Math tutor jobs in North Carolina - 2,477 jobs

University Instructors (UI) is seeking dynamic face-to-face elementary and secondary teachers and tutors with a passion for supporting students in grades K-12. In this role, you'll work in schools to directly help students overcome learning challenges in reading/literacy, math, science, and history. University Instructors partners with schools to provide students with purposeful learning experiences led by inspirational educators. If you are committed to having a meaningful impact through instructing students in both one on one and small group settings to enhance student achievement, please apply and a member of our recruiting team will reach out to you with more details. Responsibilities Roles and Responsibilities In this role, you'll: Have familiarity with a variety of learning platforms and course content, structure, and style within multiple subject areas (reading/literacy, math, science and history). Communicate and engage with students in a friendly and professional manner. Review relevant course information and/or content with students. Can respond to student questions in a positive, and supportive manner, and providing detailed explanations so that the student can grasp key course concepts. Assist students with test and quiz preparation by reviewing key course concepts. Bridge communications between students and teachers regarding specific course content. Communicate with UI program management on specific questions regarding relevant course content. Complete other duties as assigned. Knowledge and Skills We are looking for someone who can demonstrate: Adherence to professional teaching obligations and maintain subject matter expertise in the specific subject area(s) that you are assisting students in. Maintain an understanding of instructional pedagogies and methodologies. Strong oral and written communication skills. Sound attention to detail. Ability to work across multiple subject areas. Strong ability to work both independently with little supervision and collaboratively as part of a team Qualifications Education and Work Experience As a successful applicant, you must have a passion for helping students succeed. Additionally, you will need to have the following: Hold a bachelor's degree Be local to the area Two years of education experience preferred Compensation $32/hour EEO Statement University Instructors, LLC is an equal opportunity employer.

Title: Math Tutor / Interventionist - Gray Stone Day School (GSDS) College Preparatory High School Provide targeted, standards-aligned math tutoring and intervention for high school students to increase mastery of college-preparatory math (Math 1, Math 2 and Math 3, Precalculus, Calculus) Deliver individual and small-group instruction, progress monitoring, and collaboration with classroom teachers to close learning gaps and prepare students for college-level math. Key responsibilities Deliver one-on-one and small-group tutoring/intervention focused on student needs (foundational skills, homework support, test prep, remediation, enrichment). Diagnose learning gaps using formative assessments and create short-term, data-driven intervention plans. Teach and scaffold concepts aligned to high school math standards (e.g., linear/quadratic/exponential models, functions, polynomial/rational expressions, geometry, probability & statistics), adapting instruction for varied skill levels. Model problem-solving strategies and mathematical practices (e.g., reasoning, perseverance, using multiple representations). Progress-monitor students regularly; maintain records of interventions, goals, and outcomes; report progress to teachers and families. Collaborate with classroom teachers to align tutoring to current curriculum, share resources, and coordinate supports. Prepare students for summative assessments, standardized tests, and transition to college math (study skills, test-taking strategies). Differentiate instruction using evidence-based strategies (explicit instruction, worked examples, manipulatives, technology). Create formative assessments, practice problems, and short instructional materials/maps for targeted skills. Support classroom accommodations and modifications for students with IEPs/504 plans as directed. Participate in professional development and team meetings; contribute to intervention program evaluation and continuous improvement. Qualifications Bachelor's degree in Mathematics, Education, or related field; master's preferred. Teaching credential, tutoring certification, or equivalent classroom experience preferred. Strong content knowledge across high-school math (Algebra, Geometry, Precalculus, Statistics). Experience with diagnostic assessment, data-driven interventions, and progress monitoring. Skilled at differentiating instruction and using formative assessment strategies. Excellent communication and collaboration skills with students, families, and staff. Familiarity with college-readiness expectations and common standardized tests (e.g., SAT/ACT) a plus. Ability to work flexible hours (before/after school, occasional weekends). Performance indicators / outcomes Demonstrable student growth on formative and summative assessments. Improved course pass rates and reduced failure and retake rates. Positive feedback from teachers, students, and families; documented intervention plans and follow-through. Increased student confidence and independence with college-prep math skills. Work conditions On-site at school; some remote tutoring possible per program policy. Caseload varies; may include scheduled tutoring blocks and drop-in intervention sessions.

Job DescriptionBenefits: Flexible schedule Free uniforms Training & development Competitive salary Free food & snacks 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 Myers Park, were passionate about both our students and our employees! We set ourselves apart by providing instructors/tutors with: A rewarding opportunity to transform the lives of 2nd-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 in a child's math skills and life, we would love to meet you! Job Responsibilities: Teach/tutor in-center 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.

Job Description Our Sylvan center in Matthews (Charlotte) is looking for enthusiastic tutors to join our community of superstar educators who deliver in-person tutoring to Sylvan students! 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! REQUIREMENTS: Be able to teach at least up to Algebra 2 and Geometry Previous teaching or training experience preferred Availability at least 2 days/week in the afternoon/evening. Saturday morning availability is a bonus. We provide the training, curriculum, and resources for success. Apply today! We look forward to meeting you!

TUTOR General information * Academically Gifted licensure required * Up to 19 hours per week * Middle School focused * Travel reimbursement included. NATURE OF WORK Under general supervision, 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. DUTIES AND RESPONSIBILITIES 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. Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE A minimum of 48 semester hours of college coursework. Must meet No Child Left Behind requirements. ESSENTIAL JOB FUNCTIONS Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, 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. Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form. Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Requires the ability to deal with people beyond giving and receiving instructions. KNOWLEDGE, SKILLS AND ABILITIES General knowledge of activities performed by teacher. General knowledge of daily routines of the classroom. General knowledge of student handbook. General knowledge of procedures to follow in the event of an emergency. General knowledge of methods of adapting instruction, equipment and tools for children with special needs. General knowledge of the principles of organization and administration. Some knowledge of the curriculum for the grade. 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 necessitated by work assignments. REPORTS TO: Teacher FSLA STATUS: 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 to this job.

Preferred Years Experience, Skills, Training, Education Bachelor's degree or higher Tutoring experience or other educational qualifications. Work Schedule Schedule varies including evening and weekends - Approx 10 hours/week

TUTOR - 19 hours a week This position is a non-permanent position with no benefits. Continuation of the position for subsequent school years will be determined by the school Title 1 plan. NATURE OF WORK Under general supervision, 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. DUTIES AND RESPONSIBILITIES 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. Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE A minimum of 48 semester hours of college coursework. Must meet No Child Left Behind requirements. ESSENTIAL JOB FUNCTIONS Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, 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. Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form. Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Requires the ability to deal with people beyond giving and receiving instructions. KNOWLEDGE, SKILLS AND ABILITIES General knowledge of activities performed by teacher. General knowledge of daily routines of the classroom. General knowledge of student handbook. General knowledge of procedures to follow in the event of an emergency. General knowledge of methods of adapting instruction, equipment and tools for children with special needs. General knowledge of the principles of organization and administration. Some knowledge of the curriculum for the grade. 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 necessitated by work assignments. REPORTS TO: Teacher FSLA STATUS: 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 to this job.

REPORTS TO: Principal SUPERVISES: N/A 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. 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 an elementary 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.

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.

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

First Section This is a continuous recruitment pool not specifically advertised. The pool is continuous in order to develop a qualified pool of interested candidates. We invite applications to be submitted for potential openings. Duties Essential Duties may include, but are not limited to, the following: Maintain accurate referral, registration, and attendance records, grade tests and evaluate student's progress. Interview, register, instruct, and assist students. Select materials/resources to meet the instructional and learning needs of the individual student. Be skilled in the use of all materials and equipment in the Success Center. Recommend to the Director of the Student Learning Center the type and quality of material and equipment needed for instructional/tutorial purposes. Be skilled in filing and retrieving student information electronically and through other sources. Maintain assistance electronically with all Distant Learning students. Be familiar with all courses offered on and off campus. Update course information with faculty on all students referred. Assist with registration and advisory duties as assigned. Maintain proper, scheduled work hours. Perform other related duties as assigned. Minimum Qualifications Bachelor's degree from an accredited college or university in mathematics or a field related to mathematics and at least one year of experience instructing in a Student Learning Center or classroom environment. Preferred Qualifications Teaching experience at the community college or four-year college. On-line teaching experience. Full or Part Time Part Time Special Instructions to Applicants Announcement Details EEO Statement The Fayetteville Technical Community College is an Equal Opportunity Educational Institution/Employer. Close Date

Replies within 24 hours Benefits: Annual merit-based raises 403(b) retirement Opportunity for advancement Training & development Paid time off OVERVIEW Under the general direction of the Education Director, the Club Academy Tutor works with 1st through 5th grade students using a set lesson plan and program materials. The Club Academy will administer all educational programs including but not limited to Power Hour, Summer Brain Gain, Developmental Studies Center Curriculum, Annual Spelling Bee, and 1-on1-tutoring in the Club. Each week with the assistance of the Education Director the tutor will prepare material to review and support their students in grade-level math and literacy that occur during the regular school day. ESSENTIAL DUTIES AND RESPONSIBILITIES Assist in developing individualized lesson plans, following the set program format, for all assigned students. Tutor assigned students 4 times per week, for 30 minutes per session. Develop and implement tutoring program that assesses, assists and encourages member in the learning processes. Complete all reports and documentation, as required for academic data for K-5 Club members. Work with staff to implement creative and engaging after-school literacy games/activities for program participants. Provide guidance and direction to youth in the areas of educational programs. Creating a safe, positive environment that supports children's social, emotional, intellectual and physical development. Build positive relationship with youth, volunteers, parents, schools and community. Assist with tracking daily attendance and other applicable program administrative duties Attend any programs, projects and special events coordinated by Boys & Girls Clubs of the Coastal Plain. Assist with clean up and organization of all program areas Maintain flexible scheduling to be able to travel between different locations MINIMUM QUALIFICATIONS & SKILLS: Education: High School diploma required. Associate's Degree or greater preferred. Experience: Minimum of 2 years of relevant work or volunteer experience with youth required. PREFERRED QUALIFICATIONS & SKILLS: Excellent verbal and written communication skills including facilitation and leadership skills. Knowledge of math, literacy, science, and other relevant content areas to ensure adequate and acute information is taught to members examples of working with youth. Experience in early literacy instruction a plus. Skills: Demonstrated experience working within diverse socioeconomic demographics. Maintains excellent working relationships with staff, volunteers and public. Ability to organize and supervise members in a safe environment. Strong project management and organizational skills, excellent written and verbal communication skills and be a team player. Work Environment: This position is primarily indoors. Ability to stand, kneel, reach, bend and lift objects weighing up to 50lbs. Outdoor work and moderate physical activity on occasion. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law. The organization began in 1969 as a Boys' Club with a very modest operation at the Pitt County Fairgrounds. Since that time, the organization has experienced significant growth in membership, programs, and facilities. In 1992 the Jack Minges Unit was built to accommodate the growing need for youth services and to include girls in the membership. Additional units were established in Ayden in 1993, Farmville in 1995 and Uptown Greenville in 2007. The Grady-White Boats/E.R. Lewis Family Unit was opened in 2007. The Club in Ayden relocated in April of 2010 and was named the Dr. Ledyard E. Ross Unit. The organization assumed responsibility for the Club in Lenoir County in 2010, two Clubs in Beaufort County in 2013, opened a new Club in November 2013 within Greene County Intermediate School and its 10th Club in Robersonville at East End Elementary School in January 2016. Today, more than 1,300 at-risk and in-need young people are taking advantage of the programs, activities and services provided by Clubs. In 2015, the organization changed its name to Boys & Girls Clubs of the Coastal Plain to properly represent its presence in Pitt, Lenoir, Beaufort, Greene, Martin, Carteret and Craven Counties.

Tutor students enrolled in Mathematics and Statistics courses for a maximum of twenty-eight (28) hours per week. Answer student questions and explain solutions of math and statistics practice problems. Tutoring hours: Will be assigned between 8:00 a.m. and 7:00 p.m., Monday through Thursday, and between 8:00 a.m. and 1:00 p.m. on Friday. Salary: $18.00 per hour. Start Date: To be determined. Closing Date: Open until filled.Successful completion of eight (8) semester hours of college-level mathematics coursework with a grade of B or higher in mathematics courses and an overall grade point average of 3.0 or higher, required. A Bachelor's degree or higher in a mathematics-related field is preferred. Math tutoring and/ or teaching experience, preferred. Official transcripts, including other documentation verifying all reported educational qualifications, are required. Unofficial transcripts will be accepted for application purposes. The successful candidate must provide official transcripts at his or her expense within thirty (30) days of being notified of selection.

Are you a current or retired teacher that thrives on seeing that moment when a child learns something new and their face lights up with excitement? Have you been frustrated with your inability to dig deeper into the needs of each of your students due to the pace and size of your classroom? Are you looking for a part-time job but feel like you have to sacrifice doing what you love to get a decent paying part-time job? In this high performing, individualized learning environment, you're seeing the “light bulb” moments daily. You're getting the time to teach something to a student in as many ways as they need it until they understand it. You're building mastery of skills while building confidence. You're doing something that feels like more than just a paycheck. You're the difference maker. If it sounds like something you would love, keep reading… Sylvan Learning is the industry leader in providing supplemental education to children in pre-kindergarten through 12th grade so that students can get ahead or get caught up. With 40 + successful years in the business, we guarantee positive educational results every step of the way. Our passionate team of instructors utilize our expert personal and prescriptive approach with each individual child's needs in mind to experience daily the impact they make. Sylvan Learning of Western Carolinas and Midlands of SC is currently hiring a Part-Time Teacher/Tutor. You start with paid training and certifications from Sylvan to teach what you can teach (elementary, middle, and/or high for reading, math, writing, study skills, and/or ACT/SAT TestPrep) in a small group, 3 or 4:1 setting. To teach reading at Sylvan you must have an active or expired teacher certification; however, we do hire individuals either seeking their teaching certification or who enjoys teaching and can teach math, SAT/ACT Test Prep, or study skills. The more certifications you earn from Sylvan, the more you make! As a franchise group of 6 centers our mission is to see success with every child, aspiring to inspire and build confidence. This position is educational and relational. Still excited? You guessed it, keep on reading… Skills/Requirements Passionate about Teaching! Patient! A high mastery of knowledge at multiple levels. An uncanny ability to make what you are teaching relatable to any type of student. Love playing chess-because as a teacher, you always have to think one play ahead. Multitask like it is going out of style. Know how to control and manage your own time-Ferris Bueller should not be your role model. Like people-seriously, do we need to say more? Find kids fun-again, do we need to say more? Believe in making a commitment and sticking to that commitment. Believe in the power of Radical Honesty. Can embrace the phrase-“it always works out.” Love to learn and see feedback as an opportunity to grow. Hold a bachelor's degree in education as well as a current or expired teaching license from any state. Available after school at least one day a week and/or Saturday mornings. Additional hours may be available during the day throughout the school year and are available in the summer. Benefits: NO LESSON PLANNING or PARENT CONFERENCES! Teach as few as three or as many as fifteen hours per week-you set your availability and time off! Competitive hourly rates 30% discount off tutoring for your children Flexibility to teach something to a student in as many ways as they need it until they understand it. Ability to build skills while building confidence with each student you work with If you're a force to be reckoned with in the world and you want to hear more about our dream and how it fits with your dream, and if you're excited to be a part of a fast growing and fast paced company in order to make a difference in a child's life, take the leap and submit your application today.

ACE (Academic Center for Excellence) exists to encourage and equip students to develop and practice skills for independent learning. Sessions in the ACE Lab reinforce and elaborate on course learning objectives and concepts through peer and professional tutoring and guided skills practice. ACE tutors encourage content understanding and engage in active learning. Learn more about the ACE Philosophy here: ****************************************************************************** Physical Demands ADA requirements for this position include critical thinking skills with the ability to process information, analyze data, make assessments, and exercise good judgment to make decisions; possess ease of mobility within the work environment and other areas of campus; and effective use of all forms of communication (oral, visual, auditory), including use of computers. Be able to lift weights up to 10 pounds on a regular basis Required Qualifications Required Qualifications Bachelor's degree or higher in English or a related field. Skills and Abilities Proficient understanding of Microsoft 365 suite, particularly Word, Word online, Power Point Ability to walk students through formatting papers in MLA and APA format Solid understanding of file management (cloud vs. computer) Ability to work with students on concepts from foundational reading and writing skills to polishing research papers Ability to communicate warmly, respectfully, and clearly to all types of students Ability to work effectively and collegially with others A commitment to active learning Enthusiasm for course content and learning strategies Experience with creating an inclusive learning environment (or willingness to learn) Exceptional customer service skills with people internal and external to the institution Familiarity with and appreciation for the mission of a comprehensive community college Flexible and adaptive to change Excellent written communication skills Good organizational and time management skills

Tutor needed to support Math I, Math II and Math III classes from 10-3 Tuesday, Wednesday and Thursday.

Preferred Years Experience, Skills, Training, Education Knowledge of Middle Eastern culture and/or experience teaching international students highly preferred Work Schedule Varies, 1-4 in person hours per week

TUTOR(S) 19.50 hours weekly NATURE OF WORK Under general supervision, 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. DUTIES AND RESPONSIBILITIES 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. Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE A minimum of 48 semester hours of college coursework. Must meet No Child Left Behind requirements. ESSENTIAL JOB FUNCTIONS Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, 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. Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form. Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Requires the ability to deal with people beyond giving and receiving instructions. KNOWLEDGE, SKILLS AND ABILITIES General knowledge of activities performed by teacher. General knowledge of daily routines of the classroom. General knowledge of student handbook. General knowledge of procedures to follow in the event of an emergency. General knowledge of methods of adapting instruction, equipment and tools for children with special needs. General knowledge of the principles of organization and administration. Some knowledge of the curriculum for the grade. 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 necessitated by work assignments. REPORTS TO: Teacher FSLA STATUS: 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 to this job.

Tutors are responsible for supporting students in one-on-one or small group settings, reinforcing academic concepts, teaching problem-solving skills, and reviewing student work to support next steps.