Middle school minister jobs near me - 33 jobs

Middle School Teaching/Special Education Date Available: 2026-2027 School Year Additional Information: Show/Hide Home Base - Olympia Middle School Candidates must possess a valid Illinois Teaching License with proper endorsements. Candidates must demonstrate Teaching, Leadership, and Interpersonal Skills. Candidates will be considered, without limitation, based upon Certifications, Qualifications, Merit, and Ability. Candidates must pass a Physical Examination and a thorough Background Check. * Salary will be based upon Education and Experience per a negotiated Contract Agreement.

The North Carolina Virtual Public School (NCVPS) was established by the North Carolina State Board of Education as an online community service K-12 public school for students throughout the state of North Carolina. NCVPS is governed by the North Carolina State Board of Education (NCSBE) and reports on a day-to-day basis to the NCDPI Chief Academic Officer. As a result of NCVPS' work, students in the public schools of North Carolina have access to online courses that are unavailable due to teacher shortages or scheduling conflicts. These courses provide students with equity of access to a high-quality educational experience regardless of where they live within the state. NCVPS SYNCHRONOUS (IN REAL TIME: IRT) TEACHER - DUTIES AND RESPONSIBILITIES: Management of Instructional Time: The teacher has appropriate devices, internet access, materials, supplies, and equipment so he/she is able to work each day. Teachers are required to have office hours posted and maintained for all stakeholders (to include students, parents, and school personnel). NCVPS teachers provide instruction through synchronous and asynchronous methods. Teachers are required to provide instruction via the designated video platform and via the learning management system, using personalized feedback on student assignments, and communication using a variety of methods in the timeframes specified by NCVPS. Instructional Presentation: The teacher facilitates lessons and instructional activities using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; adheres to standards and course curriculum; and, provides personalized instruction. NCVPS teachers provide instruction via a learning management system. NCVPS teachers are required to interact daily within a variety of digital systems and must be comfortable providing basic technology troubleshooting skills in providing student assistance. Collaborative: The teacher serves as a subject-matter expert and engages in continuous collaboration and communication with the enrolling school to provide a personalized learning experience for each student. Instructional Monitoring of Student Performance: The teacher maintains clear, firm and reasonable standards and due dates; checks all students' performance; and, adjusts instruction and feedback as applicable based on student and class needs. Instructional Feedback: The teacher provides grading and personalized feedback for all student work to encourage student growth and mastery of concepts. Digital Literacy: The teacher displays excellent digital skills and the ability to facilitate learning and community within a digital environment. Facilitating Instruction: The teacher has an instructional plan that is compatible with the organizational curricular goals and, as applicable, state or national standards; uses diagnostic information obtained from tests and other assessment procedures to personalize learning and/or tasks; maintains accurate records to document student performance; has an instructional plan that aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; and, uses available/develops additional resources to support the instructional program. Interacting Within the Educational Environment: The teacher treats all students in a fair and equitable manner; and, interacts effectively with students, co-workers, parents, and the community. Performing Non-Instructional Duties: The teacher carries out non-instructional duties (such as serving as a course or instructional lead, completing curriculum development tasks, and/or providing support to external stakeholders and schools) as assigned; adheres to established laws, policies, rules, and regulations; follows a plan for professional development; and, demonstrates evidence of growth. Non-Instructional Duties will be assigned based on the actual course load in order to ensure a full-time workload of 35-40 hours per week. IMPORTANT: NCVPS will only consider applicants with a NC Continuing Professional License (CPL) for this position. This is a contract for a TEMPORARY, full-time position with no benefits associated. Per SBE policy LICN-001 Section 1.22 for licensing purposes, a “year,” shall be defined as working six or more calendar months in a fiscal year for a full-time permanent position, therefore, time spent as an NCVPS teacher will not count towards converting an Initial Professional License (IPL) to a Continuing Professional License (CPL). This position is an online (remote) position. This position requires daytime availability (Monday - Friday, 8:00 AM - 4:00 PM EST). This position requires multiple online synchronous sessions weekly and could include up to 3 hours per day of synchronous instruction. All course content has been created and is ready for teacher facilitation; teachers only need to add supplemental resources, etc. Please review our NCVPS TEACHER EXPECTATIONS. If you are viewing this posting on a website other than NCVPS , please visit and submit an application via: ******************************* CURRICULUM AREA: Middle School: ELA 6-9 Applicants must hold a current NC teaching license for ELA 6-9 to be considered. In addition to the required NC ELA 6-9 license, preference will be given to applicants with a K-6 Elementary and/or K-12 Reading license, and experience in providing literacy interventions. PROCESS: All applicants who are selected to move forward will need to complete required onboarding paperwork within 30 days of the hiring acceptance date. In addition, selected synchronous teacher applicants also need to have all required paperwork completed before the mandatory professional development begins. Following the contract start, selected external candidates will be expected to complete a mandatory Professional Development training based upon NCVPS synchronous instruction best practices. ADDITIONAL SYNCHRONOUS APPLICATION COMPONENT: All synchronous teacher applicants must include a 4-5 minute video clip of yourself teaching a standard (of your choice) based on the curriculum area/grade-level in which you have applied. At the end of the 4-5 minute video clip, please also share a brief explanation of the digital tool(s) used. You may opt to explain the digital tool(s) you would use to teach the lesson, or explain the digital tool(s) used to check for student understanding. Please share your video file via a shared link (where indicated) within the submitted application. MISCELLANEOUS: The anticipated start date for the temporary, full-time IRT positions will be Fall 2026, with an anticipated end date in May 2027. The chosen applicant(s) will be required to complete the TnT and IRT trainings during the summer prior, before sections can be assigned. The contract may be renewable based on needs, budget, and overall performance. Applicants should reside in the US and be available to teach and carry out instructional duties and tasks within EST. Any termination of work by either party will result in prorated pay based on the completed items submitted as determined by the NCVPS supervisor and contract stipulations. PLEASE NOTE: The North Carolina State Board of Education (NCSBE) requires teachers who teach for North Carolina Virtual Public School (NCVPS) to have a current NC Professional Educator's Teaching License in the subject areas in which they are applying to teach. Time spent as a NCVPS teacher will not count towards an SP1 (initial license) becoming an SP2 license. Please provide evidence of your NC teaching license and AP Certifications (as applicable) when applying. You may download a copy of your current NC teaching license by logging into the NCDPI Online Licensure System. You may visit the NCDPI Educator's License Categories website for a list of all NC license types. NCVPS teachers are all contracted teachers. There are no benefits associated with the contracted positions.

Required Certificates and Licenses: Washington Math Certificate Fingerprinting through the Washington State Patrol (WSP) and the Federal Bureau of Investigation (FBI) or the ability to achieve one Residency Requirements: Washington or within 50 miles of the state boarder Start Date: Immediate The remote Middle School Math Teacher is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Teachers provide instruction, support, and guidance, manage the learning process, and focus on students' individual needs. Teachers monitor student progress through Stride K12's learning management system. They actively work closely with students and parents/learning coaches to advance each student's learning toward established goals. Teachers typically work from home but must travel occasionally throughout the year to various school functions, such as state testing or as otherwise required by the school. K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. Passionate Educators are needed at the Stride K12 partner school, Insight School of Washington (ISWA). We want you to be a part of our talented team! The mission of Insight School of Washington (ISWA) is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us! This is a REMOTE full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school. ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable individuals with disabilities to perform the essential duties. Provides rich and engaging synchronous and asynchronous learning experiences for students Commitment to personalizing learning for all students Demonstrates a belief in all students' ability to succeed and meet high expectations Differentiates instruction based on student level of mastery Augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools under guidance from principal and coach Maintains grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress Prepares students for high stakes standardized tests Understands that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner Supports learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures Travels as required (on average once per month and/or approximately 20% of the time) for face-to-face professional development, student testing, and as required by school REQUIRED MINIMUM QUALIFICATIONS: Bachelor's degree AND Active state teaching license AND Ability to clear required background check DESIRED QUALIFICATION: Experience working with proposed age group. Experience supporting adults and children in the use of technology. Experience teaching in an online (virtual) and/or in a brick-and-mortar environment. Experience with online learning platforms. Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions. Receptive to receiving coaching regularly with administrators and teacher trainers. Ability to embrace change and adapt to ensure excellent student outcomes. Proficient in Microsoft Excel, Outlook, Word, PowerPoint. Ability to rapidly learn and adapt to new technologies and teaching platforms. Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum. Compensation & Benefits: Stride, Inc. considers a person's education, experience, and qualifications, as well as the position's work location, expected quality and quantity of work, required travel (if any), external market and internal value when determining a new employee's salary level. Salaries will differ based on these factors, the position's level and expected contribution, and the employee's benefits elections. Offers will typically be in the bottom half of the range. We anticipate the salary range to be $45,000 - 64,000. Eligible employees may receive a bonus. This salary is not guaranteed, as an individual's compensation can vary based on several factors. These factors include, but are not limited to, geographic location, experience, training, education, and local market conditions. Stride offers a robust benefits package for eligible employees that can include health benefits, retirement contributions, and paid time off. 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. This position is virtual. The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer. Job Type Regular The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer. If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting *********************. Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Job Description Job Type: Full-Time (30-40 hours per week) W2 Intended Start Date: Training and Lesson Preparation will begin ASAP. Classes are set to start in the Spring Semester. About Think Academy: Think Academy US (************************* a 100% owned subsidiary of TAL Education Group(NYSE: TAL), is recently established education technology (Ed-Tech) company to provide K-12 extra-curricular learning services through science and technology. At Think Academy, we provide full cycle service to foster local children's ability to think critically, to strengthen their logic skills, and to help them fulfill their goals through innovative teaching techniques. We believe Love and Technology can make education better. Each week, more than 6 million students are enrolled in TAL's online and offline education platform. Who We're Looking For: Think Academy U.S. is looking for a Full-Time Remote Middle School Math Teacher to work with our middle school students from 6th to 8th grade math up to Pre-Calculus, Algebra 2, and Trigonometry. Teachers are expected to understand math concepts, prepare classes based on Think Academy's curriculum, deliver engaging and age-appropriate math lessons, explaining concepts, demonstrating problem-solving techniques, and using various teaching methods to meet the diverse needs of students Job Responsibilities: Teach Pre-Calculus, Algebra 2, and Trigonometry to entry and competition level middle school students Actively engage and manage a classroom of up to 18 students Prepare and deliver lessons using Think Academy's curriculum and teaching guidance Grade homework and provide other essential teaching-related services Communicate effectively with students and parents, offering timely and personalized feedback Typically work 30-40 hours per week, primarily during weekends or weekday afternoons How You Can Be Qualified: Bachelor's degree or above; All majors are welcome; Education, or STEM-related majors are preferred You are still eligible to apply if you are still pursuing or in progress of obtaining a Bachelor's degree Prior math teaching experiences is not required, but a plus Math competition learning or teaching experience is a plus Teaching starting from 2026 Spring Semester (Fall: Aug - Dec; Spring: Jan - May; Summer: June - Aug) Available and willing to work during weekday evenings and weekends Super passionate about teaching and education industry, and highly responsible and love to get along with kids Excellent communication and interpersonal skills Pay Structure: Competitive Pay: Teaching Hours: $30-35/hr - Teachers will be assigned 3-7 classes per week Administrative Hours (Lesson Prep, Grading, Parent Communication): $16-$20/hr Yearly Salary Estimate: 1st year Total Target Compensation: $40,000-$50,000 Flexible Remote Work: Work from anywhere that suits you best! Performance-Based Pay Increase: Opportunity for a 15% bonus per semester Potential for a $0-$5 Teaching Hour increase per semester based on performance Professional Growth: Teachers who consistently deliver high-quality classes may be promoted to management roles, which come with increase responsibilities, additional performance bonuses, and enhanced benefits Paid Training Program: Leverage Think Academy's paid, 4-week Teacher Training Program to develop your career in education! 401k and Health, Vision, and Dental Insurance (depending on eligibility) Think Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, or protected veteran status and will not be discriminated against on the basis of disability.

Required Certificates and Licenses South Carolina Department of Education Middle School (5-8) English Teaching Certification Preferred If the current Teaching Certification is from another state, the hire must get reciprocity within the state of South Carolina within 60 days of employment OR Obtain South Carolina Middle School English endorsement within 60 days of employment Residency Requirements South Carolina Residency Preferred Salary: $51,000 plus the eligibility of a performance bonus Start Date: School Year 2025/2026 K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. Passionate Educators are needed at the Stride K12 partner school, Carolus Online Academy (COA). We want you to be a part of our talented team! The mission of Carolus Online Academy (COA) is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us! The Middle School English Teacher is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Middle School English Teachers provide instruction, support, and guidance, manage the learning process, and focus on students' individual needs. Middle School English Teachers monitor student progress through Stride K12's learning management system. They actively work closely with students and parents/learning coaches to advance each student's learning toward established goals. Middle School English Teachers typically work from home but must travel occasionally throughout the year to various school functions, such as state testing or as otherwise required by the school. This is a full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school. ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable individuals with disabilities to perform the essential duties. Provides rich and engaging synchronous and asynchronous learning experiences for students Commitment to personalizing learning for all students Demonstrates a belief in all students' ability to succeed and meet high expectations Differentiates instruction based on student level of mastery Augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools under guidance from principal and coach Maintains grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress Prepares students for high stakes standardized tests Understands that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner Supports learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures Travels as required (on average once per month and/or approximately 20% of the time) for face-to-face professional development, student testing, and as required by school REQUIRED MINIMUM QUALIFICATIONS: Bachelor's degree AND Active state teaching license AND Ability to clear required background check DESIRED QUALIFICATION: Experience working with proposed age group. Experience supporting adults and children in the use of technology. Experience teaching in an online (virtual) and/or in a brick-and-mortar environment. Experience with online learning platforms. Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions. Receptive to receiving coaching regularly with administrators and teacher trainers. Ability to embrace change and adapt to ensure excellent student outcomes. Proficient in Microsoft Excel, Outlook, Word, PowerPoint. Ability to rapidly learn and adapt to new technologies and teaching platforms. Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum. Compensation & Benefits: Stride, Inc. considers a person's education, experience, and qualifications, as well as the position's work location, expected quality and quantity of work, required travel (if any), external market and internal value when determining a new employee's salary level. Salaries will differ based on these factors, the position's level and expected contribution, and the employee's benefits elections. Offers will typically be in the bottom half of the range. We anticipate the salary to be $51,000. Eligible employees may receive a bonus. This salary is not guaranteed, as an individual's compensation can vary based on several factors. These factors include, but are not limited to, geographic location, experience, training, education, and local market conditions. Stride offers a robust benefits package for eligible employees that can include health benefits, retirement contributions, and paid time off. 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. This position is virtual. Job Type Regular The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer. If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting *********************. Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

We are anticipating multiple middle school teaching position openings in all grade levels and subject areas for the 2026-2027 school year. We encourage all candidates who wish to be considered for a full-time position with GJPS for the 2026-2027 school year to complete an application now as we begin to develop a candidate pool for definitive job openings that will be posted starting in January.

We are seeking passionate, student-centered Middle Grade Teachers who are committed to equity, high expectations and holistic development. Teachers at GALS Ohio (Columbus Campus) foster academic rigor while incorporating movement-based learning, social-emotional development, and leadership skills into their daily classroom practice. Bilingual Professionals welcome! Key Responsibilities: Deliver high-quality, culturally responsive instruction aligned with Ohio Learning Standards and GALS' academic framework. Incorporate GALS' core values voice, agency, resilience and leadership into daily classroom culture and instruction. Integrate movement and wellness practices into classroom practice to support the mind-body connection. Use data to drive instruction, adjust lesson plans and provide differentiated support to ensure student growth. Build strong relationships with students, families and colleagues, fostering a positive, inclusive and supportive school community. Collaborate with grade-level and content teams to plan interdisciplinary units and project-based learning. Participate in advisory, movement classes and community-building activities as part of GALS' whole-child approach. Attend and contribute to professional development staff meetings and school-wide events. Qualifications: Bachelor's Degree in Education and/or content-related field required; Master's preferred. Valid Ohio teaching license and eligibility for licensure in subject areas Grades 6-8. Experience working with diverse student populations and a commitment to educational equity. Strong understanding of adolescent development and trauma-informed practices. Enthusiastic about movement, wellness and nontraditional approaches to learning. Excellent communication, organization and collaboration skills. Preferred Qualifications: Experience in urban and/or public charter school environments. Familiarity with restorative practices, culturally responsive pedagogy and/or SEL frameworks. Comfort with integrating physical and mental health well being into daily instruction (training provided). Compensation and Benefits: Competitive salary based on experience and qualifications. Comprehensive benefits package including health, dental, vision and retirement options. Opportunities for leadership, mentorship and professional growth within a dynamic charter school network.

St. Cecilia School Middle School Teacher (Focus on ELA) Full-Time Catholic Preferred but Not Required St. Cecilia School, located at 440 Norton Road in Columbus, is seeking a dynamic middle school teacher with a focus on ELA instruction for the 2026/2027 school year. Requirements: Hold an appropriate Ohio Teaching License (Professional, Permanent, or Resident Educator) or be eligible to obtain one before beginning to teach Current satisfactory BCI & FBI background checks Have attended or be willing to attend a Virtus Protecting God's Children training Excellent verbal and written communication skills JOB DESCRIPTION FOR TEACHERS TITLE: Teacher QUALIFICATIONS: Appropriate state certification/license: as required by the grade levels and subjects taught Religious Education certification as required by the diocese RESPONSIBLE TO: Principal JOB GOAL: To assist students in mastering the skills and information in the school curriculum while helping them to grow in faith and responsibility. THE EIGHT STANDARDS OF PROFESSIONAL COMPETENCY INCLUDE, BUT ARE NOT NECESSARILY LIMITED TO, THE FOLLOWING STANDARDS: Teachers in the Catholic Schools of the Diocese of Columbus know, understand and contribute to the integration of Catholic teachings and virtues throughout the curriculum and school culture as it supports faith formation and student learning. Teachers understand student learning, development, and faith formation while respecting the diversity of students. Teachers know and understand the content for which they have instructional responsibility. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning Teachers plan and deliver effective instruction that advances the learning of each individual student. Teachers create Christ-centered learning environments that promote high levels of learning and achievement for all students. Teachers collaborate and communicate with students, parents, other educators, administrators and the faith community to support student development, learning and faith. Teachers assume responsibility for their professional academic/spiritual growth, performance, and involvement as an individual and as a member of a Catholic learning community.

Job title Teacher Classification Exempt Reports to Principal Organization Unit General Education Approved by Human Resources Effective date 4/11/2025 Job Purpose Performance Academies seeks a dynamic, dedicated, and highly qualified Classroom School Teacher to join our academic team. The ideal candidate will be committed to providing an academically rigorous and supportive learning environment that fosters student engagement, critical thinking, and social-emotional growth. This individual will be expected to utilize Performance Academies' resources exclusively in the design and delivery of instruction, ensuring that curriculum delivery aligns with the academy's mission of excellence in education. Domain A - Organizing Content Knowledge for Student Learning Encourage daily attendance through engaging instruction and student/family communication. Deliver high-quality, standards-aligned lessons utilizing only resources, online programs and instructional materials provided by Performance Academies. Address achievement levels, articulate clear appropriate learning goals and align lessons with state standards. Implement teaching strategies that support diverse learning needs, including differentiated instruction and interventions as appropriate. Participate in student retention, recruitment, and enrollment efforts at the request of the Principal or Superintendent. Employ data and assessment to personalize instruction for student needs, helping students fill gaps and see their growth. Develop lesson plans from the approved curriculum using a variety of techniques and visual aids, creative projects, and technology to engage students in their learning. Provide a balanced and comprehensive approach to core subjects, including Language Arts, Mathematics, Science, and Social Studies, with an emphasis on inquiry-based and experiential learning. Utilize curriculum maps and pacing guides in lesson planning. Use formative and summative assessment data to monitor student progress and adjust instructional strategies. Acts as a catalyst in continuous academic improvement. Provide a balanced and comprehensive approach to core subjects, including Language Arts, Mathematics, Science, and Social Studies, with an emphasis on inquiry-based and experiential learning. Maintains up to date and accurate documents, schedules, and student work samples and provides them to the Principal or Superintendent, as requested. Ensure that all appropriate field trip forms are signed, dated, turned into the office with appropriate written consent from parents/guardians for every child attending field trip. Domain B - Creating an Environment for Student Learning Teach and communicate challenging learning expectations for all students. Faithfully implement all Marzano, Marva Collins and other instructional methods as prescribed by the school. Maintain a clean inviting classroom, by providing interesting, engaging instruction that is well thought out and planned. Implement Character Education daily and post student work. Use of content knowledge and research-based instructional strategies to help students meet rigorous academic standards. Implementation of evidence based instructional practices. Monitor, support, and provide feedback regarding online usage of curriculum resources. Informs school leaders of activities, progress, obstacles, and successes in student achievement. Establish and maintain a positive, respectful classroom environment that promotes academic success and emotional well-being for all students. Ensure student supervision; never leave a child unattended, never allow a child to run errands, use the restroom, go to the office, leave for intervention or speech services unattended or unsupervised by an adult. Implement and enforce Performance Academies' behavioral expectations, routines, such as Dragon Dollars and PBIS, and discipline policies consistently. Execute the school's mission, vision, and educational goals in daily classroom practices. Report any and all cases of suspected child abuse or neglect immediately to Principal, Assistant Principal, and/or Superintendent, before contacting Children's Services or local law enforcement. Promote the values of equity, inclusion, and integrity in interactions with students, parents, and colleagues. Follow all policies outlined in the staff handbook and student handbook/code of conduct. Domain C - Teaching for Student Learning Monitor students and check for understanding while providing appropriate and adequate feedback and adjusting instructional activities as needed. Set, communicate, and post clear expectations and goals for students. Communicate to students lesson objectives and instructional procedures. Ensure the content of each lesson is comprehensible for students. Encourage students to extend their thinking by using multiple levels of depth of knowledge. Show evidence of using classroom instructional time effectively. Reach minimum established levels of academic achievement, including, but not necessarily limited to: at least one year of academic growth based on value added assessments such as pre and post-testing with the NWEA MAP and acceptable passage rates on the state mandated test of at least 60% or higher in all subjects taught if teaching a state mandated testing grade. Domain D - Teacher Professionalism Foster an inclusive classroom environment that celebrates diversity and supports students' social and emotional development as well as promoting fairness in the classroom. Send home a completed incident report for any student injury within 24 hours of the incident, refrain from including other student's names. Collaborate effectively with fellow teachers, instructional coaches, and support staff to design and implement interdisciplinary units, projects, TBT's and BLT's. Engage in ongoing professional development opportunities to enhance teaching effectiveness, curriculum knowledge, and pedagogical skills. Be an active participant in any and all IAT or IEP meetings for any students in your classroom who are being evaluated for special services; come fully prepared for those meetings with all required documentation, including samples of student work, curriculum based measures, behavioral documentation, etc. Actively participate in school-wide events, faculty meetings, and committees to contribute to the overall academic and cultural goals of the school. This includes In-service training before school starts and during the school year. Maintain regular communication with parents and guardians regarding student progress, classroom events, and school activities. All Staff are to participate in activities to increase enrollment for the school. Participate in parent-teacher conferences and school outreach activities aimed at building a supportive and inclusive school community. Maintain all keys, computers and school equipment at all times. Serve as an advocate for students, fostering positive relationships with families and encouraging their active involvement in their child's education. Adhere to all Performance Academies policies, procedures, and attendance requirements. Other duties as assigned by Superintendent, Principal, Assistant Principal. Teachers must dress in professional attire appropriate for a school setting, reflecting a commitment to creating a positive and respectful atmosphere. Adheres to the staff handbook. Qualifications Bachelor's degree in Education or related field from an accredited institution. Valid state certification in Education or the ability to obtain certification. Proven success in working with K-8 grade students in a classroom setting, particularly in diverse and inclusive environments. Strong understanding of child development, pedagogical theory, and best practices in education. Proficiency with digital tools and platforms related to classroom instruction and assessment. Commitment to using Performance Academies' instructional resources exclusively in curriculum delivery. Knowledge, Skills, Abilities and Personal Characteristics Effective written and oral communication skills. Strong ability to gather, analyze, and interpret data to make sound educational decisions. Work in a diverse educational setting and understand the community and student demographics. Ability to work well under pressure. Working Conditions Dexterity to operate a computer keyboard, mouse, and to handle other computer and other technology related components actively prioritize and execute tasks to meet deadlines consistently. Maintain positive interaction with students, staff, and parents. Physical Requirements Physical ability to lift up to 25 pounds Standing for extended periods of time This is not necessarily an all-inclusive list of job-related responsibilities, duties, skills, efforts, requirements or working conditions. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or to require that other or different tasks be performed as assigned.

Job Type: Full time God has called InterVarsity to plant and to build witnessing communities of students and faculty who follow Jesus on college and university campuses. Through these groups, we believe ever- increasing numbers of students and faculty from all ethnic groups and areas of the campus will be transformed by the Gospel. We expect to see campuses increasingly become places where people, ideas, and structures flourish to the glory of God. We confidently anticipate that our InterVarsity alumni will become change agents across the country and around the world. We pursue this calling by discerning and actively participating in what God is already doing on campus. This is the essence of being a Campus Staff Minister (CSM). ESSENTIAL COMMITMENTS/RESPONSIBILITIES Spiritual Growth As a Campus Staff Minister, you pursue maturity as a disciple of Jesus Christ so that your life and work increasingly reflect a growing love for God, God's Word, God's people of every ethnicity and culture, and God's purposes in the world. To do this, you will: Pursue a vibrant relationship with the triune God through engagement with Scripture, prayer, and worship, both individually and in community Develop self-leadership (growing in self-awareness, self-management, relational integrity, and resiliency) Embrace Scriptural standards for behavior and attitudes Campus Leadership As a Campus Staff Minister, you increase the number of witnessing communities, as well as the size, health, spiritual maturity, and campus-wide influence of existing witnessing communities of students and faculty by being a: Visionary Guide: You communicate and model InterVarsity's vision to see students and faculty transformed, campuses renewed, and world changers developed Create a culture of humble dependence on God and bold expectation in God's intention to start new witnessing communities throughout the campus and on new campuses Model - in person and through programs - InterVarsity's vision and Core Values, including a biblically-defined commitment to engage every ethnic and social group on campus Lead students and faculty - individually and collectively - through Scripture, prayer, teaching, and discipleship experiences, so that they articulate and align their ministry activities around this vision Set annual goals through prayer, research and reflection with your teams (students, faculty, and staff) for qualitative and quantitative growth, including conversions and leadership development Structural Architect: You create, develop, align, and leverage ministry plans, programs, teams, and structures to close the gap between current reality and the aspirational goals. Build leadership teams who trust and partner well with you and who demonstrate spiritual vitality, relational health, and mission alignment Develop and execute plans to achieve annual goals, evaluating and modifying the plan as needed throughout the year Increase momentum for the vision by aligning programs, structures, conferences, and teams around the goals Mobilize students and faculty to engage their relational networks with the gospel and to start new missional communities Under the direction of the Area Director, may supervise Ministry Interns and Campus Ministry Interns as delegated Missional Developer: You intentionally gather, invite, and develop diverse groups of students and faculty so that they not only encounter and follow Jesus as Savior and Lord but also advance the mission on campus as participants and leaders. Create ways for faculty and students to encounter and follow Jesus through Scripture, worship, prayer, mission experiences, conferences, etc. Equip students and faculty so that they think strategically about campus engagement and so that they proclaim - in word, deed, and power - the good news of Jesus, regularly inviting students and faculty to follow him as Savior and Lord Disciple students and faculty by equipping them to hear the Word, respond actively, and debrief and interpret the experience so that they grow in Christlikeness, reflect our Core Values, and develop ministry skills Invite, coach, and equip students and faculty to become increasingly effective participants and leaders, including starting new witnessing communities on campuses Organizational Collaboration As a Campus Staff Minister, you have joined a national mission. Therefore, you work with a network of other local, area, regional, and national InterVarsity staff and volunteers so that our work reflects Biblical standards of excellence, integrity, and partnership. Partner with and respond positively to the direction and coaching of your supervisors and national leaders Contribute to collaborative and productive team meetings and relationships Affiliate chapters under your care and submit Graduating Student Forms in order to increase our partnership with current students and alumni Use national ministry resources and tools, as requested, including recruiting and/or participating in local, regional, or national conferences as required Complete reporting, planning and review requirements in a timely way so that you and your supervisors can assess and improve your work as a CSM Comply with all InterVarsity policies and procedures Ministry Partnership Development As a Campus Staff Minister, you will develop a team of partners - churches and individuals (including alumni and community members) - who will resource the ministry financially, in prayer, or volunteer service that advances the mission. Raise 100% of the financial budget assigned by your supervisor Communicate regularly with your ministry partners, nurturing the relationship through visits, phone calls, emails and regular prayer letters Develop on-going, long-lasting partnership with alumni and volunteers Comply with all Ministry Partnership Policies Identify and invest in advocates who will build networks of volunteers and donors on InterVarsity's behalf Accomplish all other assigned tasks as appropriate QUALIFICATIONS (common to all levels of CSM) Annually affirm InterVarsity's Statement of Agreement (Doctrinal Basis and Purpose Statement). Abide by InterVarsity's Code of Conduct. Believe and behave consonantly with InterVarsity's Human Sexuality Theological Paper. Affirm and behave consonantly with InterVarsity's “Women in Ministry Statement of Affirmation” Bachelor's degree required for CSMs assigned to a four-year campus. A minimum of an Associate's degree required for CSMs assigned to a two-year campus or a community college Strong interpersonal skills (including ability to minister to diverse ethnic communities and faculty) Excellent verbal and written communication skills Demonstrated problem solving skills Familiarity with word processing, presentation, email, and spreadsheet software WORK ENVIRONMENT/PHYSICAL REQUIREMENTS The CSM position leads ministry in a college campus environment. A designated office space may or may not be available. The CSM is required to travel to on-campus and off- campus sites as appropriate. Off-campus travel includes, but is not limited to: student ministry conferences, Ministry Partnership Development meetings, and InterVarsity- sponsored training sessions, meetings, and conferences. The CSM is regularly required to communicate with others, and routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets, etc. Pay Range: $39,288.00 - $52,392.00 per year Pay: This position is funded through personal fundraising. Accordingly, compensation will vary based on the ability of the individual to secure a donor team to fund the cost of his/her salary. The anticipated salary range for this position on a full-time basis (40 hours/week) is dependent on a variety of factors, including location and cost of living. The actual salary received, including any geographic adjustment to account for location and cost of living, is subject to the individual's ability to raise funds necessary to cover the full amount of such salary within the range set forth in the job posting details. Benefits: We offer a competitive benefits package, including health care and retirement savings with a match. Eligibility is based on employee type and hours worked. Benefits include the following: 403(b) Retirement Savings Plan 403(b) matching contributions Dental insurance Employee assistance program Employee discounts Flexible work schedule Flexible spending accounts Health insurance Health savings account Life insurance Paid time off Parental leave Professional development assistance Vision insurance Equal Employment Opportunity: InterVarsity Christian Fellowship/USA is both an equal opportunity employer and a faith-based religious organization. We conduct hiring without regard to race, color, ancestry, national origin, citizenship, age, sex, marital status, parental status, membership in any labor organization, political ideology, or disability of an otherwise qualified individual. The status of InterVarsity Christian Fellowship/USA as an equal opportunity employer does not prevent the organization from hiring staff based on their religious beliefs so that all staff share the same religious commitment. Pursuant to the Civil Rights Act of 1964, Section 702 (42 U.S.C. 2000e 1(a)) InterVarsity Christian Fellowship/USA has the right to, and does, hire only candidates who agree with InterVarsity's Statement of Agreement: Purpose and Doctrinal Basis because InterVarsity believes that each and every staff plays a vital role in advancing InterVarsity's mission and purposes.

School Year: 2026-27 Math Teacher Grade(s): 6th, 7th, or 8th Grade Reports to: School Director United Schools (United) is a nonprofit organization in Columbus, Ohio. After founding its first school in 2008, it has worked together with incredible leaders to open three more schools in the span of ten years. Each United campus is an open enrollment, public charter school that works diligently to close the opportunity gap in Columbus. Moreover, the mission of all United campuses is to transform lives and our communities through the power of education, while maintaining our vision: For every child, an open door. United currently operates two high-performing elementary schools (K-5) and two high-performing middle schools (6-8) that serve more than 900 students. We strive to provide students with a rigorous academic experience in a joyful learning environment, and we work hard to ensure that students of all levels grow and succeed by focusing on intentional student support and continual improvement. Position Description United Schools teaching positions provide an opportunity for talented educators to support the academic and social-emotional growth of students in a classroom setting. Teachers work with content and grade-level teams to develop and internalize rigorous, aligned curriculum, establish and maintain a joyful classroom and grade-level culture, and communicate student progress consistently with families to establish authentic partnerships between school and home. In collaboration with colleagues and school leaders, teachers use data intelligently to drive improvement efforts, implement frequent feedback in order to grow as educators, and design systems that support the needs of all learners. Joining Our Team United Core Traits: Mission-Driven. Team members believe deeply in the United mission: to transform lives and our communities through the power of education. Growth Mindset. Team members believe in their ability, and the ability of all students, to grow and improve. Relationship-Driven. Team members get proximate to students, families, and colleagues to develop authentic relationships that inform work in the classroom. Conscientiousness. Team members are professional, reliable, diligent, and pay attention to detail. Emotionally Constant. Team members maintain a sense of calm while addressing a number of priorities. Qualifications: Holds a B.A./B.S. degree and has the ability to secure the appropriate teaching license. Has prior experience working in urban schools and/or communities (preferred). Knowledge and Skills: Is committed to using data-driven instructional practices and the techniques outlined in Teach Like a Champion 3.0 to improve student outcomes. Is relentless in writing, refining, and internalizing curriculum, lessons, and assessments. Is open and committed to implementing frequent feedback from team members. Communicates effectively with students, families, and colleagues. Comfortability with Google products for effective communication and completion of job responsibilities. Terms of Employment Although this position will begin July 27, 2026, applications will be considered immediately. This is a full-time position. Report times are typically Monday through Friday, 7:30 a.m. to 4:15 p.m., although some job-related tasks can be expected outside of these hours. Salary: The starting salary for a new Teacher with a Bachelor's degree is $49,000. The starting salary for other applicants will depend on professional experience and education level. Benefits: Medical, dental, vision, life, and disability coverage Employees are eligible to participate in the State Teachers Retirement System of Ohio (STRS) or the School Employees Retirement System of Ohio (SERS). All United campuses are Equal Opportunity Employers. Apply online at unitedschools.org/join.

Additional Information: Show/Hide Seeking dynamic LONG TERM SUB FOR MIDDLE SCHOOL MATH * Employed through the ESC: Educational Service Center of Central Ohio * 3 Paid Calamity Days * Competitive Pay Rates * Licensure areas: 4-9 Middle Childhood Math or 7-12 High School Math Worthington City Schools are committed to providing equal opportunity to all employees and applicants for employment in accordance with all applicable Equal Opportunity laws, directives and regulations of Federal, State and Local governing bodies or agencies. Worthington City Schools do not discriminate against any employee or applicant on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, membership or activity in a local commission, disability, sexual orientation or age.

Job Type: Full-Time (30-40 hours per week) W2 Intended Start Date: Training and Lesson Preparation will begin ASAP. Classes are set to start in the Spring Semester. About Think Academy: Think Academy US (************************* a 100% owned subsidiary of TAL Education Group(NYSE: TAL), is recently established education technology (Ed-Tech) company to provide K-12 extra-curricular learning services through science and technology. At Think Academy, we provide full cycle service to foster local children's ability to think critically, to strengthen their logic skills, and to help them fulfill their goals through innovative teaching techniques. We believe Love and Technology can make education better. Each week, more than 6 million students are enrolled in TAL's online and offline education platform. Who We're Looking For: Think Academy U.S. is looking for a Full-Time Remote Middle School Math Teacher to work with our middle school students from 6th to 8th grade math up to Pre-Calculus, Algebra 2, and Trigonometry. Teachers are expected to understand math concepts, prepare classes based on Think Academy's curriculum, deliver engaging and age-appropriate math lessons, explaining concepts, demonstrating problem-solving techniques, and using various teaching methods to meet the diverse needs of students Job Responsibilities: Teach Pre-Calculus, Algebra 2, and Trigonometry to entry and competition level middle school students Actively engage and manage a classroom of up to 18 students Prepare and deliver lessons using Think Academy's curriculum and teaching guidance Grade homework and provide other essential teaching-related services Communicate effectively with students and parents, offering timely and personalized feedback Typically work 30-40 hours per week, primarily during weekends or weekday afternoons How You Can Be Qualified: Bachelor's degree or above; All majors are welcome; Education, or STEM-related majors are preferred You are still eligible to apply if you are still pursuing or in progress of obtaining a Bachelor's degree Prior math teaching experiences is not required, but a plus Math competition learning or teaching experience is a plus Teaching starting from 2026 Spring Semester (Fall: Aug - Dec; Spring: Jan - May; Summer: June - Aug) Available and willing to work during weekday evenings and weekends Super passionate about teaching and education industry, and highly responsible and love to get along with kids Excellent communication and interpersonal skills Pay Structure: Competitive Pay: Teaching Hours: $30-35/hr - Teachers will be assigned 3-7 classes per week Administrative Hours (Lesson Prep, Grading, Parent Communication): $16-$20/hr Yearly Salary Estimate: 1st year Total Target Compensation: $40,000-$50,000 Flexible Remote Work: Work from anywhere that suits you best! Performance-Based Pay Increase: Opportunity for a 15% bonus per semester Potential for a $0-$5 Teaching Hour increase per semester based on performance Professional Growth: Teachers who consistently deliver high-quality classes may be promoted to management roles, which come with increase responsibilities, additional performance bonuses, and enhanced benefits Paid Training Program: Leverage Think Academy's paid, 4-week Teacher Training Program to develop your career in education! 401k and Health, Vision, and Dental Insurance (depending on eligibility) Think Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, or protected veteran status and will not be discriminated against on the basis of disability.

The North Carolina Virtual Public School (NCVPS) was established by the North Carolina State Board of Education as an online community service K-12 public school for students throughout the state of North Carolina. NCVPS is governed by the North Carolina State Board of Education (NCSBE) and reports on a day-to-day basis to the NCDPI Chief Academic Officer. As a result of NCVPS' work, students in the public schools of North Carolina have access to online courses that are unavailable due to teacher shortages or scheduling conflicts. These courses provide students with equity of access to a high-quality educational experience regardless of where they live within the state. NCVPS SYNCHRONOUS (IN REAL TIME: IRT) TEACHER - DUTIES AND RESPONSIBILITIES: Management of Instructional Time: The teacher has appropriate devices, internet access, materials, supplies, and equipment so he/she is able to work each day. Teachers are required to have office hours posted and maintained for all stakeholders (to include students, parents, and school personnel). NCVPS teachers provide instruction through synchronous and asynchronous methods. Teachers are required to provide instruction via the designated video platform and via the learning management system, using personalized feedback on student assignments, and communication using a variety of methods in the timeframes specified by NCVPS. Instructional Presentation: The teacher facilitates lessons and instructional activities using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; adheres to standards and course curriculum; and, provides personalized instruction. NCVPS teachers provide instruction via a learning management system. NCVPS teachers are required to interact daily within a variety of digital systems and must be comfortable providing basic technology troubleshooting skills in providing student assistance. Collaborative: The teacher serves as a subject-matter expert and engages in continuous collaboration and communication with the enrolling school to provide a personalized learning experience for each student. Instructional Monitoring of Student Performance: The teacher maintains clear, firm and reasonable standards and due dates; checks all students' performance; and, adjusts instruction and feedback as applicable based on student and class needs. Instructional Feedback: The teacher provides grading and personalized feedback for all student work to encourage student growth and mastery of concepts. Digital Literacy: The teacher displays excellent digital skills and the ability to facilitate learning and community within a digital environment. Facilitating Instruction: The teacher has an instructional plan that is compatible with the organizational curricular goals and, as applicable, state or national standards; uses diagnostic information obtained from tests and other assessment procedures to personalize learning and/or tasks; maintains accurate records to document student performance; has an instructional plan that aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; and, uses available/develops additional resources to support the instructional program. Interacting Within the Educational Environment: The teacher treats all students in a fair and equitable manner; and, interacts effectively with students, co-workers, parents, and the community. Performing Non-Instructional Duties: The teacher carries out non-instructional duties (such as serving as a course or instructional lead, completing curriculum development tasks, and/or providing support to external stakeholders and schools) as assigned; adheres to established laws, policies, rules, and regulations; follows a plan for professional development; and, demonstrates evidence of growth. Non-Instructional Duties will be assigned based on the actual course load in order to ensure a full-time workload of 35-40 hours per week. IMPORTANT: NCVPS will only consider applicants with a NC Continuing Professional License (CPL) for this position. This is a contract for a TEMPORARY, full-time position with no benefits associated. Per SBE policy LICN-001 Section 1.22 for licensing purposes, a “year,” shall be defined as working six or more calendar months in a fiscal year for a full-time permanent position, therefore, time spent as an NCVPS teacher will not count towards converting an Initial Professional License (IPL) to a Continuing Professional License (CPL). This position is an online (remote) position. This position requires daytime availability (Monday - Friday, 8:00 AM - 4:00 PM EST). This position requires multiple online synchronous sessions weekly and could include up to 3 hours per day of synchronous instruction. All course content has been created and is ready for teacher facilitation; teachers only need to add supplemental resources, etc. Please review our NCVPS TEACHER EXPECTATIONS. If you are viewing this posting on a website other than NCVPS , please visit and submit an application via: ******************************* CURRICULUM AREA: Middle School: Math 6-9 Applicants must hold a current NC teaching license for Math 6-9 to be considered. Preference will be given to applicants with a current NC teaching license for both Math 6-9 and Math 9-12. PROCESS: All applicants who are selected to move forward will need to complete required onboarding paperwork within 30 days of the hiring acceptance date. In addition, selected synchronous teacher applicants also need to have all required paperwork completed before the mandatory professional development begins. Following the contract start, selected external candidates will be expected to complete a mandatory Professional Development training based upon NCVPS synchronous instruction best practices. ADDITIONAL SYNCHRONOUS APPLICATION COMPONENT: All synchronous teacher applicants must include a 4-5 minute video clip of yourself teaching a standard (of your choice) based on the curriculum area/grade-level in which you have applied. At the end of the 4-5 minute video clip, please also share a brief explanation of the digital tool(s) used. You may opt to explain the digital tool(s) you would use to teach the lesson, or explain the digital tool(s) used to check for student understanding. Please share your video file via a shared link (where indicated) within the submitted application. MISCELLANEOUS: The anticipated start date for the temporary, full-time IRT positions will be Fall 2026, with an anticipated end date in May 2027. The chosen applicant(s) will be required to complete the TnT and IRT trainings during the summer prior, before sections can be assigned. The contract may be renewable based on needs, budget, and overall performance. Applicants should reside in the US and be available to teach and carry out instructional duties and tasks within EST. Any termination of work by either party will result in prorated pay based on the completed items submitted as determined by the NCVPS supervisor and contract stipulations. PLEASE NOTE: The North Carolina State Board of Education (NCSBE) requires teachers who teach for North Carolina Virtual Public School (NCVPS) to have a current NC Professional Educator's Teaching License in the subject areas in which they are applying to teach. Time spent as a NCVPS teacher will not count towards an SP1 (initial license) becoming an SP2 license. Please provide evidence of your NC teaching license and AP Certifications (as applicable) when applying. You may download a copy of your current NC teaching license by logging into the NCDPI Online Licensure System. You may visit the NCDPI Educator's License Categories website for a list of all NC license types. NCVPS teachers are all contracted teachers. There are no benefits associated with the contracted positions.

Required Certificates and Licenses: Active Middle School 4-8 Generalist or 4-8 Math Certificate Residency Requirements: This position is virtual and strongly prefer residents of Texas. May consider residents of surrounding states (NM, OK, AR or LA). This position could include travel up to 20% of the time for face-to-face professional development, student testing, and/or as required by the school. The Middle School Math Teacher is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Teachers provide instruction, support, and guidance, manage the learning process, and focus on students' individual needs. Teachers monitor student progress through Stride K12's learning management system. They actively work closely with students and parents/learning coaches to advance each student's learning toward established goals. Teachers typically work from home but must travel occasionally throughout the year to various school functions, such as state testing or as otherwise required by the school. K12, a Stride Company, believes in Education for ANYONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. Passionate Educators are needed at Digital Academy of Texas (DATX). We want you to be a part of our talented team! The mission of Digital Academy of Texas (DATX) is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us! This is a full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school. ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable individuals with disabilities to perform the essential duties. · Provides rich and engaging synchronous and asynchronous learning experiences for students · Commitment to personalizing learning for all students · Demonstrates a belief in all students' ability to succeed and meet high expectations · Differentiates instruction based on student level of mastery · Augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools under guidance from principal and coach · Maintains grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress · Prepares students for high stakes standardized tests · Understands that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner · Supports learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures · Travels as required (on average once per month and/or approximately 20% of the time) for face-to-face professional development, student testing, and as required by school REQUIRED MINIMUM QUALIFICATIONS: · Bachelor's degree AND · Active state teaching license AND · Ability to clear required background check DESIRED QUALIFICATION: · Experience working with proposed age group. · Experience supporting adults and children in the use of technology. · Experience teaching in an online (virtual) and/or in a brick-and-mortar environment. · Experience with online learning platforms. · Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions. · Receptive to receiving coaching regularly with administrators and teacher trainers. · Ability to embrace change and adapt to ensure excellent student outcomes. · Proficient in Microsoft Excel, Outlook, Word, PowerPoint. · Ability to rapidly learn and adapt to new technologies and teaching platforms. · Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum. 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. · This position is virtual. Job Type Regular The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer. If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting *********************. Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

School Year: 2026-27 Science Teacher Grade(s): 6th, 7th, or 8th Grade Reports to: School Director United Schools (United) is a nonprofit organization in Columbus, Ohio. After founding its first school in 2008, it has worked together with incredible leaders to open three more schools in the span of ten years. Each United campus is an open enrollment, public charter school that works diligently to close the opportunity gap in Columbus. Moreover, the mission of all United campuses is to transform lives and our communities through the power of education, while maintaining our vision: For every child, an open door. United currently operates two high-performing elementary schools (K-5) and two high-performing middle schools (6-8) that serve more than 900 students. We strive to provide students with a rigorous academic experience in a joyful learning environment, and we work hard to ensure that students of all levels grow and succeed by focusing on intentional student support and continual improvement. Position Description United Schools teaching positions provide an opportunity for talented educators to support the academic and social-emotional growth of students in a classroom setting. Teachers work with content and grade-level teams to develop and internalize rigorous, aligned curriculum, establish and maintain a joyful classroom and grade-level culture, and communicate student progress consistently with families to establish authentic partnerships between school and home. In collaboration with colleagues and school leaders, teachers use data intelligently to drive improvement efforts, implement frequent feedback in order to grow as educators, and design systems that support the needs of all learners. Joining Our Team United Core Traits: Mission-Driven. Team members believe deeply in the United mission: to transform lives and our communities through the power of education. Growth Mindset. Team members believe in their ability, and the ability of all students, to grow and improve. Relationship-Driven. Team members get proximate to students, families, and colleagues to develop authentic relationships that inform work in the classroom. Conscientiousness. Team members are professional, reliable, diligent, and pay attention to detail. Emotionally Constant. Team members maintain a sense of calm while addressing a number of priorities. Qualifications: Holds a B.A./B.S. degree and has the ability to secure the appropriate teaching license. Has prior experience working in urban schools and/or communities (preferred). Knowledge and Skills: Is committed to using data-driven instructional practices and the techniques outlined in Teach Like a Champion 3.0 to improve student outcomes. Is relentless in writing, refining, and internalizing curriculum, lessons, and assessments. Is open and committed to implementing frequent feedback from team members. Communicates effectively with students, families, and colleagues. Comfortability with Google products for effective communication and completion of job responsibilities. Terms of Employment Although this position will begin July 27, 2026, applications will be considered immediately. This is a full-time position. Report times are typically Monday through Friday, 7:30 a.m. to 4:15 p.m., although some job-related tasks can be expected outside of these hours. Salary: The starting salary for a new Teacher with a Bachelor's degree is $49,000. The starting salary for other applicants will depend on professional experience and education level. Benefits: Medical, dental, vision, life, and disability coverage Employees are eligible to participate in the State Teachers Retirement System of Ohio (STRS) or the School Employees Retirement System of Ohio (SERS). All United campuses are Equal Opportunity Employers. Apply online at unitedschools.org/join.

Job Description Join Our Team as a Campus Minister with International Friendships, Inc. About Us: International Friendships, Inc. (IFI) is a dynamic, faith-based organization dedicated to offering life-changing hospitality and friendship to international college students. Our services include airport pickups, holiday hosting, temporary housing, conversation partnerships, and social events and trips. Work Schedule: Full- or part-time options available with a flexible schedule. Occasional evenings and weekends required for specific events/projects. Attendance at several conferences each year, including IFI Staff Retreats. Pay Structure: Develop a team to support salary, benefits, and ministry expenses. Training provided to build a team of ministry partners. Pay range typically $25,709 - $80,000 post-support development, based on experience and other factors. Benefits: Paid vacation, sick leave, holidays, and more (eligibility required). Health benefits (medical, dental, vision) for eligible staff. Flexible hours and work-from-home availability. Opportunity to work with a growing Christian organization. Staff care to support mental, social, and spiritual health. Responsibilities: Penn State University is a very strategic location for international student ministry. It ranks number 19 in the world according to UniRank 2021 and is one of the top 10 largest universities in the United States. There are more than 9,000 international students in State College, which ranks it in the top 15 for international student populations in the United States. This position is part of the State College ministry team and requires the candidate to live near the campus on which they will be serving. The State College Campus Minister will: Encourage spiritual growth among international students, scholars, and their families through building relationships and hosting cultural events and Bible discussions. Connect with student associations and mobilize volunteers to serve on a campus ministry team. Pursue creative strategies for sharing God's love and develop culture-specific outreach initiatives. Qualifications: Adherence to IFI's statement of faith, core values, and policies. Organized, detail-oriented, and able to work independently. Strong interpersonal skills and enjoys working with people. Proficient with technology, including Microsoft Office and Google applications. Education/Experience: Minimum Bachelor's Degree. Minimum one-year involvement in campus ministry or completion of IFI ISEED Program. Join Us: IFI is an equal opportunity employer. If you are dedicated to extending God's love globally and willing to adhere to our statement of beliefs, we welcome your application. Job Posted by ApplicantPro

Holy Spirit School Middle School Teacher of Religion and Science Full-Time Catholic Required Holy Spirit School, located at 4382 Duchene Lane in the suburb of Whitehall, is seeking a Middle School Teacher of Religion and Science to begin immediately for the 2025/2026 School Year. Requirements: Hold an appropriate Ohio teaching license (Professional, Permanent, or Resident Educator) or be eligible to obtain one before beginning to teach Current on religious education certification as required by the diocese Current satisfactory BCI & FBI background checks Have attended or be willing to attend a VIRTUS Protecting God's Children training Excellent verbal and written communication skills JOB DESCRIPTION FOR TEACHERS TITLE: Teacher QUALIFICATIONS: Appropriate state certification/license: as required by the grade levels and subjects taught Religious Education certification as required by the diocese RESPONSIBLE TO: Principal JOB GOAL: To assist students in mastering the skills and information in the school curriculum while helping them to grow in faith and responsibility. THE EIGHT STANDARDS OF PROFESSIONAL COMPETENCY INCLUDE, BUT ARE NOT NECESSARILY LIMITED TO, THE FOLLOWING STANDARDS: Teachers in the Catholic Schools of the Diocese of Columbus know, understand and contribute to the integration of Catholic teachings and virtues throughout the curriculum and school culture as it supports faith formation and student learning. Teachers understand student learning, development, and faith formation while respecting the diversity of students. Teachers know and understand the content for which they have instructional responsibility. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning Teachers plan and deliver effective instruction that advances the learning of each individual student. Teachers create Christ-centered learning environments that promote high levels of learning and achievement for all students. Teachers collaborate and communicate with students, parents, other educators, administrators and the faith community to support student development, learning and faith. Teachers assume responsibility for their professional academic/spiritual growth, performance, and involvement as an individual and as a member of a Catholic learning community.

Student Ministry Leader - Link overseas Job Type: Full time InterVarsity Link is looking for people with both a God-given heart for students and for global ministry. As a member of the International Fellowship of Evangelical Students (IFES), InterVarsity has connections with student ministries all over the world. InterVarsity Link will send you to a student ministry that is looking for someone like you to come and serve students there. ATTENTION: Please do not complete the full application here until you have completed Link's preliminary application and heard back from us. Please find the link to the preliminary application in the next section. With questions, email ********************* To advance the purposes of InterVarsity and the IFES, this position fills a key role in the on going effort of InterVarsity/USA to fulfill its partnership obligations as a member of the International Fellowship of Evangelical Students (IFES). InterVarsity Link Staff are seconded to national IFES member movements or to IFES Regions as requested by those national movements or regions. As such, their purpose is to establish or strengthen student ministries in their assigned country or region under the direction of their IFES supervisor. Please complete Link's preliminary application and wait to hear back from us before completing the full application. Go to the following link and click on "apply." ****************************** ESSENTIAL FUNCITIONS: Spiritual Growth: Be a maturing disciple of the Lord Jesus Christ: growing in love for God, God's Word, God's people of every ethnicity and culture, and God's purposes in the world by: Pursuing a vibrant relationship with the triune God through engagement with Scripture, prayer, and worship - both individually and in community Growing in self-awareness, self-management, relational integrity, and resiliency Embracing Scriptural standards for behavior and attitudes Engage in ministry through teaching, preaching, discipling, leading Bible studies, and/or prayer and worship services in a local church or worshipping community Experience and live out an ongoing call to ministry service with InterVarsity and its mission Ministry Leadership: Lead in cross cultural student ministry by: Acquiring language and cultural skills from classes, tutoring, personal study and direct involvement with students and other nationals Participating in personal and team ministry activities including informal and casual encounters as well as planned and organized activities under the direction of their IFES supervisor, including: Gathering student groups on campuses where there are none - growing groups of students where they exist Leading students in evangelism, Bible study, prayer, worship, and acts of service Providing spiritual mentorship and direction to student leaders Fulfill specific ministry responsibilities as assigned by their IFES supervisor, including: Planting or developing ministry to students at a particular university or location, Developing student leaders, including identifying, mentoring and discipling, organizing, training, and supervising them Creating opportunities to engage the university with the Gospel Gathering both large and small groups for evangelistic outreach, spiritual growth, prayer, and worship, as well as retreats and conferences at the local, national, or regional level Participating in the development and implementation of vision, direction, and a ministry plan on a local, national, or regional level, Participating in local, national and regional conferences as required or recommended by InterVarsity Link, or the IFES supervisor. Develop personal and professional ministry skills and spiritual acumen while on the field and during Home Assignments. Administration Assure compliance with InterVarsity policies and procedures by: Observing risk management policy. Following the budgeting process, and expense reporting requirements. Submitting quarterly reports to their Link Staff Coordinator for use in supervision and pastoral care. Submitting reports to their IFES supervisor as requested. Fund Development and Public Relations Maintain sound financial status by: Securing personal financial and prayer support in compliance with fund development guidelines Nurturing donor relationships through regular prayer letters, personal communication and visits Speak at small and large groups and churches sharing from Scripture, leading in prayer and worship, and casting a vision for mission and ministry to university students Maintain good communication practices by: Contacting their Link Staff Coordinator on a regular and frequent basis. Distributing ministry updates, at least quarterly, to supporters and prayer partners. QUALIFICATIONS: Annually affirm InterVarsity's Statement of Agreement (Doctrinal Basis and Purpose Statement). Abide by InterVarsity's Code of Conduct. Believe and behave consonantly with InterVarsity's Human Sexuality Theological Paper Clear and ongoing sense of calling to cross-cultural university student ministry Bachelor's degree required Prior experience with InterVarsity or other campus ministry preferred Demonstrated pastoral gifts (call to faith, disciple and mentor young believers, teach biblical and spiritual principles) and calling to cross cultural ministry and mission Demonstrated cross-cultural skills Strong interpersonal skills Excellent oral and written communication skills Ability to travel and reside outside the United States for 2-3 years US Citizen or legal ability to work in the USA Pay Range: $25,088.00 - $46,776.00 per year Pay: This position is funded through personal fundraising. Accordingly, compensation will vary based on the ability of the individual to secure a donor team to fund the cost of his/her salary. The anticipated salary range for this position on a full-time basis (40 hours/week) is dependent on a variety of factors, including location and cost of living. The actual salary received, including any geographic adjustment to account for location and cost of living, is subject to the individual's ability to raise funds necessary to cover the full amount of such salary within the range set forth in the job posting details. Benefits: We offer a competitive benefits package, including health care and retirement savings with a match. Eligibility is based on employee type and hours worked. Benefits include the following: 403(b) Retirement Savings Plan 403(b) matching contributions Dental insurance Employee assistance program Employee discounts Flexible work schedule Flexible spending accounts Health insurance Health savings account Life insurance Paid time off Parental leave Professional development assistance Vision insurance Equal Employment Opportunity: InterVarsity Christian Fellowship/USA is both an equal opportunity employer and a faith-based religious organization. We conduct hiring without regard to race, color, ancestry, national origin, citizenship, age, sex, marital status, parental status, membership in any labor organization, political ideology, or disability of an otherwise qualified individual. The status of InterVarsity Christian Fellowship/USA as an equal opportunity employer does not prevent the organization from hiring staff based on their religious beliefs so that all staff share the same religious commitment. Pursuant to the Civil Rights Act of 1964, Section 702 (42 U.S.C. 2000e 1(a)) InterVarsity Christian Fellowship/USA has the right to, and does, hire only candidates who agree with InterVarsity's Statement of Agreement: Purpose and Doctrinal Basis because InterVarsity believes that each and every staff plays a vital role in advancing InterVarsity's mission and purposes.