Private tutor jobs in Winston-Salem, NC - 370 jobs

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

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

Title I Tutor (Certified) Term of Employment: 19.5 hours/week; Temporary Reports To: Principal Pay Information: $25.00 per hour General Statement of Job Under general supervision, it provides tutorial services to assist students in achieving a better understanding of specific subject material and in improving academic capabilities in designated areas. Collaborates with the school principal and staff members to assess students' needs and how best to address them. Work is on an “as needed” basis. Reports to the Principal or designee. Essential Job Functions Provide academic assistance to assigned tutees, either in a group or individually Help students develop positive attitudes toward learning and studying Help students develop self-confidence, raise self-concept, and reduce anxiety or fear of failure in academic work Help students develop the study skills necessary for academic success Establish and maintain rapport with the assigned student(s) Serve as a role model for students being served Knowledge, Skills and Abilities General knowledge of student code of conduct General knowledge of procedures to follow in the event of an emergency Some knowledge of the curriculum for the grade Ability to constantly monitor the safety and well-being of students Ability to motivate students Ability to maintain order and discipline Ability to operate common office machines Ability to understand and follow oral and written instructions Ability to establish and maintain effective working relationships as necessitated by work assignments Minimum Training and Experience Certified: Must hold valid NC teaching license Minimum Qualifications or Standards Required to Perform Essential Job Functions Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants. Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone. Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Job Title: Title 1 Tutor Qualifications: Bachelors Degree and NC Educator License, required. Reports to: Principal and Assistant Principal Supervises: Assigned small groups of students. Purpose of Position: To provide well-planned and grade level appropriate tutoring sessions for assigned students in various content areas as aligned with student needs and achievement data to promote and assist with student success. Responsibilities, Duties, & Expectations: Shares in the responsibility of maintaining supervision of students and providing instruction to small groups, as assigned. Works collaboratively with the teachers of students assigned to ensure that all small group instruction addresses individual learning needs Follows and implements approved behavior management procedures Maintains written lesson plans and tutor schedules Provides recommendations to teachers and administration concerning student performance and achievement Shares responsibility for ensuring that students are safe at all times Follows emergency procedures consistent with the district Crisis Response and Emergency Evacuation Plans Provides recommendations for tutor program improvement Maintains confidentiality of student records and concerns Participates in assigned training and workshops Practices and maintains staff-student relationships which foster respect for staff and contribute to the positive self-esteem of the students Performs other duties as assigned by the administration Evaluation and Measurement of Performance: Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of support personnel. Evaluations will be conducted at any point and time during the school year and summer programs. Terms of Employment: Part-Time work schedule to be established by the school administration on a year-to-year basis; Flat hourly rate as determined by the Board of Education.

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

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

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

TUTOR(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.

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

PERSONAL ACADEMIC TUTOR NEEDED! Sylvan Learning of High Point is looking for enthusiastic K-12 academic 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! Hours and Scheduling: We currently need tutors who can start at 4:30 on their scheduled days! Afternoon/evening hours during the week and Saturday mornings also available.

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

We are seeking a Part-Time English Tutor to support students in developing strong reading, writing, and critical thinking skills. The ideal candidate will assist students with understanding grammar, composition, research writing, and citation practices. This position requires up-to-date knowledge of APA and MLA citation styles, as well as proficiency with Microsoft Word, including sending, receiving, and editing documents. The tutor will work one-on-one, in small groups, and collaborate with faculty and academic support staff to align with course goals and student needs. This position requires that at least 60% of tutoring hours be conducted in person at the Academic Success Center on Forsyth Tech's main campus. Minimum Qualifications Required: * A high school diploma or equivalent, along with either active enrollment in or prior completion of an associate's degree program. * Proof of completed college-level coursework in English, Composition, or related fields with a final grade of B or higher. Preferred Qualifications Preferred: * Previous experience tutoring or assisting students in English, writing, or research skills is preferred. We are also open to student applicants without formal experience. Essential Duties ESSENTIAL DUTIES AND RESPONSIBILITIES includes the following. Other duties may be assigned. Provide Academic Support: * Conduct individual tutoring sessions for students needing assistance with English, writing, and composition. * Lead small group study sessions to help students improve their understanding of writing techniques, grammar, and academic research. * Assist students in organizing essays, refining thesis statements, and developing cohesive arguments. 2. Facilitate Student Learning: * Adapt tutoring methods to support diverse learning styles and academic goals. * Use visual aids, writing samples, and digital resources to enhance student engagement and comprehension. * Help students become confident, independent writers, and learners. 3. Assist with Course Assignments: * Support students in understanding and applying APA and MLA formatting and citation guidelines. * Offer guidance on editing and revising academic writing, including research papers and essays. * Teach strategies for proofreading, improving clarity, and avoiding plagiarism. 4. Track Student Progress: * Document student challenges and improvements through summary reports after each session. * Provide constructive feedback to students to promote growth and accountability. * Collaborate with faculty and academic support staff as needed regarding student progress. 5. Maintain a Supportive Learning Environment: * Create a welcoming, inclusive atmosphere where students feel encouraged and respected. * Promote academic integrity and responsible research practices. * Maintain confidentiality and uphold institutional policies. 6. Stay Current in the Field: * Work with your supervisor to identify and pursue professional development goals. * Stay updated on the latest editions of APA and MLA style guides and changes in academic writing standards. 7. Additional Responsibilities: * Perform other duties as assigned by the Academic Success Center Director to support Center operations. Physical Demands Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * The employee will need to regularly operate and use computers, phones and other electronic equipment. * The employee will frequently communicate and must be able to exchange accurate information with others. * The employee may need to move around their office and/or campus to attend meetings/ classes and to access files, machinery or other job-related tools. * The employee may need to lift and/or move equipment, tools or paperwork up to 25 pounds. * The employee may need to position themselves by reaching, stooping, kneeling or crouching in order to adjust or collect equipment and/or supplies. * Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. Workplace Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Encounters low to moderate noise levels in the work environment.

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

School Information: Located in High Point, N.C., Phoenix Academy opened in 1998 and serves students in K-12. At Phoenix, you can connect passion with purpose. To learn more about Phoenix Academy click here. Why Choose Phoenix Academy: K-12 building allows opportunities to grow with children and obtain exposure to all different grade levels and experiences. Safe learning environment with fobs for entrances, CPI crisis training, glass films, panic buttons, safety drills, Say Something, school wide behavior recognition program and a safety team. Recently recognized by local news for OCS program. Promotes from within whenever possible. Offers NHA Dean Prep program to prepare employees who want to explore leadership. New employee and beginning teacher professional development, Dean coaching, Mentor/Mentee for beginning teachers as well as new employees. DUTIES AND RESPONSIBILITIES: Assess student abilities and provide instructional and behavioral assistance for students in accordance with their individual education plan (IEP) and/or their 504-behavior plan as directed by the special education team. Support can be provided 1:1 or in small groups. Commit to educating the whole student - academically, morally, and socially. Implement result-driven curriculum and instruction specially designed to meet the unique needs of each student resulting from his/her disability such as, resource room, inclusion and/or pullout services. Attend professional development, specialized trainings and IEP meetings with special education team and parents as required. Assist with the required compliance documentation. QUALIFICATIONS: Must meet state requirements for being a Title 1 paraprofessional. Click here for the state requirements. Ability to defuse situations and prevent escalation. Previous experience supporting individuals with disabilities and/or behavior modifications, preferred. Aptitude to understand and navigate technical systems. National Heritage Academies is an equal opportunity employer.

The Center for Academic Engagement's Professional Tutors provide effective tutoring to enhance the learning of students in specific subject areas. As a provider of learning support, the Professional Tutor responds to the individual needs of students by personalizing tutoring strategies and methodologies while building their self-efficacy, problem solving abilities, content mastery, and metacognitive skills. These learning processes may occur through in-person, online, and course embedded mediums. Physical Demands 1. Must be able to get to other offices, buildings, campus locations and off-site locations as necessary to complete requirements of the job. 2. Must be able to work flexible hours. 3. Physical requirements include periods of sitting at a computer and standing. 4. Must be able to lift, pull/push and carry up to 20 pounds. Other: Criminal history checks, with acceptable results, are required.

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

Job DescriptionSalary: Davidson Charter Academy (DCA) in Lexington, NC, is seeking candidates for a full-time Middle School Spanish Teacher position. DCA is seeking a passionate and dedicated Spanish Teacher to join our team. The ideal candidate will have a strong command of the Spanish language and a talent for engaging students in meaningful learning experiences. The teacher will develop and deliver dynamic lessons that build students fluency in speaking, reading, writing, and understanding Spanish while also exposing them to Hispanic cultures. Responsibilities: Plan and teach Spanish lessons aligned with the NC Standard Course of Study. Foster a positive, inclusive, and engaging classroom environment. Assess student progress and provide feedback. Incorporate technology and cultural activities into lessons. Maintain accurate records and communicate with parents. Participate in meetings, training, and school activities. Perform other duties as assigned by the administration Requirements: Bachelors degree in Spanish, Education, or a related field. NC Educator's License or eligible to receive one Fluency in Spanish (spoken and written). Strong classroom management and communication skills. Salary & Benefits: *Prorated based on start date Salary: NC Certified Teacher Salary Schedule Full-Time 10-Month Position Additional 3% Supplement (paid in December and June) Up to 6% Employer 403(b) Contribution Match 10 PTO days per year (unused PTO rolls over until maximum accrual is reached) 9 Paid Holidays Employees Medical Insurance paid up to $554.57/monthly Employer-funded Long-Term & Short-Term Disability Coverage All teachers at DCA are on one year contracts. Contract renewal is contingent upon successful performance, completion of duties and expectations, as well as funding.

JOB TITLE: Part-Time Reading Intervention Tutor (VALLSS Tutor) IMMEDIATE SUPERVISOR: Principal GENERAL STATEMENT OF JOB The individual in this position is responsible for assisting the teaching staff with the school's literacy program and help classroom teachers in their instructional efforts. Assessing students' reading abilities and the phonetic skills that lead up to reading to determine if they qualify for PALS (state phonetic program). SPECIFIC DUTIES AND RESPONSIBILITIES Essential Functions: * Discusses assigned teaching area with Reading Specialist and classroom teacher to coordinate instructional efforts. * Prepares lesson outline and plan in assigned areas and submits outline to Reading Specialist for review. * Plans, prepares, and develops various teaching aids such as hands-on manipulatives, reading materials, and writing materials. * Presents subject matter to students, utilizing a variety of methods and techniques for guided reading and guided writing. * Attends training workshops. * Assists students, individually or in groups, with lesson assignments to present or reinforce learning concepts such as: Reading to children, modeling strategies for reading and writing, writing the dictation given by young children, helps children locate and use material, encouraging safety habits in work and play, encouraging children to work independently and listening to children. * Assists Reading Specialist and teachers with routine tasks such as: Organizing student information in cumulative files, gathering resources and supplementary materials, entering student information into online database, fire drills, special events, supervises the entire classroom when called upon and student assessments. Additional Duties: * Performs other related work as required. MINIMUM EDUCATION AND TRAINING * Associate's Degree or the equivalent of two years of college or demonstrated, through the state assessment. * Or an equivalent level of education and experience. MINIMUM QUALIFICATIONS AND STANDARDS REQUIRED Knowledge, Skills and Abilities: * Knowledge of and ability to assist in the instruction of reading, writing and math. * Knowledge of the practices, methods and techniques used in classroom teaching. * Skill in effective communication, both verbally and in writing. * Skill in the use of computers for data entry, word processing, and/or accounting purposes. * Ability to present information clearly and concisely in verbal and written form. * Ability to maintain effective working relationships with other District employees and the general public. * Ability to work independently with minimal supervision. Physical Requirements: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work is sedentary to light work which requires exerting up to 30 pounds of force occasionally and/or exerting up to 20 pounds of force frequently, and/or up to 10 pounds of force to move objects frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Work is performed while standing, sitting and/or walking. Requires the ability to communicate effectively using speech, vision, and hearing. Requires the use of hands for simple grasping and fine manipulations. Requires bending, squatting, crawling, climbing, reaching. Additionally, the following physical abilities are required: * Reaching: Extending hand(s) and arm(s) in any direction. * Pushing or Pulling: Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion. * Grasping: Applying pressure to an object with the fingers and palm. * Handling: Picking, holding, or otherwise working, primarily with the whole hand. * Feeling: Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips. * Manual Dexterity: Picking, pinching, typing, or otherwise working, primarily with fingers rather than with the whole hand as in handling. * Repetitive Motion: Substantial movements (motions) of the wrist, hands, and/or fingers. Work Environment: The worker is not subject to adverse environmental conditions. Position will be posted until filled. HENRY COUNTY PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER. Due to limited funds, Henry County Public Schools is unable to sponsor Visas.

Job Description Classroom Teacher Department: Instruction Reports To: Principal SUMMARY: Is responsible for teaching, instructing, guiding and directing all pupils assigned to his/her classes in the teaching and learning process. Plans learning activities to assist pupils in gaining knowledge, developing skills, and attaining educational goals. Responsible for measuring and evaluating pupil progress toward attainment of educational objectives. ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned . Teaches District-approved curriculum. Plans a program of study that meets the individual needs, interests, and abilities of the students. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students. Work cooperatively with administration and staff throughout the district Observes all policies, rules and regulations of the Board of Education as stated in the Policy Handbook. Observes rules and regulations of the building. Encourages students to set and maintain standards of classroom behavior Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons and units. Observes all building rules and regulations Evaluates pupils' academic and social growth, keeps appropriate records, and prepares progress reports. Available for consultation with students, parents and other personnel before and after regular school hours Provides suitable lesson plans and arrangements for substitute teachers in case of teacher absence. Ability to organize and plan effectively Maintain accurate records for student reporting (grades, attendance, IEP, etc.) Monitor/consult with school health nurse regarding health-related issues reflecting student achievement Be a member and participant in the activities of professional organizations vital to the development of professional excellence SUPERVISOR RESPONSIBILITIES: Responsible for the safety, conduct and instruction of students in their charge and for students outside of class hours as assigned QUALIFICATIONS: Bachelor's Degree Valid Teaching Certification in specified area by the State of Missouri Preferably having computer skills in Google(docs, sheets, and slides), Word Processing, Gmail, Basic Spreadsheets, PowerPoint, Publishing, SIS Attendance, SIS Grades, SIS Homework, SIS Parent Contact Log. EVALUATION: Performance of this position will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. TERMS OF EMPLOYMENT: Nine-month employee. Salary to be established by the Board of Education.