Student teacher jobs in Asheville, NC - 147 jobs

Posting Number EHRA1021P Quick Link for Internal Postings *********************************** Classification Title Academic Advisor Working Title Educational Initiatives Specialist (Student Retention) - #005045 Department Office of Student Retention Anticipated Hiring Range Based on qualifications/experience, internal equity, and departmental budget restrictions. About WCU Western Carolina University continues to rank high on Forbes 'Best Employers' lists each year. Including: * 2025 - Ranked 1st in the top 100 employers in North Carolina in Forbes 'America's Best Employers by State' list. * 2024 - Ranking in the top 8.5% on Forbes 'America's Best Midsize Employers' list, WCU was ranked 34 out of the top 400 employers across all industries. * 2023 - Ranked in the top 20% on Forbes 'America's Best Midsize Employers' list, WCU was ranked 97 out of the top 500 employers across all industries. * 2022 - Ranked 14th in the top 100 employers in North Carolina in Forbes 'America's Best Employers by State' list. Western Carolina University is the UNC system's westernmost campus and has been consistently ranked as one of the top 15 public regional institutions in the South. Employees of WCU are provided a comprehensive benefits package as well as other resources, policies and programs to ensure a happy and healthy work/life balance. Benefit eligible employees have access to dental, vision and health insurance plans - eligibility begins on the first of the month following date of hire. Retirement plan contributions begin on the eligibility date following election and include employer contributions for either a defined contribution or a defined benefit plan. Optional disability plans are also available. Eligible employees have access to tuition waivers for up to three courses per academic year; employee may enroll at any of the constituent UNC System campuses. Also offered are free group exercise classes multiple times per week, a discounted membership to the campus recreation center, free vaccine and booster shots offered on campus, pretax flexible spending accounts, 12 paid holidays and 24 hours of paid community service leave each year. Leave earning employees (staff and 12-month faculty) who work at least half of the working days of their first month of employment will begin accruing vacation and sick leave immediately. Paid parental leave after 12 months of continuous service. WCU offers an abundance of training and development programs, certifications, workshops and conferences - many of which are offered free of charge. Position Summary The primary location of this position is on-site in Cullowhee, NC. This position is designated as being exempt from the State of North Carolina Human Resources Act (EHRA). This position advances institutional retention and persistence goals by supporting instructional development, contributing to curriculum design, and informing assessment practices for retention-focused courses and initiatives. The position contributes expertise in pedagogy, assessment, and student development theory to ensure that student success programming is evidence-based, data-informed, and aligned with institutional priorities. This position also collaborates in cross-campus initiatives that support belonging, persistence, and graduation outcomes. Responsibilities include: * Co-facilitating instructional training and professional development for First-Year Experience (FYE) and Academic Recovery instructors * Collaborating on the development, revision, and refinement of curriculum for FYE and Academic Recovery courses, including alignment of learning outcomes, assessments, and instructional materials. * Serving as a consulting resource on best practices in pedagogy, student development, and high-impact practices * Leading AI initiatives for student success to ensure accuracy, tailored guidance, and alignment with academic policies * Evaluating the effectiveness of courses and initiatives using student outcomes, assessment data, and faculty/student feedback * Assisting in developing and implementing assessment plans for student success programs * Collaborating with faculty, advisors, and campus partners to implement retention-focused initiatives * Supporting OSR's foundational objectives of targeted support for at-risk students, policy oversight, and data driven improvements to cross-campus student success initiatives. Minimum Qualifications * Interested candidates must be legally authorized to work in the United States without the need for employment sponsorship or any other immigration-related assistance. * Master's degree in Higher Education, College Student Personnel, Curriculum & Instruction, or a related field * 2 years of experience in education supporting students, including teaching, advising, or student support services * Experience supporting broad student populations and collaborating with a wide variety stakeholders Preferred Qualifications * Knowledge of WCU's academic policies and student resources * Demonstrated experience teaching or designing curriculum for FYE, academic recovery, or student success courses * Strong understanding of student development theory and high-impact practices * Experience with assessment and data analysis to improve student outcomes * Familiarity with EAB Navigate, Canvas, Ellucian Banner, Qualtrics, or similar systems * Strong facilitation and presentation skills for faculty/staff development * Creative and data-driven problem-solving abilities Position Type Permanent Full-Time Number of Hours Per Week 40 Number of Months Per Year 12 Posting Text Open Date 12/19/2025 Close Date Open Until Filled Yes Special Instructions to Applicants To be considered, you must apply online. Please include a cover letter, resume, and a list of professional references to complete the application process. For questions or additional information, please contact search committee chair, Mosisah Mavity, at ********************* or ************. Background/E-Verify Final candidates are subject to criminal & sex offender background checks. Some vacancies also require credit or motor vehicle checks. Western Carolina University uses E-Verify to confirm employment eligibility of all newly hired employees. To learn more about E-Verify, including your rights and responsibilities, please visit ********************* Proper documentation of identity and employability are required at the time of employment. Credential Verification All new employees are required to have listed credentials/degrees verified within 30 days of employment. All new employees who will be teaching are required to provide official transcripts within 30 days of employment. Transcripts should be provided for the highest earned degree and/or the degree which is being used to satisfy credential/qualification requirements. EOE Western Carolina University is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race; color; ethnicity; religion; sex; pregnancy; sexual orientation; gender identity or expression; national origin; age; disability; genetic information; political affiliation; National Guard or veteran status, consistent with applicable federal, state and local laws, regulations, and policies, and the policies of The University of North Carolina. Persons with disabilities requiring accommodations in the application and interview process please call ************** or email at ******************. University Safety The Western Carolina University Annual Safety Report is available online at University Annual Safety Report or in hard-copy by request at the office of the Vice Chancellor for Student Affairs, 227 HFR Administration Building, Cullowhee, NC 28723 ************** or the Office of University Police, 111 Camp Annex, Cullowhee, NC 28723 **************. The report, required of all universities participating in Title IV student financial aid programs, discusses crime statistics, procedures for reporting suspicious or criminal activity, security, police authority, crime prevention strategies, university policies on substance abuse and sexual offenses, workplace violence and fire safety.

$42 - $43 / hr Amergis Educational Staffing is seeking an Exceptional Children's (EC) Teachers to join our team in Asheville, NC for the remainder of the school year, additional information below: Details: + Remainder of 2025 - 26 School Year (potential for extension) + ASAP start + Monday-Friday, 37.5 hrs/week + Middle school general curriculum classroom Requirements: + Must have EC Teaching license from NCDPI + Resource/Inclusion requires EC General Curriculum license + Minimum 1 year of teaching experience required For immediate consideration, call ************ to speak with a recruiter or email your resume to ***************************** ! Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

You are a great community influence on our students and we appreciate anything you can offer. The schedule would be teaching once a week for one hour a day. The time would be 8:30-9:30 AM Monday-Thursday. We will have 3 sessions for the 23-24 school year. Session 1: Sept. 5-Nov. 21 Session 2: Nov. 27- Feb.29 Session 3: March 4- May 23 Tell us the day(s) of the week that could work for you. The pay is $35/hr. Please email ***************** with a class description of 3-5 sentences, and which Session(s) you could be available to teach. If you know someone interested in sharing their expertise with our students please share this info or my contact information **************. The following is a list of classes offered in past electives: ? Technology (Film Study, Computer Animation, Programming, STEAM) ? Art (Drawing, Painting, Claymation, Photography, Pottery, Ceramics) ? Up-Cycling ? Life Skills (crochet, sewing) ? Movement(Ultimate Frisbee, Soccer, Basketball, Dance, Run Club, Tae Kwon Do, Yoga, Slackline) ? Writing (Poetry, Creative Writing) ? Music (Guitar, Chorus, Drumming, Ukulele, Make a band) ? Language (Spanish, Chinese) ? Financial Literacy ? Entrepreneurship Electives Classes are not limited to these interests, if you have something new or different to offer not found on this list please reply with it, new and original ideas are always welcome as long as they are appropriate and we can facilitate them.

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

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

The Waynesville R-VI School District is currently seeking an EL Instructional Coach for the 2026-2027 School year. All interested applicants must apply at ************************************************** You are navigating off of REAP site to the district's posting. OK

Job Description SALARY RANGE: $18.00 to $20.00 Hourly DOQ DEPT: Children & Family Dev. DIVISION: Early Head Start UNIT: Education CLASSIFICATION: Regular Full-Time NUMBER OF VACANCIES: Multiple JOB SUMMARY: Fulfills requirements according to OHS Guidelines in all aspects of Head Start programmatic activities. Supervises and implements all classroom activities. Screens all children using the designated screening assessments. Plans, evaluates, and individualizes curriculum. Implements positive guidance techniques to support a positive classroom environment. Works with the Center Manager to facilitate the smooth operation of the center. Shares responsibility for training and providing technical assistance Collaborates with parents and other community resources to address identified needs. Performs related duties as needed or assigned. QUALIFICATIONS: Teacher I: Certificate or Diploma in Early Childhood Education. CDA (Infants and Toddlers) Teacher II: Associate degree in early childhood education or a related field required. Teacher III: Bachelor's or graduate degree in Early Childhood Education or a related degree required. Experience working in a preschool program with infants and toddlers preferred. Experience working in the field of Early Childhood Education is preferred. Must have good written and oral communication skills. SC driver's license and acceptable driving record required Must be able to lift at least 60 lbs., stoop, kneel, run, jump, and move without any limitations. Please apply online at www.sharesc.org/careeers.php. An application is not valid until it has been received in the SHARE Department of Human Resources. Application for this position may also be made in writing to: Director of Human Resources SHARE P.O. Box 10204 Greenville, SC 29603 * The closing date is for the convenience of SHARE. SHARE reserves the right at any time to fill the position or to extend the application period and/or the effective date without notice and final consideration of any pending application. Applications from current SHARE employees are considered following the agency policy for in-house consideration when received within 5 working days of the date of the notice and otherwise are considered with those received from external sources. 7:15 a.m.-3:15 p.m. 7:30 a.m. - 3:30 p.m. 7:45 a.m. - 3:45 p.m.

Classroom Teacher (Academy at Biltmore Church) Reports to: Curriculum Coordinator Position Type: Full-Time Start Date: Summer 2023 Position Description: The primary role of a Classroom Teacher is to develop the whole child including social and emotional skills, gross motor skills, and cognitive skills. The Classroom Teacher will work with teaching assistants and teaching aides to ensure that each parent feels safe leaving their child in our care and each child gets to hear and see the Gospel woven into each part of their day. Preferred Skills and Experience Minimum of 2 years of professional child care experience Associates Degree in early childhood education or related field of study is preferred Essential Qualities and Qualifications A personal and active relationship with Jesus Christ modeled by a commitment to supporting the vision, leadership and beliefs of Biltmore Church. A Christ-like testimony that is displayed inside and outside the workplace. An expressed passion and calling for serving Jesus in a Kingdom-minded, fast-paced, local church setting. Active involvement and membership in a local Bible teaching, Gospel centered church that aligns with the mission and values of Biltmore Church. Demonstrates initiative with an ability to work effectively apart from close supervision. Proficient in both written and verbal communication. Highly organized, team-player, fast learner, committed to excellence Essential Responsibilities Coordinate and implement educational curriculum by developing classroom activities based on developmentally appropriate practices and early learning standards. Lead by example and encourage teaching assistants and classroom aide success through modeling and coaching. Plan individual and group age-appropriate activities to actively engage children and encourage social, cognitive and emotional growth. Maintain frequent communications with parents through informal discussions, progress reports, formal parent-teacher conferences and the use of electronic parent communication tools (Brightwheel). Ensure all center policies and state regulations are met. Ensure a healthy classroom environment - including maintaining appropriate hygiene and cleanliness standards and safety and security of children. Maintain accurate records, forms and files. Maintain a personal professional development plan to ensure continuous quality improvement.

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

Special Education: Adapted Curriculum (Self-Contained) JobID: 2636 Exceptional Children/Special Education Date Available: 12/01/2025 Additional Information: Show/Hide Transylvania County Schools seeks a teacher at Brevard High School for the Adapted Curriculum (Self-Contained) Special Education program. Job Summary: Position is available December 1, 2025. Position is full-time and includes employment benefits; 10-month employment term. Qualifications: Applicants for the position must hold or be eligible to hold NC licensure in area 88092 Special Education: Adapted Curriculum and must be "highly qualified" in the subject area pursuant to federal No Child Left Behind regulations. Application Procedure: Interested candidates must submit an online employment application. Selection Procedure: Application closing date: Open until filled. Contact: Please direct questions regarding the position by email to Mr. David "Mick" Galloway, principal, at ******************.

Job Description GREENE COUNTY SCHOOLS TITLE: ANCILLARY ATTENDANT (CONTRACT AIDE) QUALIFICATIONS: 1. High School Diploma or G.E.D. Elementary positions: additional requirement - pass Para Pro, or has a minimum of two (2) years of college. NCLB requirement. Willingness and ability to work with lower functioning students. Must be of high moral character, courteous and dependable. REPORTS TO: Principal, Supervising Teacher JOB GOAL: To assist the teacher in achieving teaching objectives by working with individual student(s) to help them achieve skill levels commensurate with their abilities. PERFORMANCE RESPONSIBILITIES: Score and record such achievement and diagnostic tests as the teacher recommends for individual student(s). Work with individual student(s) to reinforce learning of material or skills initially introduced by the teacher. Assist the teacher in devising special strategies for reinforcing material or skills based on systematic understanding of individual student(s), their needs, interests and abilities. Guide independent study and remedial work set up and assigned by the teacher. Check notebooks, correct papers and supervise testing and makeup work, as assigned by the teacher. Assist with activities such as drill work, reading aloud and story telling. Alert the regular teacher to any problem or special information about an individual student. Maintain the same high level of ethical behavior and confidentiality of information about student(s) as is expected of a fully licensed teacher. Participate in in-service training programs, as assigned. Provide IEP service for student(s) with IQs below 40 under the supervision of a Special Education teacher. Feed student(s) or supervise meal time. Provide physical contact as necessary to move the non-ambulatory and to restrain aggressive, hostile, physically threatening behavior. Provide custodial care involving contact with urine, feces and blood. Assist with other duties as directed. Be available for transporting (example: driver, attendant) student(s) on IEP mandated community training. Assist in behavioral management and data collection of student(s) as instructed by the IEP team. TERMS OF EMPLOYMENT: By individual contract EVALUATION: Performance of this job will be evaluated in accordance with provision of the Board's policy on Evaluation of Support Services Personnel. Approved by: _________________________________________ Date: __________________ Reviewed and agreed to by ______________________________ Date: __________________ (Employee)

Plan and facilitate lessons for Project Search using the Adult Education Content Standards. Focus on developing students' work force and social skills and supporting their ability to function in the following context with increasing independence: Employment - career exploration, job applications, interviewing skills, soft skills, etc. Duties 1. Implement lessons designed to help students develop workplace readiness skills and strategies. 2. Maintain communications with students, administrators, and other staff. 3. Maintain student records related to the course. 4. Support overall needs of students related to enrollment, persistence, and completion. Minimum Requirements 1. Bachelor's degree; 2. Demonstrated experience in working with young adults with intelletual and developmental disabilities. Preferred Qualifications 1. Certification and/or, bachelor's degree 2. Background in occupational therapy, music/art therapy, music/art education, home economics, vocational rehabilitation, supported employment, etc.

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.

Direct Support Staff/ Paraprofessionals provide services to individuals or groups of individuals. Direct Support Staff/ Paraprofessionals are responsible for ensuring that services are delivered in a caring and respectful manner, in accordance with person-centered plan, service definition, agency policies and industry standards. Reporting Relationship Reports to QP Responsibilities/Activities The Paraprofessional builds trust and productive relationships with people he/she supports, co-workers, and others through respectful and clear verbal and written communication. The Paraprofessional identifies risk and behaviors that can lead to a crisis for the supported individual and uses effective strategies to prevent or intervene in the crisis in collaboration with other's on the team. The Paraprofessional uses person centered practices, assisting individuals to make choices and plan goals, and provides services to help individuals achieve their goals. Assist clients with following a written, special diet plan and reinforcement of diet maintenance, which is provided under the direction of a Physician and as identified on the person-centered plan. Escort clients to medical facilities, errands, shopping and outings as specified in the person-centered plan. Assist clients with communication by writing, typing, assisting in correspondence for them or researching information for them. The Paraprofessional closely monitors an individual's physical and emotional health, gathers information about the individual, and communicates observations to assist in guiding services. Follow the written person-centered plan. Carry out duties as assigned by the QP. Observe clients and their environments and report unsafe conditions to QP. Observe clients and their environments and reports behavior, physical and/or cognitive changes and/or changes in living arrangements to QP. Complete and maintain records of all required documentation (goal sheets, pcs sheets, financial records, time sheets, etc.), daily activities, observations, and direct hours of service. Attending orientation, in-service training sessions and staff meetings. Develop and maintain constructive and cooperative working relationships with others. Make decisions and solve problems. Communicate with QP and co-workers. Observe, receive and obtain information from relevant sources. Performs other duties as required. Required Knowledge Knowledge of direct care and home management skills. Knowledge of principles and processes for providing client and personal care services, including needs determinants, meeting quality standards, and evaluation of client satisfaction. Knowledge of the English language. Knowledge of the information and techniques needed to diagnose and treat injuries including emergency first aid and CPR. Knowledge of clerical procedures such as maintaining records and completing forms. Required Skills/Abilities The ability to competently assist clients with their activities of daily living. The ability to be aware of other people's reactions and understanding why they react as they do. The ability to establish and maintain relationships. The ability to teach others. The ability to listen actively. The ability to identify problems and determine effective solutions. The ability to apply reason and logic to identify strengths and weaknesses of possible solutions. The ability to monitor and assess themselves, clients, and effectiveness of service. The ability to understand written and oral instructions. The ability to communicate information orally so others understand. The ability to communicate in writing so others understand. The ability to work independently and in cooperation with others. The ability to determine or recognize when something is likely to go wrong. The ability to suggest a number of ideas on a subject. The ability to perform activities that use the whole body. The ability to handle and move objects and people. The ability to provide advice and consultation to others. The ability to observe and recognize changes in clients. The ability to establish and maintain harmonious relations with clients/families/co-workers. Physical and Mental Demands Good physical and mental health. Physical ability to stand, walk, use hands and fingers, reach, stoop, kneel, crouch, talk, hear and see. Mental fortitude and stability to handle stress. Physical and mental ability to drive a vehicle. Qualifications/ Education High School Diploma/ GED Current Driver's License Proper Vehicle Insurance Coverage Training/Experience Must be 18 years old or older Medication Administration training-successful completion CPR certification First Aid certification HIPPA/OSHA training-successful completion Client's rights abuse and neglect View all jobs at this company

Exceptional Children (EC) Teacher - Marion, NC School Year: Remainder of 2025-2026 (potential extension) Setting: Elementary extended/self-contained content classroom Amergis Educational Staffing is seeking a passionate Exceptional Children (EC) Teacher to join our team in Marion, NC. This role focuses on providing specialized instruction and support to students in an extended content classroom. Requirements + Valid EC Teaching License from NCDPI + EC Adapted Curriculum license required for extended content + Minimum 1 year of teaching experience + Must be passionate about working with children To apply email your resume to ********************or call ************ Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

Teaching Assistant, K-8 (grade level to be determined) We are looking for someone with strong organization skills and initiative who loves to work with children, focus on their strengths and help them grow. Francine Delany is a diverse community with a commitment to social justice and we are seeking candidates with a strong work ethic and skills to support and enhance our community. Position Description/Duties: Work collaboratively with lead teacher in class(es) of 20-22 students Work with individual students in reading, writing, math, science and social studies; assist with classroom management; and implement small group instruction Supervise lunch, recess, and specialists/electives (art, music, dance, P.E, Spanish) Occasionally cover the class for the lead teacher in case of an absence. Assist with clerical duties such as preparing materials, record keeping, and collecting money and paperwork Attend required trainings as scheduled Preferred Qualifications: Experience working with children Associates Degree or equivalent Preference for educational training or study Knowledge/background in social justice teaching Experience that aligns with educational philosophy/pedagogy of FDNSC Commitment to diversity, equity and inclusion Experience in working with/promoting a diverse environment Hours: Part time, 28.75 hours/week, 10 months Wages/Salary: Living Wage Certified: $22.10/hour starting salary. Pay increases with experience About our school: Francine Delany is a tuition free public K-8 charter school in Asheville, NC, that is committed to promoting social justice and preserving the inherent worth and human dignity of every person. FDNSC serves approximately 190 students from diverse ethnic, racial, and socioeconomic backgrounds and mirrors the demographics of the City of Asheville. FDNSC recognizes the social and educational value of a diverse leadership, staff, and student community. We actively seek and encourage employee applications from qualified individuals representing diverse social, ethnic, and racial groups as well as individuals with diverse gender expression and sexual orientations. To learn more about our school, please check out our website, ************* or Facebook page, and/or schedule a visit. Thank you for your interest!

Transylvania County Schools seeks a teacher at Brevard High School for the Adapted Curriculum (Self-Contained) Special Education program. Position is available December 1, 2025. Position is full-time and includes employment benefits; 10-month employment term. Qualifications: Applicants for the position must hold or be eligible to hold NC licensure in area 88092 Special Education: Adapted Curriculum and must be "highly qualified" in the subject area pursuant to federal No Child Left Behind regulations. Application Procedure: Interested candidates must submit an online employment application. Selection Procedure: Application closing date: Open until filled. Contact: Please direct questions regarding the position by email to Mr. David "Mick" Galloway, principal, at ******************.

The Mission of Brevard Academy is to prepare its students to achieve academic excellence through the Core Knowledge Sequence. Through a partnership involving students, teachers, and parents the school strives to create citizens with strong moral character and active intellectual inquiry. Teacher Reports To: School Director Terms of Employment: 10 Months Qualifications: A valid North Carolina Teaching Certificate in the appropriate area. Such alternatives to the above qualification as the Board of Directors may find appropriate and acceptable. Purpose: To help students learn subject matter and skills that will contribute to their educational and social development through an encouraging and appropriately challenging learning environment. Abilities/Skills: * Ability to communicate effectively both orally and in writing. * Ability to reason, make judgments, and maintain effective professional working relationships with others. * Ability to utilize positive human relation skills with all staff, parents and students. * Ability to resolve problem situations with sound judgment. * Ability to maintain confidentiality in matters relating to Brevard Academy-A Challenge Foundation Academy. * Ability to exercise independent judgement and initiative in completing work assignments. Essential Job Functions: * Strives to fulfill the mission and vision of Brevard Academy- A Challenge Foundation Academy * Teaches a curriculum that integrates the Core Knowledge sequence and the North Carolina Standard Course of Study. * Differentiates instruction to meet the needs of all learners. * Creates a classroom environment that is conducive to effective learning and appropriate to the maturity and interest of the students. * Employs a variety of instructional techniques and instructional media consistent with the needs and capabilities of the individuals or student groups involved. * Evaluates student academic and behavioral progress, keeps appropriate records and prepares progress reports. * Diagnoses students' needs on a regular basis and cooperates with the other professional staff members at the school and county level in helping students solve health, attitude, and learning problems. * Communicates with parents through conferences and other means to discuss the student's academic and behavioral progress and interprets the school programs. * Develops lesson plans and instructional materials and provides individualized small group instruction in order to adapt the curriculum to the needs of each student. * Translates lesson plan into learning experiences so as to best utilize the available time for instruction. * Assists the administration in implementing all policies and/or rules governing student life and conduct. For the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. * Makes detailed lesson plans for the substitute teacher to follow whenever it is known that sick or personal leave has to be taken. * Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. * Assists in the selection of books, equipment and other instructional materials. * Maintains accurate up-to-date attendance and academic records for all students. * Supervises students in out-of-classroom activities during the assigned workday. * Administers group standardized tests in accordance with the required testing programs. Additional Job Functions: * Cooperates with other members of the staff in planning instructional goals and methods. * Attends and participates in faculty meetings and after-school activities. * Participates in faculty committees and the sponsorship for student activities. * Provides for own professional growth through an ongoing program of reading, attending county and state-sponsored workshops, seminars, conferences, and/or advanced course work at institutions of higher learning. * Perform non-instructional duties as assigned. Evaluation: The performance of this job will be evaluated in accordance with the provision of the Board of Directors' policy on the evaluation of certified personnel. Brevard Academy- A Challenge Foundation Academy is an equal opportunity employer. DISCLAIMER: This job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.

District located in Hendersonville, NC EC Teachers -Full 2025 - 26 School Year -1/5 start date - M-F | 37.5 hrs/wk -Weekly pay Opening Details: 5 EC Teacher openings - 2 High School - - 2 Middle School - 1 Elementary Both Resource and Self-Contained openings Requirements: NC EC Teachers required 1 year of experience teaching desired classroom is highly preferred Passionate teacher who puts the students first Strong desire to help kids W2 employee with Amergis Staffing (Not the district), you will only be expected to work hours assigned on the contract. No unpaid required after school duties. Please email UPDATED resume, certifications to ******************** Direct: call/text ************ Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.