmental curriculum and competencies Aligns curriculum with teachers of the same grade level or course Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student's learning potential Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning Clearly defines and communicates expectations for student success Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning Understands the strengths and growth areas of each student Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content Develops and regularly updates the curriculum framework and syllabi in collaboration with the Associate Head of School for People & Program, division director, department chair, colleagues, and/or consultants on an annual basis and during the curriculum review cycle Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook ADDITIONAL RESPONSIBILITIES: Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) Is active and present as a GDS community member by participating in school functions and students' extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) Serves as a chaperone during the annual Building Community Retreats (BCRs) as needed, which typically requires 1-3 nights of overnight chaperoning Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Teacher Competencies Kid Champion Chief modeler of respect, kindness, integrity, & responsibility Intellectually Curious Lover of learning for self and students Curriculum expert Culturally competent Proactive, Effective, & Professional Communicator Reflective Responsive Patient Position Requirements Bachelor's degree required; Master's degree or higher preferred; Degree in Science or related field of study preferred Successful teaching experience (minimum of two years preferred) WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: The position may require prolonged periods of sitting at a desk, standing to teach, and working on a computer. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Middle School Science Teacher.

Westchester Country Day School seeks substitute teachers for all grade levels (Pre-K through 12). Teaching license not required. To apply, please attach resume and complete the full application.

JOB TITLE: Substitute Teacher & Substitute Paraprofessional IMMEDIATE SUPERVISOR: Principal GENERAL DESCRIPTION: Under the direction of the building principal, the substitute teacher serves to provide instruction, supervision and classroom management in the absence of the classroom teacher. ESSENTIAL FUNCTIONS: * Reports to the office to sign in upon arrival; signs in, obtains any lesson plans, keys, substitute badge, etc. * Guides the learning process toward the achievement of curriculum goals. * Maintains, to the extent possible, the established routines and procedures of the school and classroom to which assigned. * Provides instruction according to lesson plans provided by the classroom teacher. * Creates a classroom environment conducive to learning and appropriate to the maturity and interests of the students. * Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. * Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation, pertaining to teachers and students. * Serves as a role model for professionalism and appropriate behavior for students. * Performs other tasks as assigned. EDUCATION AND EXPERIENCE: Required: * Minimum education of high school diploma. Preferred: * Associate's Degree from an accredited college or university or completion of 48 college credit hours from an accredited college or university or passing score on the ParaPro examination. * Skill or experience teaching or instructing others, typically students in a classroom setting. * Knowledge or experience with the tools, strategies and techniques used to engage students in learning and to maintain student behaviors. MINIMUM AGE TO APPLY FOR THIS POSITION: 21 years PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This is sedentary work requiring the exertion of up to 10 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects, and some light work requiring the exertion of up to 20 pounds of force occasionally, up to 10 pounds of force frequently, and a negligible amount of force constantly to move objects; work requires reaching, standing, fingering, grasping, and repetitive motions; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels, and to receive detailed information through oral communications and/or to make fine distinctions in sound; visual acuity is required for depth perception, color perception, preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts, operation of machines, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is not subject to adverse environmental conditions. SALARY RANGE: * Retired Teacher - $175.00 per day * Retired Teacher (long-term assignment after the 10th consecutive day) - $195 per day * Bachelors or Masters Degree - $130.00 per day * Bachelors or Masters Degree (long-term assignment after the 10th consecutive day) - $150.00 per day * High School Diploma/Associates Degree/ParaPro Test/2 years college - $115.00 per day * Substitute Teacher Aide (Special Education Only) - $115.00 per day * Substitute Support Staff - $115.00 per day FLSA CLASSIFICATION: Non-Exempt 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 for this job. HENRY COUNTY PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER.

Job Description GenerationEd Job title Substitute Program Head Start and Early Head Start Reports to Center Director General Description It is the responsibility of Substitutes to function as an assistant with groups of children according to assignment by the Center Director. Essential Duties and Responsibilities Assist the Teacher of any group as assigned by the Center Director Assist with plans and procedures for meeting individual needs of children in the group and assist in all tasks related to the activities of the children. Attend Parents' Meetings, center activities, and center staff meetings as requested. Be responsible for the group when the Teacher is absent or out of the group. Be acquainted with Agency Personnel Policies and use them as a guide for a positive working relationship with the agency. Perform other job-related tasks as assigned Bus monitoring duties as assigned. The bus monitor is responsible for providing support to the students during the transport, loading, and unloading of the school bus to ensure the safety of all passengers. Participate in after-hours family engagement and enrichment activities. Essential Qualifications Early Childhood Child Care Credentials preferred. High school diploma or GED required and must obtain Early Childhood Child Care Credentials within twelve months of hire. Bilingual (Spanish) preferred. Demonstrated ability to adjust to working with different age groups of children. Demonstrated 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 required by law. 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 Center for Academic Engagement's Professional Tutors provide effective tutoring to enhance the learning of students in specific subject areas. As a provider of learning support, the Professional Tutor responds to the individual needs of students by personalizing tutoring strategies and methodologies while building their self-efficacy, problem solving abilities, content mastery, and metacognitive skills. These learning processes may occur through in-person, online, and course embedded mediums. Physical Demands 1. Must be able to get to other offices, buildings, campus locations and off-site locations as necessary to complete requirements of the job. 2. Must be able to work flexible hours. 3. Physical requirements include periods of sitting at a computer and standing. 4. Must be able to lift, pull/push and carry up to 20 pounds. Other: Criminal history checks, with acceptable results, are required.

The Department of Mathematics and Statistics is accepting applications for Part-Time Instructors for the Spring 2026 semester. Part-Time Instructors are hired on a semester-by-semester basis to teach lower division mathematics or statistics courses offered by the Mathematics and Statistics Department. The maximum teaching load is 12 semester credit hours with either four 3-credit hour courses or three 4-credit hour courses per semester. Responsibilities include, but are not limited to: teaching precalculus algebra & trigonometry, precalculus, calculus or introductory probability & statistics courses, providing tutoring and other academic support to students, attending course instruction related training workshops, participating in data collection and assessment of student learning, and submitting teaching materials as part of semester teaching evaluation. The selected candidates are expected to foster understanding, appreciation, respect and values that embrace diversity and inclusivity on campus and in the broader community. Primary Function of Organizational Unit North Carolina A & T State University is a public, doctoral/research and 1890 land-grant university that enrolls over 13,500 students. The College of Science and Technology enrolls 2184 students. It is a national leader that serves and engages the citizens of the state of North Carolina, the nation, and the world through preeminence in science and technology education, research, discovery, and innovation. The College houses the departments of Applied Engineering Technology, Biology, Built Environment, Chemistry, Computer Systems Technology, Mathematics and Statistics, Physics, and the Ph.D. Program of Applied Science Technology. The College is experiencing substantial growth in enrollment, faculty size, curricula, and research. The Department of Mathematics and Statistics is an academic unit within the College of Science and Technology, seeking to provide undergraduate and graduate students with an inviting environment that inspires them to become leaders in their fields and areas of expertise. The Department of Mathematics & Statistics offers degree programs in Pure Mathematics, Applied Mathematics, Statistics and Data Science, and Mathematics Secondary Education at the B.S. level, Applied Mathematics, and Data Analytics at the M.S. level, and a doctoral concentration in Data Science and Analytics within the multidisciplinary PhD program in Applied Science and Technology. The Department also offers two minor programs in Applied Mathematics and Mathematics Secondary Education, and an undergraduate certificate program in Data Science and Analytics, and is a major contributor to an online graduate certificate program in Data Analytics offered by the Graduate College. North Carolina A&T State University and the College of Science and Technology are committed to expanding diversity and enhancing inclusion by promoting and cultivating a rich exchange of ideas and broad cultural awareness. Minimum Requirements Candidates must have a Master's degree in Mathematics, Statistics or Mathematical Education with at least 18 credit hours of graduate mathematics or statistics courses at time of application. Preferred Years Experience, Skills, Training, Education Candidates with 1-2 years teaching experience at the University or Community College level and with excellent interpersonal and communication skills, and a commitment to general education mathematics instruction, culturally responsive teaching and student success are preferred. Required License or Certification Is this position eligible for a remote or hybrid work arrangement, consistent with university and state policies.