Student teacher jobs in Gastonia, NC

Step Into a Rewarding Career with The Stepping Stones Group! Are you a compassionate educator with a big heart and a passion for making a difference? Are you ready to change the lives of students with special needs and build a brighter future - one step at a time? We are looking for full-time Special Education Teachers to join our dynamic team in Gastonia, NC, and we want YOU to be part of this exciting journey! Qualifications: * Master's degree in Special Education from an accredited institution * Valid state license or certification for Special Education Teaching * Must have experience working with children in a school setting, with a strong emphasis on supporting those with special needs Why Choose Us? * Empowering Students - Help kids shine with your innovative teaching techniques and a whole lot of heart. You will make every step count! * Support & Growth - Be part of a team that values YOU. From professional development to a caring network of colleagues, we are with you every step of the way. What We Offer: * Competitive pay, Benefits, and Health and Wellness stipends that let you enjoy life inside and outside of school * Relocation assistance (for those looking for new adventures)! * Spread Pay Plan: Enjoy a consistent income throughout the year. * Professional Development Stipends: Invest in your growth with our financial support. * 401(k) Plan: Secure your future with our retirement savings plan. * Online Resources: Access approved webinars, therapy ideas, and free CEUs. * Travel Positions: Explore new locations with our travel and relocation assistance. * Referral Program: Share the opportunity! Refer your friends and help them join our amazing team today! * A workplace where you are supported, respected, and encouraged to do your best work every day. Are You Ready to Make an Impact? Join The Stepping Stones Group today, and help us build brighter futures, one student at a time. Every step you take creates a ripple effect in their world.

Every School. Every Student. Every Day. Knowledge is Power Program (KIPP) North Carolina, is a network of eight tuition-free, college-preparatory public charter schools educating approximately 3,000 students in grades K-12 in Durham, Halifax, Northampton and Mecklenburg counties. At KIPP NC, we are committed to improving the life outcomes of North Carolinas children through the delivery of research-based, rigorous curricula, and clearing the paths that our students choose to follow by ensuring that they have the roadmaps and guideposts they need to arrive at success - however they define it. At KIPP, we see the gifts in everyone who walks through the doors of our schools. Especially our teachers. Their skill. Energy. Love. Their determination. On the good days and on the hard days. So we support our teachers to make the most of those gifts. It starts with respect for our teachers innate talent and desire to learn, for their professional growth and the lives they lead beyond our walls. We offer pay and benefits that reflect our appreciation for the invaluable role our teachers play in lighting paths to opportunity for our students. And as our teachers progress through the day, the year and their careers, we ensure they always feel the KIPP Team and Family at their backs, with opportunities to lead, and support to grow. Together, our students, schools, families and communities share an ambitious mission to create a future without limits. And the only way to realize it is with talented teachers like you. Shape the future, for your students and yourself, by joining KIPP today Job Responsibilities Your responsibilities as a Lead Teacher KIPP North Carolina teachers are at the core of our mission to help students develop the knowledge, skills, and character strengths needed to succeed throughout their education and in the competitive world beyond. The following are expectations of KIPP North Carolina acknowledging there are varying levels of expertise: Expectations of Instruction Preparation & Delivery Review, internalize, and facilitate KIPP NC adopted & scripted curriculum K - 8 Math: Open Up Resources K - 8 ELA: Fish Tank K - 8 Science: Amplify & supported Science materials to match NC Standards 9 - 12 English & History: AP For All Curriculum 9 - 12 Math & Science: KIPP NC Approved Materials Practice lesson delivery to execute curriculum at a high level while following the pacing guide with fidelity Create exemplar responses and documents for work to hold students accountable Use assessment data (Interim Assessments, MAP, EOGs, EOCs, summative, formative, etc) to drive instruction and make lesson adjustments to meet students needs Embrace and incorporate feedback in the spirit of pursuing excellence Maintain accurate gradebook, records, and data tracking systems Help Build a Positive School and Classroom Culture Embody and maintain schools values, policies and culture Assume personal responsibility for student achievement Maintain a clean classroom displaying student work and grade level/content appropriate decorations Develop positive relationships with students, families, teachers and staff through regular positive phone calls to families, weekly newsletters about the classroom, and attending all required events, including but not limited to Back-to-School Night, Parent - Teacher Conferences, Athletic Events, occasional weekend community events, and Report Card Conferences Participate in the daily functions of the school, including but not limited to arrival, advisory / circle time, lunch duty, recess, and dismissal Demonstrate a Growth Mindset Collaborate with your coach identifying areas of strength and areas of growth for professional development each year Receive feedback - sometimes in real time during class, in one-on-ones, regular classroom observations, and school walkthroughs Attend Practice Clinics to master pedagogical skills and lesson delivery during prep time Attend school and/or regionally led Professional Development Tuesdays & Wednesdays from 3:30 - 5:00 pm each week and sometimes as needed for development KIPP Employee Mindsets All Means All: At KIPP NC, we believe we serve the needs and do whatever it takes for every kid, no matter their needs, abilities, or levels. See a Need, Fill A Need: We believe that if there's a need at a school, that to be a great team player, we fill that need. A teacher is absent? We cover their class during our prep. A student is crying in the hallway? We comfort them whether or not they're our student. Openness to Feedback: We believe that the only way for us to improve as professionals is to be open to feedback and add new tools to our toolbox. We stay after to practice teacher moves, annotate lessons, submit our lessons for feedback, happily have admin in our classroom to observe, and never miss a one-on-one with our coach to discuss our practice and learn how we can grow. Student Centered: At the end of the day, we always do what's best for kids. Total Rewards - Compensation & Benefits KIPP Gaston Compensation + salary supplements for active NC licensure KIPP Charlotte / KIPP Durham Compensation + salary supplements for active NC licensure We currently offer a competitive salary and a comprehensive benefits package including: Salaries paid semi-monthly throughout the year KIPP Gaston Compensation KIPP Charlotte / Durham Compensation Healthcare (medical, vision, and dental) at no cost to individuals and deep discounts for dependents Enrollment in an optional 403b with employer match up to 6% of wages On-going professional development opportunities: Support programs for new teachers Assigned coaching and weekly/biweekly development meetings for all teachers Regular content and grade-level specific PDs Teaching Licensure Support Generous time off: Paid Time Off (5 days PTO & 6 days sick leave annually) Paid Time off for all major national holidays (including Fall Break, Winter Break, Spring Break, and approximately 5 weeks off during the Summer) KIPP North Carolina is also committed to building the pipeline of the states most talented and effective teachers and leaders through competitive compensation, integrated professional development led by coaches and mentors, and resources they need to succeed, all rooted in core values that articulate our collectively designed organizational beliefs: *************************************** Requirements: Required Qualifications The following are required of all KIPP North Carolina teachers: A deep commitment to the mission of KIPP NC and an unwavering belief in the potential of all our students Possess a deep commitment improving the lives of kids from economically marginalized communities Valid North Carolina teaching license, ability to seek reciprocity, or willingness to pursue state certification A Bachelors degree in a relevant content area Pass Criminal Background Check Demonstrated commitment to closing the opportunity gap Enthusiasm, grit, professionalism, and a sense of humor Ability to stand and actively monitor classrooms for 8+ hours each day Ability to lift 50 lbs or more as necessary Preferred Qualifications The following are not required but are advantageous for candidates: At least 2 full years of teaching experience in K - 12 Experience in teaching in a high performing charter school and/or schools with a high population of students with free and reduced lunch Demonstrated success in raising the achievement levels of economically marginalized students Passed or will pass the Praxis exams by September 2025 Fluency in Spanish Additional Information Hours are M, Th, & F 7:30am - 3:30, Tu & W 7:30 - 5pm Curriculum, materials, and resources are provided Each month teachers have Teacher Work Days that include professional development, data analysis, and other important information to push their students learning forward PI17fa8f5675ba-31181-38280593

Teacher Job Description Salary: NC Teacher Salary Scale Reports to: Principal Supervises: May coordinate and direct activities of teacher assistants JOB GOALS: 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 in a way that encompasses Lakesides 3 Pillars of education in the 21st century. QUALIFICATIONS: Minimum Bachelor's degree from an approved education program in subject area NC Teaching License or have qualifications to obtain a NC teaching license. Strong background in North Carolina Course of Study/Common Core and Essential Standards. Dynamic character, personality, flexible, team player and proper social capability to relate effectively with diverse staff, students, parents and community within a rigorous K-8 academic environment PERFORMANCE RESPONSIBILITIES: Ability to differentiate instruction to meet the needs of all learners. Ability to plan, coordinate, and continuously improve instruction. Ability to analyze situations, determine possible options, and make appropriate decisions based on the data. Must be able to use a variety of equipment and classroom tools. Ability to manage instructional time and student behavior. Ability to motivate students. Ability to consult with parents, teachers, administrators, and the community to enhance the learning of the students. Ability to monitor student performance. Ability to interact within the educational environment. Ability to perform non-instructional duties as assigned. Maintain professional competence by attending staff development programs, curriculum development meetings and other professional activities. Participate in various student and parent activities which occur in school including PTO, student clubs and after-school activities. Maintain neat and clean classroom environment. TERM OF EMPLOYMENT: 10 Months, unless otherwise specified. EVALUATION: Performance will be evaluated in the NC Educator Effectiveness System, in accordance with provisions of the Board's policy on evaluation of personnel. Lakeside Charter Academy is an equal opportunity employer and does not discriminate in employment on the basis of race, color, religion, sex (including pregnancy and gender identity), national origin, political affiliation, sexual orientation, marital status, disability, genetic information, age, membership in an employee organization, retaliation, parental status, military service, or other non-merit factor.

$46/hr Details: + ASAP Start + K-8 charter school + Resource / Inclusion setting Requirements: + Must have active NCDPI teaching license in EC General or EC Adapted Curriculum + 1 year of teaching experience preferred + Previous experience with ECATS preferred 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.

Definition Under general supervision, plans, organizes, and presents instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. Duties and Responsibilities • Provides learning experiences and teaches the course of study prescribed by the District approved curriculum. • Develops and uses instructional materials suitable for verbal and/or visual instruction of students with a wide range of mental, physical, and emotional maturity. • Provides individual and group instruction designed to meet individual needs and motivate students. • Establishes and maintains standards of student control required to achieve effective participation in all activities. • Evaluates the academic and social growth of students and keep appropriate records. • Provides appropriate instruction and activities for students to meet school/district policies, goals, and objectives. • Communicate with parents through a variety of means. • Holds parent conferences to discuss the individual student's progress and interpret the school program. • Identifies student needs and cooperates with other professional staff members in assessing and helping students solve health, attitude, and learning problems. • Creates an effective environment for learning through functional and attractive displays such as bulletin boards, interest centers, etc. • Maintains professional competence through in-service education activities provided by the district and/or professional growth activities and university courses. • Participates cooperatively with the appropriate administrator to develop the method by which s/he will be evaluated in conformance with district guidelines. • Selects and requisitions instructional materials; maintains inventory records. • Cooperates in school-wide supervision of students during out-of-classroom activities. • Participates in faculty and/or district committees and the sponsorship of student activities. • Experience with Professional Learning Communities (PLCs). • Experience with Smartboard© and other forms of technology. • Performs other related work as required. Knowledge, Skills, and Abilities • Ability to meet the needs of all learners. • Ability to plan, coordinate, and continuously improve instruction. • Ability to analyze situations, determine possible options, and make appropriate decisions based on the facts. • Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, equipment for students, etc. • Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things. • Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from administrators. • Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. • Ability to prepare correspondence, simple reports, forms, instructional materials, etc. using the prescribed format. • 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. • Ability to record and deliver information, explain procedures, to follow oral and written instructions. • Ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. • Ability to manage instructional time. • Ability to manage student behavior. • Ability to consult with parents, teachers, and the community to enhance the learning of students. • Ability to monitor student performance. • Ability to interact within the educational environment. • Ability to perform non-instructional duties as assigned. • Understands the growth and development of elementary children. Physical Requirements • While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; talk or hear. The employee occasionally is required to sit and stoop, kneel, or crouch. • Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. • The employee must occasionally lift and/or move up to 10 pounds. Must be able to perform light work exerting up to 20 pounds of force occasionally, and/or up-to 10 pounds of force frequently, and/or up 20 pounds of force constantly to move objects. • Must possess the visual acuity to prepare data, work with record processes, and do extensive reading and research. Minimum Education and Experience • Minimum of Bachelor's degree from a regionally accredited college/university. • Must be fully licensed as an Elementary Teacher (00025). • Strong background in North Carolina Course of Study/Common Core and Essential Standards. ***Official transcripts accepted only*** This Position Reports Directly to: Principal Classification: Exempt Salary: North Carolina Teacher's Salary Schedule (************************ 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 perform this job. If offered a position, the prospective employee must pass a required health exam, criminal records check, and drug test. Qualifications

General Definition of Work The master teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion working in the classroom with the teacher of record to implement effective teaching strategies that align to required content standards. Employee facilitates and supports curriculum instruction in the assigned content area(s) for grades K-12 to include technology integration. Employee uses the multi-tiered system of support (MTSS) framework for the purpose of improving student outcomes. Employee performs complex work to carry out Board of Education policies and procedures as an expert curriculum practitioner under the direction of the building level principal. Qualifications To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Salary/Status State Salary Schedule/Full-time, 10 months Reports To Principal Place of Work The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time. Essential Functions * Adhere to all state, federal, and local laws, policies, and procedures * Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components * Demonstrate instructional expertise and coaching skills * Support professional learning communities (PLC's) in developing their classroom practices to meet student needs and curricular demands * Develop, facilitate, and evaluate the success of building level professional development activities aligned to prioritized school goals * Improve classroom teaching by setting clear expectations and observing, coaching, and modeling effective teaching strategies * Conduct follow-up teacher conferences that provide specific and actionable feedback * Oversee planning, facilitation, and follow-up of school-based professional development * Assist teachers in application of new professional learning * Understand and analyze data from multiple sources * Use data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement in accordance with school improvement plans * Support an instructional program conducive to accelerated student achievement * Actively investigate, review, and evaluate instructional research and support teachers in identifying promising subject-specific strategies to support increased student outcomes * Regularly assess student learning and ensure specific, timely feedback to students regarding performance * Support colleagues to align standards, curricula, instructional strategies, and assessment tools * Team-teach with colleagues, demonstrate model lessons, and support teachers in using effective instructional strategies to meet students' diverse learning needs * Facilitate professional development and attend other related meetings as needed/required * Participate in professional development workshops and leadership training * Create an inclusive environment with positive communication * Perform related work as assigned or required Knowledge, Skills, Abilities * Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area * Comprehensive knowledge of staff development practices, procedures, and techniques * Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students * Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning * Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications * Ability to learn and use specialized tools, equipment or software related to business needs * Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations * Ability to communicate effectively * Ability to reason, make judgments, and maintain effective working relationships * Ability to employ positive communication skills in all settings/mediums * Ability to problem-solve utilizing sound judgment * Ability to maintain confidentiality regarding school system business * Ability to take initiative, work independently, and exercise sound judgement * Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy * Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs * Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment Education and Experience * Bachelor's degree required * Valid NC Teaching license in content specific area required * Master's degree in Education preferred * Minimum of five (5) years' experience as successful content area teacher required * Equivalent combination of experience and education Special Requirements * Possess and maintain a valid Driver's License or ability to provide own transportation * Travel to school district buildings and professional meetings Physical Requirements/Working Conditions * Work requires the occasional exertion of up to ten pounds of force * Work regularly requires exchange of accurate and detailed information through oral and written communication * Constantly operates a computer and other office business equipment * Ability to remain in stationary position for required meetings/work * Ability to move to other work locations * Visual acuity requires preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities * Hearing is required to perceive information at normal spoken word levels, and to receive detailed information through oral communications * Work requires preparing and analyzing written or computer data, operating standard office equipment, use of advanced technology * Work occasionally requires exposure to outdoor weather conditions * Work is generally in a moderately noisy location (e.g., business office, light traffic) * Requires the ability to deal with people beyond giving and receiving instructions * Must be adaptable to performing under mild to high levels of stress Disclaimer The preceding 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 in this job. is sourced from employee interviews, internal documents, representative job descriptions in similar districts, and other state/federal agencies.

Job DescriptionDescription: Every School. Every Student. Every Day. Knowledge is Power Program (KIPP) North Carolina, is a network of eight tuition-free, college-preparatory public charter schools educating approximately 3,000 students in grades K-12 in Durham, Halifax, Northampton and Mecklenburg counties. At KIPP NC, we are committed to improving the life outcomes of North Carolina's children through the delivery of research-based, rigorous curricula, and clearing the paths that our students choose to follow by ensuring that they have the roadmaps and guideposts they need to arrive at success - however they define it. At KIPP, we see the gifts in everyone who walks through the doors of our schools. Especially our teachers. Their skill. Energy. Love. Their determination. On the good days and on the hard days. So we support our teachers to make the most of those gifts. It starts with respect - for our teachers' innate talent and desire to learn, for their professional growth and the lives they lead beyond our walls. We offer pay and benefits that reflect our appreciation for the invaluable role our teachers play in lighting paths to opportunity for our students. And as our teachers progress through the day, the year and their careers, we ensure they always feel the KIPP Team and Family at their backs, with opportunities to lead, and support to grow. Together, our students, schools, families and communities share an ambitious mission to create a future without limits. And the only way to realize it is with talented teachers like you. Shape the future, for your students and yourself, by joining KIPP today Job Responsibilities Your responsibilities as a Lead Teacher KIPP North Carolina teachers are at the core of our mission to help students develop the knowledge, skills, and character strengths needed to succeed throughout their education and in the competitive world beyond. The following are expectations of KIPP North Carolina acknowledging there are varying levels of expertise: Expectations of Instruction Preparation & Delivery Review, internalize, and facilitate KIPP NC adopted & scripted curriculum K - 8 Math: Open Up Resources K - 8 ELA: Fish Tank Practice lesson delivery to execute curriculum at a high level while following the pacing guide with fidelity Create exemplar responses and documents for work to hold students accountable Use assessment data (Interim Assessments, MAP, EOGs, EOCs, summative, formative, etc) to drive instruction and make lesson adjustments to meet students needs Embrace and incorporate feedback in the spirit of pursuing excellence Maintain accurate gradebook, records, and data tracking systems Help Build a Positive School and Classroom Culture Embody and maintain school's values, policies and culture Assume personal responsibility for student achievement Maintain a clean classroom displaying student work and grade level/content appropriate decorations Develop positive relationships with students, families, teachers and staff through regular positive phone calls to families, weekly newsletters about the classroom, and attending all required events, including but not limited to Back-to-School Night, Parent - Teacher Conferences, Athletic Events, occasional weekend community events, and Report Card Conferences Participate in the daily functions of the school, including but not limited to arrival, advisory / circle time, lunch duty, recess, and dismissal Demonstrate a Growth Mindset Collaborate with your coach identifying areas of strength and areas of growth for professional development each year Receive feedback - sometimes in real time during class, in one-on-ones, regular classroom observations, and school walkthroughs Attend Practice Clinics to master pedagogical skills and lesson delivery during prep time Attend school and/or regionally led Professional Development Tuesdays & Wednesdays from 3:30 - 5:00 pm each week and sometimes as needed for development KIPP Employee Mindsets All Means All: At KIPP NC, we believe we serve the needs and do whatever it takes for every kid, no matter their needs, abilities, or levels. See a Need, Fill A Need: We believe that if there's a need at a school, that to be a great team player, we fill that need. A teacher is absent? We cover their class during our prep. A student is crying in the hallway? We comfort them whether or not they're our student. Openness to Feedback: We believe that the only way for us to improve as professionals is to be open to feedback and add new tools to our toolbox. We stay after to practice teacher moves, annotate lessons, submit our lessons for feedback, happily have admin in our classroom to observe, and never miss a one-on-one with our coach to discuss our practice and learn how we can grow. Student Centered: At the end of the day, we always do what's best for kids. Total Rewards - Compensation & Benefits KIPP Gaston Compensation + salary supplements for active NC licensure KIPP Charlotte / KIPP Durham Compensation + salary supplements for active NC licensure We currently offer a competitive salary and a comprehensive benefits package including: Salaries paid semi-monthly throughout the year KIPP Gaston Compensation KIPP Charlotte / Durham Compensation Healthcare (medical, vision, and dental) at no cost to individuals and deep discounts for dependents Enrollment in an optional 403b with employer match up to 6% of wages On-going professional development opportunities: Support programs for new teachers Assigned coaching and weekly/biweekly development meetings for all teachers Regular content and grade-level specific PDs Teaching Licensure Support Generous time off: Paid Time Off (5 days PTO & 6 days sick leave annually) Paid Time off for all major national holidays (including Fall Break, Winter Break, Spring Break, and approximately 5 weeks off during the Summer) KIPP North Carolina is also committed to building the pipeline of the state's most talented and effective teachers and leaders through competitive compensation, integrated professional development led by coaches and mentors, and resources they need to succeed, all rooted in core values that articulate our collectively designed organizational beliefs: https://kippnc.org/mission-core-values/ Requirements: Required Qualifications The following are required of all KIPP North Carolina teachers: A deep commitment to the mission of KIPP NC and an unwavering belief in the potential of all our students Possess a deep commitment improving the lives of kids from economically marginalized communities Valid North Carolina teaching license, ability to seek reciprocity, or willingness to pursue state certification A Bachelor's degree in a relevant content area Pass Criminal Background Check Demonstrated commitment to closing the opportunity gap Enthusiasm, grit, professionalism, and a sense of humor Ability to stand and actively monitor classrooms for 8+ hours each day Ability to lift 50 lbs or more as necessary Preferred Qualifications The following are not required but are advantageous for candidates: At least 2 full years of teaching experience in Grades K - 5 Experience in teaching in a high performing charter school and/or schools with a high population of students with free and reduced lunch Demonstrated success in raising the achievement levels of economically marginalized students Passed or will pass the Praxis exams by September 2025 Fluency in Spanish Additional Information Hours are M, Th, & F 7:30am - 3:30, Tu & W 7:30 - 5pm Curriculum, materials, and resources are provided Each month teachers have Teacher Work Days that include professional development, data analysis, and other important information to push their students' learning forward

The Teacher is responsible for establishing an educational environment, delivering instruction, evaluating student growth and performance, and implementing an instructional program that will result in students achieving academic success in accordance with Piedmont Community Charter school policies. Primary Responsibilities: Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences appropriate for a college preparatory charter program. Identifies, selects, and modifies instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs. Assists in assessing changing curricular needs and offers plans for improvement. Maintains effective and efficient record keeping procedures. Provides a positive environment in which students are encouraged to be actively engaged in the learning process. Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis. Collaborates with peers to enhance the instructional environment. Models professional and ethical standards when dealing with students, parents, peers, and community. Ensures that student growth and achievement is measurable, continuous and appropriate for age group, subject area, and/or program classification. Establishes and maintains cooperative working relationships with students, parents, and stakeholders, as measured by Piedmont Community Charter school survey results. Assumes responsibility for meeting his/her course and school-wide student performance goals. Demonstrates gains in student performance. Participates in training and presentations relevant to teaching the classical curriculum. Meets professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, coordinating. Performs other duties and responsibilities as assigned by the Principal/Director. All work responsibilities are subject to having performance goals and/or targets established as part of the annual performance planning process or as the result of organizational planning.

Date Available: Upon final approval

Job DescriptionElementary Teacher (K-2) Elizabeth City, NC About Us Join Focused Staffing Group and be a catalyst for positive change! At Focused Staffing, we don't just fill positions-we transform lives, one rockstar talent at a time. Whether you're eager to make a meaningful difference in behavioral health or committed to empowering students in K-12 education, our mission is to connect skilled, passionate professionals with the communities that need them most. As a leader in specialized staffing, we provide exceptional opportunities and ongoing support for every member of our team-creating lasting impact for those we serve and those who serve with us. Discover how your unique strengths can help build brighter futures across schools and educational organizations nationwide. Want to love what you do? Let's make it happen! Check out our candidates' success stories! The Role We are seeking a caring, creative, and dedicated Elementary Teacher (K-2) to guide young learners through foundational academic and social-emotional skills. In this role, you'll create joyful, developmentally appropriate learning experiences that build confidence, curiosity, and a love for school. This position is ideal for an educator who values early childhood development, fosters warm classroom relationships, and believes every child deserves a supportive, nurturing environment to learn and grow. What You'll Do Develop and implement engaging lesson plans that meet the needs of diverse young learners. Create a positive, nurturing classroom environment that encourages exploration and active participation. Assess and monitor student progress, providing clear feedback and documenting growth. Collaborate with colleagues and parents to support student success and developmental needs. Participate in school events, team meetings, and professional learning opportunities. Promote fairness, consistency, and high expectations while building strong relationships with students. Perform additional duties and contribute to school-wide initiatives as assigned. Qualifications Bachelor's degree in Education or a related field. NC Teaching Certification (preferred). Prior teaching experience, especially with early elementary grades, preferred. Strong communication, organizational, and classroom management skills. Passion for teaching and a deep commitment to the academic and emotional development of young learners.

Salary: Mission: To foster the acculturation, education, and well-being of newly-arrived refugee and immigrant children and their families. Role: Certified Afterschool ESL Teacher Employment Type: Contract (Part-time) Schedule: 2025 hours per week, afternoons (2:006:00 p.m.) MondayThursday onsite, Friday- Remote Contract Term: October 1, 2025 June 30, 2026 Reports To: Afterschool Program Manager Supervisory Responsibilities: None Compensation As this is a government-funded contract, applicants are required to specify their proposed hourly rate for the service in their application. A total of 725 hours of work in the school year (October-June) is required for this role. About our BRIDGE for KIDS our BRIDGE for KIDS is a Charlotte-based organization dedicated to the education and well-being of newly arrived refugee and immigrant families. Our year-round afterschool and summer programs support English acquisition, socio-emotional growth, and cultural pride for K8 students from diverse backgrounds. We are a no-worksheet programour learning environment is hands-on, play-based, and rooted in building authentic relationships through experiential learning. Position Overview our BRIDGE for KIDS is seeking a dynamic, student-centered ESL (English as a Second Language) Teacher who is passionate about working with culturally diverse communities and newly arrived school-age children. The ESL Teacher will deliver instruction using evidence-based practices while fostering a supportive and encouraging classroom environment. The teacher will be expected to bring their own curriculum and design engaging activities that align with our BRIDGEs no-worksheet approach. This includes hands-on projects, interactive games, and relationship-based experiential learning. Priority will be given to applicants with a proven track record of using these methods successfully. The teacher will also conduct assessments to track progress and will submit a comprehensive end-of-year report on each students growth in English acquisition. Key Responsibilities Design and implement an ESL curriculum tailored to the needs of culturally diverse and multi-skill level students, prioritizing interactive, game-based, and hands-on learning over worksheets. Create engaging instructional materials, resources, and activities that promote active participation and practical language use. Provide individual and small group instruction in a supportive, relationship-focused environment. Administer student assessments at the beginning, mid-point, and end of the program to measure literacy skills and progress. Maintain accurate student attendance, assessment records, and required documentation. Collaborate effectively with school staff, particularly ESL teachers, to ensure coordinated student support. Continuously assess and adapt lesson plans and instructional strategies to meet student needs. Submit a year-end report summarizing each students progress and recommendations for continued growth. Qualifications Bachelors degree in Education, TESOL, Applied Linguistics, or a related field (Masters preferred). ESL certification or equivalent credentials. Minimum 2 years of ESL teaching experience with school-age children, preferably in diverse or newcomer communities. Demonstrated success using hands-on, game-based, and experiential learning approaches. Ability to create and adapt curriculum for varying skill levels. Strong interpersonal skills, cultural sensitivity, and commitment to inclusive education. Preferred Requirements Two years of relevant work experience Bilingual Work Environment Hybrid: About 4 hours in person M-Th & 4 hour admin on Fridays Ability to perform the duties outlined in the job description.. Other Observe and enforce all our BRIDGE policies, protocols, and safety procedures. Must participate in our BRIDGE trauma-informed care, TCRT, and other relevant training. This is a part-time, in-person position. The position is based in Charlotte, North Carolina To Apply: Hiring process includes an initial 30 minute remote interview, followed by an in-person meeting. As an equal opportunity employer, our BRIDGE is committed to providing employment opportunities to all qualified individuals and does not discriminate on the basis of race, color, ethnicity, religion, sex, gender, gender identity and expression, sexual orientation, national origin, disability, age, marital status, veteran status, pregnancy, parental status, genetic information or characteristics, or any other basis prohibited by applicable law.

Job DescriptionMovement School is a growing network of free, public charter schools. We exist to love and value scholars and communities by leading a movement of excellence in education. In partnership with our families, we equip our scholars with the tools to close generational gaps through self-efficacy, access to world-class instruction, and financial education. General Summary Movement School is currently seeking an Exceptional Children Teacher who is EC Certified to join our team. Qualified applicants must hold a valid state license in Special Education. This candidate must also have experience with writing individualized education plans and conducting IEP meetings. All teachers are provided with a best-in-class, research-based curriculum for all subjects. Each Friday at Movement School is a half-day for students, allowing teachers time for weekly professional development related to data analysis, management, and instruction. Roles/Responsibilities You will review intake assessments to ensure that all students receive the educational services and instructional methods that they need to succeed aligned with Individualized Education Plans (IEPs). You will coordinate and provide pull-out and/or push-in and/or small group, and/or one-on-one instruction. You will schedule, coordinate, and facilitate EC team, IEP, and pre-referral meetings. You will manage all aspects associated with the evaluation process, including conducting classroom observations and testing. You will partner with general education teachers and advocate for all classroom accommodations required by 504 plans and IEPs. You will work closely with families in all grades of the school to address their needs throughout the IEP process and support their student's academic and social-emotional growth. You will maintain student records regarding EC issues and prepare reports for regulatory agencies while also ensuring compliance with all Local, State, and Federal special education laws and regulations. You will use standards-based assessment data to refine and differentiate curriculum and instruction. General School Requirements Attend all meetings concerning students. Attend all afterschool and evening events listed on the staff calendar Exhibits positive behavior toward children, parents, staff and administrators Represents the needs of school and children to parents and the community in a positive manner Conducts self as a positive role model in the school and community Shares the responsibility for school cleanliness and neatness Performs other duties and responsibilities as assigned by the supervisor Properly supervise students during assigned duties Arrive to meetings and professional development prepared with tools and mindsets necessary to be a lifelong learner Education and Qualifications A bachelor's degree in a relevant field EC License and certification

Are you currently working in an Education setting passionate about making a difference in children's lives? Maybe you're working for the Department of Education or a Private School as a teacher, teacher's assistant, or paraprofessional and looking for some additional work after 3 pm? Channel that passion into a career that aligns with your skills and expertise. Join us in the Applied Behavior Analysis (ABA) field, where your knack for working with children can bring about genuine change for those with Autism. Be a vital part of a community dedicated to enhancing lives. Perks: Same Day Pay! No more waiting for payday now you can access a portion of your paycheck right after you clock in and out. Whether it s an emergency or you just need funds sooner, you ll have the flexibility to get paid immediately. Your time. Your money. On your schedule. Great opportunity for anyone in Education or related fields, as many positions offer afternoon or evening hours. Great role for Teachers, Teachers Assistants, and Paraprofessionals! Enjoy job security and advancement opportunities in the thriving ABA industry. Experience flexibility and autonomy in your schedule. Receive competitive compensation. Ideal for those seeking part-time positions. A fantastic entry point into the field of psychology, providing valuable real-world experience. No prior ABA experience needed; we provide comprehensive training. Responsibilities: Provide one-on-one ABA services to clients, using evidence-based interventions supporting independence and positive behavior. Serve as an integral member of our clinical team, responsible for the direct implementation of skill-building and care plans. Record session data accurately using electronic devices. Foster a positive learning environment for clients and connect with families. Collaborate with families and BCBA Supervisor(s) to enhance treatment effectiveness. Qualifications: High school diploma or equivalent. Willingness to learn and passionate about making a difference for children with Autism. Patience, compassion, and the ability to maintain a calm demeanor in challenging situations. Need to Know: Services will be provided in clients' homes or in community-based locations. All positions start off part-time. Required to take the 40-hour Registered Behavior Technician course. Looking to hire candidates who are willing to make a 6-month commitment to change our clients lives. Great Fit If You Have Experience In: Education or early childhood development Childcare, babysitting, or youth mentorship Teaching assistant, paraprofessional, or instructional aide roles After-school programs or camp counseling Behavioral health, mental health, or social services ABA therapy or working with individuals with Autism Healthcare support (DSP, CNA, HHA, PCA, caregiver) Supporting a neurodiverse family member or loved one No experience? No problem paid training is provided! If you're compassionate, patient, and passionate about making a difference, we encourage you to apply. Apply today, join our team, and let your skills in the classroom make a positive impact on the lives of children with Autism.

Job Summary: The after-school teacher at A Better World plays a vital role in providing academic support, enrichment activities, and mentorship to students during after-school hours (3pm-6pm Monday-Friday). There will be anywhere from 5-15 children in your class. Students are fed dinner every evening and teachers are also fed during this time. This position focuses on fostering a positive learning environment, promoting student engagement, and supporting holistic youth development and through Christ. Commitment to Christian faith and alignment with the mission and values of the educational institution. Responsibilities: Instruction and Curriculum Delivery: Daily Devotional Plan and facilitate engaging and age-appropriate activities, lessons, and projects that align with program goals and educational standards. Work with leadership for needs in the classroom- pulling lessons from i-ready Adapt teaching methods to accommodate diverse learning styles and abilities of students. Provide academic support as needed Student Engagement and Behavior Management: Create a welcoming and inclusive atmosphere where students feel safe, respected, and supported. Implement positive behavior management strategies to encourage student participation, cooperation, and positive peer interactions. Address behavioral issues promptly and collaboratively with program staff and parents. Relationship Building and Mentorship: Establish positive relationships with students, serving as a mentor and role model. Collaborate with parents, caregivers, and school personnel to support students' academic progress and social-emotional development. Maintain open communication with families regarding students' achievements, challenges, and goals. Program Coordination and Collaboration: Work collaboratively with program staff to ensure the effective implementation of program activities and goals. Participate in staff meetings, professional development opportunities, and program planning sessions. Contribute to the development and evaluation of program curriculum, goals, and outcomes. Documentation and Reporting: Maintain accurate records of student attendance, academic progress, and behavior incidents. Communicate anything that needs to be documented to leadership. Note: This job description serves as a general outline and may be adjusted based on the specific needs and requirements of A Better World as the program needs shift for the youth

Now Hiring: Teacher of the Visually Impaired (TVI) - Braillist Full-Time Contract Position with Medical Benefits and 401(k) Match Employment Type: Full-Time, School-Based Contract Pay Rate: $47.21 A Role Where Your Specialized Skills Make a Life-Changing Impact As a Teacher of the Visually Impaired with Braille expertise, your work enables students to access learning, build independence, and fully engage in their education. At our healthcare staffing firm, we recognize how vital your role is-and we're committed to giving you the support, respect, and resources you deserve. We are currently hiring for a full-time contract TVI-Braillist position in a highly sought-after school district known for its inclusive practices, strong support for special education services, and collaborative environment. This is more than a job-it's an opportunity to be a key partner in transforming educational access for students with visual impairments. Why Work With Us You'll be a W-2 contract employee with full-time hours Medical 401(k) with company match to help you plan for the future Enjoy a predictable school calendar and breaks, providing work-life balance Be part of a school system that prioritizes accessibility and values your expertise Receive dedicated support from our clinician-focused staffing team that advocates for your success What You'll Do in This Role Provide direct instruction in Braille reading and writing to students with visual impairments Adapt classroom materials into accessible formats using Braille and assistive technology Collaborate with classroom teachers, special education teams, and families to support access to the general curriculum Conduct assessments and contribute to Individualized Education Programs (IEPs) for students on your caseload Promote student independence in academic, daily living, and mobility skills as appropriate What We're Looking For Bachelor's or Master's degree in Education with a focus on Visual Impairment or equivalent certification Valid state certification as a Teacher of the Visually Impaired (TVI) Proficiency in Braille instruction and the use of assistive technology for visually impaired learners Previous experience in a school-based setting is preferred but not required Strong communication and collaboration skills, with a passion for equitable education Your Expertise Is Essential-And We're Here to Make Sure It's Recognized Our team is dedicated to helping educators like you do your best work in the right environment. We take the time to understand what matters most to you and make sure your placement aligns with your goals-both professionally and personally. You'll have consistent support, comprehensive benefits, and the chance to work in a district that values your contribution to student success. If you're ready to bring your talents to a district that prioritizes inclusive learning and backs it with real support, we invite you to apply today or reach out to our team to learn more.

After School Care - Denver Campus Report to: BASC/ASC Director Seeking Part Time After School Program Staff Members In search of adult staff members for our After School Program. Looking to staff Monday through Friday afternoons from 2:30 pm to 6:00 pm. These staff positions would be working with our entire After School student population, with a good portion of each day leading a dedicated age group. Looking for the following qualities and experience. Experience in working with elementary and/or middle school age children. Ability to lead a group of children. Ability to work with and guide our high school staff as well as high school volunteers. Ability to adapt and keep children active. Possess organizational skills in helping to guide and handle daily planned activities. Possess a positive approach in dealing with students, parents, and co-workers. A great perk to this position is that your own school age kiddos are welcome to attend our After School Program complimentary!

GENERAL STATEMENT OF JOB Under general supervision, provides special education services to students identified as disabled in accordance with state and federal regulations. Work involves developing and implementing the Individual Education Program in classroom settings that are compatible with the student's age and developmental level. The EC teacher is responsible for developing lesson plans, adapting materials and designing activities to assist EC students develop appropriate academic, behavioral, and social skills and to meet their IEP goals. The teacher is responsible for monitoring student's progress and for maintaining EC records in compliance with state and federal guidelines. Reports to principal. SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS Develops and implements an instructional plan which is compatible with the school and system-wide curricular goals and the students' Individual Education Program. Is responsible for the development of Individual Education Programs (IEP) for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs as needed. Provides direct special education instruction to identified students. Employs a variety of teaching methods to meet student needs. Implementation of these methods may require the adaptation or development of materials. Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies; restrains students when necessary; records and reports restrains. Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves. Communicates with parents regarding their children's educational progress via periodic written progress reports. Acts as a case coordinator for assigned students; consults with community care-givers, school support professionals, and parents to better understand and meet student needs. Maintains student records in accordance with North Carolina's Procedures Governing Programs and Services for Children with Disabilities; and complies with state and federal education statutes. Treats all students in a fair and equitable manner, interacts effectively with students, co-workers, parents, and community. 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 special education, and certification in at least one area of disability 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.

Qualifications: South Carolina certification or eligible for appropriate certification Bachelor's Degree Strong background in technology skills and applications Excellent written and oral communications skills Such alternatives to the above qualifications as the Board may find appropriate and acceptable Job Description: Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. Assists the administration in implementing all policies and rules governing student life and conduct; and for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. Makes provisions 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. Plans and supervises purposeful assignments for teacher aide(s) and evaluates their job performance. Attends staff meetings and serves on staff committees as required. Works proactively with team to develop an Individualized Education Program (IEP) for each student. Develops transition plan outlining specific steps to prepare students for middle school, high school, a job, or postsecondary study. Reviews the IEP with the student's parents, school administrators, and the student's general education teachers. Informs parents of child's progress. Helps general educators differentiate instruction and adapt teaching techniques to meet the needs of students with disabilities. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development. Maintains accurate and complete student records and prepares reports on children and activities, as required by laws, district policies, and administrative regulations. Develops plans for effective communication, monitoring, and follow-up of students in inclusive/co-teaching classroom settings. Serves as a member of a multidisciplinary team as appropriate. Maintains professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities. Terms of Employment: 190 days per school year; salary and work year to be established by the Board Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Certified Personnel. York School District One is an equal opportunity employer York School District One does not discriminate on the basis of race, religion, color, handicap, sex, age, alienage or national origin as required by applicable state and federal laws.

REPORTS TO: Executive Director SUPERVISES: Students 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.