Teacher aide jobs in Fayetteville, NC - 457 jobs

Primary Purpose of the Organization: The FSU Reading Clinic provides the delivery of high-quality, evidence-based literacy instruction to K-5 students. Licensed educators also provide mentoring and coordination of student tutors enrolled in teacher preparation programs ensuring instructional fidelity, data-driven decision-making, and meaningful family engagement aligned with Title III goals. Primary Purpose of the Position: The Reading Clinic Mentor Teacher provides instructional leadership, direction, and coaching within the Fayetteville State University Reading Clinic. This position supports the delivery of high-quality, evidence-based literacy instruction to K-5 students while mentoring and overseeing student tutors enrolled in teacher preparation programs. The Reading Clinic Mentor Teacher plays a critical role in ensuring instructional fidelity, data-driven decision-making, and meaningful family engagement aligned with Title III goals. * Ensure tutoring activities comply with: University policies, child safety and confidentiality requirements, and Title III grant guidelines. * Maintain accurate documentation related to: student attendance, instructional activities, and assessment data. * Support program evaluation and reporting requirements * Assist in the development and facilitation of family literacy workshops * Support student tutors in preparing family-friendly instructional materials and resources. * Communicate respectfully and professionally with families regarding literacy strategies and student progress, as appropriate. Minimum Education and Experience Requirements: * Have a current or previously held North Carolina teaching license (or equivalent) * Have a Bachelor's degree in: Elementary Education, Reading/Literacy, Special Education, or related field * Demonstrated experience teaching literacy in grades K - 5 * Strong knowledge of: Evidence based, Science of Reading literacy instruction, assessment and progress monitoring, and differentiated instruction Knowledge skills and abilities: * Evidence-based literacy instruction and intervention practices * Foundational reading components (phonological awareness, phonics, fluency, vocabulary, comprehension) * Child development and learning differences in K-5 students * Literacy assessment and progress monitoring practices * Family literacy and culturally responsive engagement practices * Professional and ethical standards related to working with children and families * Supervising and mentoring pre-service and graduate-level teacher candidates * Modeling effective literacy instruction and instructional decision-making * Observing instruction and providing constructive, actionable feedback * Using student data to guide instructional adjustments * Communicating clearly and professionally with students, families, and staff * Collaborating with faculty and clinic personnel * Ability to support consistent implementation of structured literacy lessons * Ability to coach and support developing educators in a clinical setting * Ability to adapt instruction to meet diverse learner needs * Ability to maintain confidentiality and comply with program and grant requirements * Ability to manage time, documentation, and multiple responsibilities * Ability to foster a supportive, respectful learning environment Preferred Qualifications: * Master's degree in Reading, Literacy, Curriculum & Instruction, or Special Education * Experience mentoring or supervising pre-service teachers * Training and familiarity with: Science of Reading frameworks, literacy intervention programs, and family literacy and community outreach * Bilingual skills (preferred, not required)

HOKE COUNTY SCHOOLS 2024-2025 Teacher Assistant/Bus Driver (6 hours) Title: Teacher Assistant/Bus Driver (6 Hour) Reports to: Designated Principal and/or Director Terms of Employment: Full Time (6 hours) Salary: $16.07-$17.82/HR FLSA Exempt/Non-Exempt: Non-Exempt Qualifications: * Graduation from high school * Associate's Degree, or Completion of 48 semester hours of college credits * Must be at least twenty-one (21) years old with three (3) years driving experience * Must possess or be willing to obtain a current North Carolina commercial driver's license with proper endorsements and a current Bus Drivers Pocket Card * Must pass a DOT drug and alcohol testing * Must never have been convicted of a DWI Offense Supervises: * None Essential Job Functions: Instructional Assistance * Cooperates in developing procedures for the classroom * Assists in the preparation of materials * Maintains awareness of goals and objectives of supervising teacher * Assists in implementing the planned program * Provides information to teacher(s) concerning program evaluation * Participates in and facilitates activities to improve effectiveness of the total school program * Carries out student supervisory duties in a prompt and responsible manner to ensure a safe and healthful environment Clerical/Technical Assistance * Collects and records money according to established procedures * Maintains classroom files and records in accordance with applicable rules, laws, and * regulations * Demonstrates technical skill in operating equipment * Assembles materials to maximize their use General Classroom Assistance * 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 * Assists students with understanding, interpreting and adhering to laws, rules, and * regulations * Shares the responsibility for school cleanliness and neatness * Assists in developing good housekeeping skills and regard for the environment both * inside and outside the classroom Bus Driving * Maintains proficiency in driving skills * Is responsible for completing all reports relating to transportation * Ensures safety and care of students boarding, riding, and departing school bus * Maintains a high standard of student conduct at all times * Discharges students only at the authorized school or bus stop locations * Transports only authorized students * Reports infractions of school bus safety rules to the principal or designee * Obeys all traffic laws and school bus regulations while operating the school bus * Operates the school bus on the assigned route(s) and schedule as provided by the Transportation Office * Attends bus safety meetings * Informs Transportation Specialist or TIMS Manager of any students added or deleted * from route which may necessitate a change in route or bus stop * Accepts responsibility for securing the school bus before leaving the vehicle at the * conclusion of a run or route * Accepts responsibility for reporting observable mechanical defects or failures on the * school bus * Maintains acceptable relations with parents/guardians of students transported and with * school personnel * Performs all other duties and responsibilities as assigned by supervisor Physical and Cognitive Requirements: The major physical and cognitive requirements listed below are applicable to the Teacher Assistant/Bus Driver job classification within Hoke County Schools. Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects. Must be able to: * Walk, lift, reach, stoop, stand, grasp, kneel, crouch, key requiring repetitive motions * Use visual acuity in preparing and analyzing written or computer data * Visually inspect small defects and/or small parts * Operate a variety of machines, motor vehicles, hand, and job specific equipment and Tools * Determine the accuracy and thoroughness of work * Observe general surroundings and activities * Communicate by spoken word to express or exchange ideas and convey detailed or * important instructions to others accurately, loudly, or quickly * Safely work in situations of exposure to blood borne pathogens which may require * specialized personal protective equipment * Communicate effectively and efficiently, both orally and in writing * Establish positive relationships with students * Deal with people beyond giving and receiving instructions * Perform under stress, deal with persons acting under stress and adapt when confronted * with emergency situations * Work with both children and adults with disabilities * Talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. * Hearing: perceiving nature of sounds by ear.) DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of the position. All employees may have other duties assigned at any time.

MINIMUM TRAINING AND EXPERIENCE Master's Degree in Education, Counseling, Psychology, Special Education, or a related field. The position requires a NC Teaching License, a minimum of 5 years as a teacher, and certification in gifted education. The job requires a broad knowledge of testing/assessment and interpretation of educational data. The position of the diagnostician/program facilitator requires human relation skills needed to communicate with diverse individuals, groups and organizations. ESSENTIAL JOB FUNCTIONS Assists with the overall evaluation of gifted programming, including elementary pull-out enrichment, differentiation in the regular education classroom, Advanced Placement and college readiness measure in the system; develops strategies for improvement; coordinates and provides staff development opportunities. Works with colleagues to review and revise the district's Academically and Intellectually Gifted Plan to ensure that it aligns with the state's mandated AIG Program Standards and Practices as well as with the district's Strategic Plan goals and initiatives. Ensures teachers, principals and curriculum facilitators are familiar with any changes to the North Carolina Academically and Intellectually Gifted Program Standards and the PSRC AIG Plan. Works with colleagues to accomplish the goals and objectives of the district's Academically and Intellectually Gifted Plan. Consults with parents and teachers regarding the screening and identification of students referred to the Academically Gifted program. Maintains a current database of the status of Academically Gifted students. Assists school personnel with the best teaching practices to increase the number of underserved students in Academically Gifted classes. Maintains and updates knowledge and skills related to identification and instruction of Academically Gifted students. Explores new ways to find and to expand upon the use of alternative assessments. Works closely with administrators, principals, staff, and Academically Gifted teachers to monitor a rigorous, differentiated curriculum for Academically Gifted students and to nurture the potential of all students. Develops and models instructional strategies that can be used to extend and enrich instruction for gifted students K-12. Works closely with school administration and staff to ensure the implementation of required policies and procedures affecting students identified as Academically or Intellectually Gifted. Serves as a member of a district oversight committee to review eligibility decisions made by school based teams to monitor accuracy and equity. Consults with teachers and parents on students who are not meeting AG expectations and need intervention/academic counseling. Meets with school based Teams for Academically Gifted to review the needs of bright primary students who may need differentiation in the regular classroom or acceleration. Monitors referrals and services for underserved students. Uses current models of curriculum to enhance instruction and to improve student achievement. Serve as an advocate for the gifted education in PSRC. ADDITIONAL JOB FUNCTIONS Attends workshops and conferences on best practices. Writes, plans and presents staff development on best practices. Participates in all phases of implementation of nurture and portfolio initiatives to increase the number of underserved students in Academically Gifted classrooms. Monitor classroom strategies. Assists with the implementation of AG math and ELA curriculum. Performs other related work as required. KNOWLEDGE, SKILLS, AND ABILITIES Thorough knowledge of federal, state and local policies and procedures regarding gifted students (academically gifted). Considerable knowledge of School Board policies, procedures and standards regarding education of students in the Public Schools of Robeson County. Considerable knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations. Considerable knowledge of the current literature, trends, and developments in the field of gifted education. Working knowledge of testing and interpretation of educational data. Ability to use common office machines and popular computer-driven word processing, spreadsheet, database and file maintenance programs. Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information. Ability to develop and implement appropriate programs for gifted learners. Ability to select and to develop appropriate curriculum for gifted learners. Ability to assess the effectiveness of programs and activities. Ability to interpret educational policies and procedures. Ability to effectively express ideas orally and in writing. Ability to make oral presentations before large groups of people. Ability to establish and maintain effective working relationships as necessitated by work assignments.

Starting Pay Range: $50,000 - $55,000 / annually Amount of Travel Required: 5% To ensure our youngest children have a solid foundation for life. To encourage the social, emotional, physical, and cognitive development of Head Start children and to attend to their safety and welfare. To promote family engagement in all aspects of the program. To meet requirements of Federal Head Start Performance Standards and any local, state and/or agency policies and procedures. To abide by the Action Pathways Head Start code of conduct and Ethics Statement written within the employee handbook. ESSENTIAL FUNCTIONS Classroom Management Actively supervises and monitors children (watching, counting and listening) ensuring their safety at all times in accordance with OHS Performance Standards and NCDCDEE regulations; respond appropriately to crisis or emergency situations reporting appropriate issues to a supervisor in a timely manner. Establish a positive classroom climate. Guide the behavior of children in positive, effective ways. Follow a consistent schedule that includes small and large group experiences, choice time, music and movement, large and small motor activities, skill development, meals and effective transitions between activities. Encourage experimentation, exploration, problem-solving, cooperation, socialization and choice-making; ask open-ended questions and follow-up questions to promote further learning and thinking. Promote English language acquisition of children who are English- and Dual-Language learners. Release children only to individuals with appropriate signed consent. Individualization, Curriculum and Assessment Follow agency-adopted curricula, using effective strategies to guide learning. Prepare the classroom environment and materials to support developmentally appropriate curriculum plans and learning experiences. Assess individual and group needs, attending to specific interests, strengths and concerns. Work with appropriate agencies to develop specialized planning for children and families as needed. Coordinate with support staff when indicated, developing a collaborative approach that benefits all children in the classroom. Adapt curriculum to address and meet individual goals for children as identified in their Individualized Education Plans (IEP). Develop and utilize integrated curriculum plans which reflect mandated elements and components, familial and cultural influences, and promote the social, emotional, physical and cognitive development of Head Start children. Establish weekly goals that promote individual and group educational plans and include other Head Start components. Participate in integrated service meetings to plan for and deliver collaborative services across all components. Utilize CLASS (Classroom Assessment Scoring System) strategies appropriately in the classroom to create an optimal learning environment. Work with parents and Assistant Teacher to screen and assess children using ASQ-SE, TS Gold and other tools. Family Engagement and Community Partnerships Provide an atmosphere that promotes and reinforces family and volunteer engagement. Support the role of families as the first and primary teachers of their children. Support families' safety, health, financial stability, life goals and aspirations. Maintain regular communication with families based on the family's individual needs. Conduct the required parent/teacher conferences and home visits for the purpose of assessment and support, and to share information on classroom progress and educational strategies at school and at home. Provide additional home visits if needed. Help plan and participate in family activity events. Coordinate with the Family Advocate as needed to assist families to complete follow-ups (i.e. dental, medical, physical and mental health needs of families, etc.) Coordinate with the Center Supervisor and Family Advocate to provide families with timely information and referrals appropriate to their needs. Monitor and document attendance concerns. Provide learning opportunities for dual-language in the home. Documentation Professional Development Additional Job Responsibilities Utilize agency-adopted tools for ongoing assessment and documentation. Ensure all federal, local, state and/or agency documentation is completed accurately. Document all family contacts and home visits. Monitor and report child abuse. Responsible for meal counts at point-of-service. Attend and participate in training, coaching and appropriate professional development activities. Attend and participate in meetings. Engage in ongoing self-assessment about job performance. Assist with breaks, foodservice and bus monitoring as needed for the model and other classroom needs as requested. Work with other staff to ensure general maintenance and security of the facility. Assist with inventory of equipment and supplies. In the absence of a Center Supervisor, may be requested to assume the role of Acting Center Supervisor on an interim basis. Adheres to and upholds the Employee Code of Conduct and Parent Code of Conduct. Other duties as requested. PLEASE NOTE All child care providers and household members who have incurred any pending charges, indictments or convictions (other than minor traffic offenses) since the last qualification letter was issued by the DHHS Criminal Background Check Unit must notify the operator of such charges within five business days or before returning to work, whichever comes first. The operator must notify the Criminal Background Check Unit within one business day of being notified. 10A NCAC 09 .2703. Any new charges or convictions could result in disqualification. In addition, if the individual has been placed on the Responsible Individual List (RIL), Child Maltreatment Registry (CMR), or the Sex Offender Registry (SOR), this will result in disqualification. QUALIFICATIONS Education: At minimum an Associate's Degree in Early Childhood Education, Child Development, Sociology, Psychology, or Human Services; Bachelor's Degree or Higher in Early Childhood Education, Child Development, Sociology, Psychology, or Human Services. Experience: Two to four years related early childhood teaching experience. An equivalent combination of experience, training and education may be accepted. GENERAL REQUIREMENTS Certificates & Licenses It is the employee's responsibility to obtain and keep current all certifications, licenses, physicals, etc., at all times. Required certifications and licenses are: Current (negative) TB test with receipt NC Qualifying Letter ( NC DHHS) Annual physical First Aid Certificate CPR Certificate OTHER REQUIREMENTS Must be able to work conscientiously and effectively with a minimum of supervision, able to appropriately initiate, monitor, and achieve classroom and project objectives. The employee must possess good verbal and written communication skills. Must be able to pass a criminal background record check and pass post-offer employment and random substance abuse tests. The employee must be able to complete a criminal background check and maintain an active Criminal Background Check (CBC) Qualification letter through the North Carolina Department of Health and Human Services Division of Child Development. CONDITIONS OF EMPLOYMENT Background check with state and Federal law enforcement agencies required. Selected applicants must submit to a pre-employment substance abuse screening test and receive a negative result for the use of drugs and alcohol as specified in agency policies. Must submit and receive negative results for random testing of same. The employee must have a valid North Carolina Driver's License. Must be able to pass a post-offer physical examination. Action Pathways, Inc. is an “at-will” employer. Either the employee or Action Pathways, Inc. may terminate the employment arrangement at any time, with or without cause. Management has the exclusive right to alter this at any time without notice. The job description or announcement is not an employment agreement or contract. EMPLOYEE BENEFITS PACKAGE: Competitive pay with periodic Cost of Living Adjustments (COLA) Zero-cost Health, Dental, Vision, Life Insurance, Short-Term Disability (Employee only) Retirement plan with 100% employer matching Paid Vacation/Sick/Personal leave 13 Paid Holidays Spring Break (for Head Start) Paid professional development training Education assistance after one year Auto mileage reimbursement for official travel Employee discounts Bragg Mutual Credit Union Membership Employee Recognition Events HOW TO APPLY Applicants must apply online at **********************

Special Education Teacher (Essentials Classroom) Schedule: 7:45 AM-2:25 PM | Up to 40 hrs/week ?? We're seeking a passionate Special Education Teacher to support students in an Essentials (Essential Skills) classroom , serving learners who benefit from highly individualized academic, functional, and life-skills instruction. If you're dedicated to helping students grow through patience, creativity, and a team-centered approach, this is an incredible opportunity. ?? What Makes This Role Stand Out + A deeply supportive EC Department committed to student success + Accessible leadership-EC team provides consistent training, guidance, and mentorship ?? Key Responsibilities + Deliver high-quality special education services for K-12 students + Collaborate with general education staff to develop and implement individualized programs + Provide specialized instruction, consultation, and ongoing support + Participate actively in team planning and student success initiatives ?? Minimum Requirements + Bachelor's degree (preferred) + Valid state teaching certificate (required) + Special Education certification/LBS1 endorsement (preferred) + CPR, TB screening, and Health Certificate if applicable + Must meet all federal, state, and local requirements + 1 year of teaching experience preferred 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.

Preferred Qualifications An associate degree or higher in Early Childhood Education from an accredited community college. At least three (3) years experience working in a child care setting. Child care credentials I and II Sudden Infant Death Syndrome ( SIDS ) certificate CPR and First Aid Other Information If no applicants apply who meet the required competency level and training & experience requirements, then management may consider other applicants. Salary would be determined based on competencies, equity, budget, and market considerations.

Job Description About the Role: We are seeking a highly motivated and experienced Teachers to join our team in Newton Grove, NC. As a teacher, you will support children's school readiness by providing a safe, culturally and linguistically responsive, and developmentally appropriate Head Start classroom environment. $5,000 Sign-on Bonus: Paid in Three Milestones! Qualifications: Child Development Associate (CDA) or state equivalency Associate's or Bachelor's degree in early childhood education or a related field Experience teaching in a classroom setting Strong communication and interpersonal skills Ability to create and implement effective lesson plans Responsibilities: Create and implement lesson plans that align with the curriculum and educational standards Assess student progress and provide feedback to students and parents/guardians Maintain a safe and inclusive learning environment for all students Collaborate with other teachers and staff to develop and improve educational programs Participate in professional development opportunities to enhance teaching skills and knowledge What we offer you: Individualized professional development plans and opportunities for growth Medical, Dental & Vision insurance Life and Disability insurance Employer match and contributions to a 403(b)-retirement savings account Flexible Spending Plans Personal Leave Time (Limited) Consideration for Public Service Loan Forgiveness Programs Employee Assistant Program (EAP) ECMHSP is an Equal Opportunity Employer and does not discriminate on the basis of race, religion, color, sex, age, national origin, disability, sexual orientation, or any other status protected by applicable law. If this opportunity sounds like a good fit for you click on 'APPLY'

Apply Teacher (Substitute) Department of Defense Department of Defense Education Activity DoDEA Americas Region - Mid Atlantic and Southeast District Apply Print Share * * * * Save * This job is open to * Requirements * How you will be evaluated * Required documents * How to apply Summary About the Position: Positions are located within the Americas Mid Atlantic and Southeast Districts These positions are not covered by a bargaining unit. All candidates must reside within the local commuting area where the position is located. Local commuting area is defined as the geographic area surrounding a work site that encompasses the localities where people live and reasonably can be expected to travel back and forth daily. (5 CFR 575.203) Summary About the Position: Positions are located within the Americas Mid Atlantic and Southeast Districts These positions are not covered by a bargaining unit. All candidates must reside within the local commuting area where the position is located. Local commuting area is defined as the geographic area surrounding a work site that encompasses the localities where people live and reasonably can be expected to travel back and forth daily. (5 CFR 575.203) Overview Help Accepting applications Open & closing dates 12/01/2025 to 03/31/2026 Salary $24.57 to - $24.57 per hour Pay scale & grade AD 00 Locations many vacancies in the following locations: Fort Rucker, AL Maxwell AFB, AL Fort Benning, GA Fort Stewart, GA Show morefewer locations (10) Fort Campbell, KY Fort Knox, KY Camp Lejeune, NC Fort Bragg, NC West Point, NY Beaufort, SC Fort Jackson, SC Clarksville, TN Dahlgren, VA Quantico, VA Remote job No Telework eligible No Travel Required Not required Relocation expenses reimbursed No Appointment type Multiple - This is a seasonal, intermittent position Work schedule Intermittent Service Excepted Promotion potential None Job family (Series) * 1710 Education And Vocational Training Supervisory status No Security clearance Not Required Drug test No Position sensitivity and risk Non-sensitive (NS)/Low Risk Trust determination process * Suitability/Fitness Financial disclosure No Bargaining unit status No Announcement number NC7X-26-12840058-EX-S Control number 850737400 This job is open to Help The public U.S. Citizens, Nationals or those who owe allegiance to the U.S. Clarification from the agency The Public - This position is open to all U.S. Citizens who reside in the commuting area of the school. Videos Duties Help * Maintains discipline for the classroom * Communicate lesson plans to students * Maintain accurate records for the classroom * Supervise students in the school environment * Interact effectively with students, co-workers, and parents. Requirements Help Conditions of employment * Male applicants born after December 31, 1959, must complete a Pre-Employment Certification Statement for Selective Service Requirement. * Proof of U.S. Citizenship required. * Direct deposit of pay is required. * Appointment subject to a suitability/fitness determination, as determined by a background investigation. * This position requires a Tier 1 (T1) investigation with Childcare Checks since its duties require interaction with children and youth under the age of eighteen (18) years of age. * Must be vigilant in maintaining the confidentiality of school related matters. * You must be at least 18 years of age to be appointed to this position. * This position requires candidates to reside within the local commuting area in which the position is located. Qualifications This announcement will be used to fill Substitute positions in one of two different series based on your level of education. When the Principal requests to hire more Substitute teachers at a school, candidates from both series will be referred for consideration and selection. When you submit your application, you will be required to identify your level of education. In order to qualify for this Substitute position, you must meet one of the education requirements described below. Teacher (Substitute), AD-1710-00: You must possess a bachelor's degree or higher from an accredited college or university. Please note you must submit a copy of your transcript to receive consideration for this position. Education Foreign Degrees and Course Work from Non-accredited Institutions: Foreign Degrees and Course Work from Non-accredited Institutions. Credits or degrees earned from a foreign college or university must be evaluated prior to acceptance. Three evaluation procedures are acceptable: A. The work must be evaluated and interpreted by a current member of National Association of Credential Evaluation Services (NACES). This website provides a list of current organizations who can perform your evaluation. You must select and work directly with one of these organizations. B. The foreign institution that awarded the degree is on a list endorsed by a regionally accredited university or on a list endorsed by a state department of education for the purpose of teacher certification in that state (this procedure will require an English translation of the transcript and a copy of the document awarding the degree, together with an authenticated list produced by an American university or a state department of education); and C. The work may be evaluated by the graduate division of a regionally accredited university and declared the equivalent of similar undergraduate or graduate work in a U.S. institution. Graduates of non-accredited institutions may have their undergraduate work validated by admittance to graduate school and completion of a minimum of 5 SH of credit in a regionally accredited graduate college Additional information * Multiple vacancies will be filled from the applicant pool that applies to this announcement. * Selectees will be appointed on a temporary basis for the length of the school year. * Substitute teachers are only needed when there is a teacher absence, and there is no guarantee of regular or recurring work hours. * You will only be paid for the time you are called to report for work. * This position is covered by the Dual Compensation Act which prohibits an individual from receiving pay from more than one position for more than an aggregate of forty (40) hours of work in one calendar week. * Positions will be filled from this announcement on an as-needed basis. * This position is a temporary position and may be extended in one-year increments. * Applicants with a disability who need a reasonable accommodation for any part of the application or hiring process should notify David Walton ************ * MILITARY SPOUSES: Because this is a temporary position with an intermittent work schedule, applying and accepting a Substitute position does not forfeit an applicant's eligibility for Military Spouse Preference (MSP). Expand Hide additional information Candidates should be committed to improving the efficiency of the Federal government, passionate about the ideals of our American republic, and committed to upholding the rule of law and the United States Constitution. Benefits Help A career with the U.S. government provides employees with a comprehensive benefits package. As a federal employee, you and your family will have access to a range of benefits that are designed to make your federal career very rewarding. Opens in a new window Learn more about federal benefits. Substitute positions are filled as temporary, intermittent appointments. These appointments do not confer eligibility for federal benefits, such as retirement, leave accrual, or health/life insurance. Eligibility for benefits depends on the type of position you hold and whether your position is full-time, part-time or intermittent. Contact the hiring agency for more information on the specific benefits offered. How you will be evaluated You will be evaluated for this job based on how well you meet the qualifications above. * Applications will be reviewed and referred for selection as vacancies occur within the organization. You will have a chance to identify your preference in specific school(s) during the application process. * A review of your application package (resume and supporting documents) will be used to determine whether you meet the qualification requirements listed in this announcement. * If you are minimally qualified, your résumé and supporting documentation will be compared against your responses to the assessment questionnaire to determine your level of experience. If, after reviewing your résumé and/or supporting documentation, a determination is made that you have inflated your qualifications and/or experience, you may lose consideration for this position. Please follow all instructions carefully when applying, errors or omissions may affect your eligibility. * Period of Eligibility: Your resume and any documents submitted will be retained for two months and may be used at any time during this period. After two months, you must reapply to this announcement in order to be considered. Benefits Help A career with the U.S. government provides employees with a comprehensive benefits package. As a federal employee, you and your family will have access to a range of benefits that are designed to make your federal career very rewarding. Opens in a new window Learn more about federal benefits. Substitute positions are filled as temporary, intermittent appointments. These appointments do not confer eligibility for federal benefits, such as retirement, leave accrual, or health/life insurance. Eligibility for benefits depends on the type of position you hold and whether your position is full-time, part-time or intermittent. Contact the hiring agency for more information on the specific benefits offered. Required documents Required Documents Help The documents you are required to submit vary based on whether you are eligible for preference in federal employment. A complete description of preference categories and the associated required documents is in the Applicant Checklist (External). As described above, your complete application includes your resume, your responses to the online questionnaire, and documents which prove your eligibility to apply. If you fail to provide these documents, you will be marked as having an incomplete application package and you will not be considered any further. 1. Your resume: * Your resume must be two pages or less and must support the specialized experience described in this announcement. Resumes exceeding two pages will be removed from consideration. * For each relevant work experience, make sure you include the employer's name, job title, start and end dates (include month and year), for qualifications purposes, the number of hours worked per week, and a brief description that show you can perform the tasks at the required level listed in the job announcement. If your resume does not contain this information, your application may be marked as incomplete, and you may not receive consideration for this position. * Use plain language. Avoid using acronyms and terms that are not easily understood. The hiring agency will not make assumptions about what's in your resume. * If your resume includes a photograph or other inappropriate material or content, it will not be used to make eligibility and qualification determinations, and you may not be considered for this vacancy. For additional information, to include formatting tips, see: What to include in your resume. 2. Supporting documents: * Cover Letter, optional * Transcripts: This position has an individual occupational requirement and/or allows for substitution of education for experience. You MUST submit a copy of your transcript with your application package or you will be rated ineligible. * MSP: Military Spouse Preference eligible must provide sponsor orders that should include the date reporting, a current Military Spouse PPP Self-Certificate Checklist and marriage certificate. NOTE: Documents submitted as part of the application package, to include supplemental documents, may be shared beyond the Human Resources Office. Some supplemental documents such as military orders and marriage certificates may contain personal information for someone other than you. You may sanitize these documents to remove another person's personal information before you submit your application. You may be asked to provide an un-sanitized version of the documents if you are selected to confirm your eligibility. If you are relying on your education to meet qualification requirements: Education must be accredited by an accrediting institution recognized by the U.S. Department of Education in order for it to be credited towards qualifications. Therefore, provide only the attendance and/or degrees from schools accredited by accrediting institutions recognized by the U.S. Department of Education. Failure to provide all of the required information as stated in this vacancy announcement may result in an ineligible rating or may affect the overall rating. How to Apply Help To apply for this position, you must complete the online questionnaire and submit the documentation specified in the Required Documents section above. The complete application package must be submitted by 11:59 PM (EST) on 03/31/2026 to receive consideration. * To begin, click Apply to access the online application. You will need to be logged into your USAJOBS account to apply. If you do not have a USAJOBS account, you will need to create one before beginning the application .******************************************************** * Follow the prompts to select your resume and/or other supporting documents to be included with your application package. As a reminder, your resume must be two pages or less and must support the specialized experience described in this announcement. Resumes exceeding two pages will be removed from consideration. For additional information, refer to the 'Required Documents' section. * You will have the opportunity to upload additional documents to include in your application before it is submitted. Your uploaded documents may take several hours to clear the virus scan process. * After acknowledging you have reviewed your application package, complete the Include Personal Information section as you deem appropriate and click to continue with the application process. * You will be taken to the online application which you must complete in order to apply for the position. Complete the online application, verify the required documentation is included with your application package, and submit the application. Your resume selected in USAJOBS will be included, but you must re-select other documents from your USAJOBS account or your application may be incomplete. * It is your responsibility to verify that your application package (resume, supporting documents, and responses to the questionnaire) is complete, accurate, and submitted by the closing date. Uploaded documents may take up to one hour to clear the virus scan. * Additional information on how to complete the online application process and submit your online application may be found on the USA Staffing Applicant Resource Center. To verify the status of your application, log into your USAJOBS account (****************************************************** all of your applications will appear on the Welcome screen. The Application Status will appear along with the date your application was last updated. For information on what each Application Status means, visit: ************************************************** Agency contact information Army Applicant Help Desk Website ************************************************* Address DoDEA Americas Region Office 4800 Mark Center Drive Alexandria, VA 22311 US Next steps If you provided an email address, you will receive an email message acknowledging receipt of your application. Your application package will be used to determine your eligibility and qualifications for this position. If you are determined to be ineligible or not qualified, your application will receive no further consideration, but you may re-submit your application package with additional supporting documentation to receive additional consideration. THE PURPOSE OF THIS ANNOUNCEMENT IS TO ESTABLISH AN APPLICANT POOL FOR SUBSTITUTE TEACHER VACANCIES THAT MAY BECOME AVAILABLE THROUGHOUT THE SCHOOL YEAR. REFERRAL LISTS WILL BE ISSUED AS VACANCIES OCCUR. POSITIONS WILL BE FILLED BASED UPON THE NEED AND REQUEST FROM THE SCHOOL. APPLICANTS MUST SELECT THE SCHOOL LOCATION(S) AND SCHOOL(S) THEY WISH TO BE CONSIDERED. APPLICANTS WILL RECEIVE NOTIFICATION(S) FROM HUMAN RESOURCES WHEN THEIR SUBMITTED APPLICATION HAS BEEN REFERRED FOR CONSIDERATION. Fair and transparent The Federal hiring process is set up to be fair and transparent. Please read the following guidance. Criminal history inquiries Equal Employment Opportunity (EEO) Policy Financial suitability New employee probationary period Privacy Act Reasonable accommodation policy Selective Service Signature and false statements Social security number request Required Documents Help The documents you are required to submit vary based on whether you are eligible for preference in federal employment. A complete description of preference categories and the associated required documents is in the Applicant Checklist (External). As described above, your complete application includes your resume, your responses to the online questionnaire, and documents which prove your eligibility to apply. If you fail to provide these documents, you will be marked as having an incomplete application package and you will not be considered any further. 1. Your resume: * Your resume must be two pages or less and must support the specialized experience described in this announcement. Resumes exceeding two pages will be removed from consideration. * For each relevant work experience, make sure you include the employer's name, job title, start and end dates (include month and year), for qualifications purposes, the number of hours worked per week, and a brief description that show you can perform the tasks at the required level listed in the job announcement. If your resume does not contain this information, your application may be marked as incomplete, and you may not receive consideration for this position. * Use plain language. Avoid using acronyms and terms that are not easily understood. The hiring agency will not make assumptions about what's in your resume. * If your resume includes a photograph or other inappropriate material or content, it will not be used to make eligibility and qualification determinations, and you may not be considered for this vacancy. For additional information, to include formatting tips, see: What to include in your resume. 2. Supporting documents: * Cover Letter, optional * Transcripts: This position has an individual occupational requirement and/or allows for substitution of education for experience. You MUST submit a copy of your transcript with your application package or you will be rated ineligible. * MSP: Military Spouse Preference eligible must provide sponsor orders that should include the date reporting, a current Military Spouse PPP Self-Certificate Checklist and marriage certificate. NOTE: Documents submitted as part of the application package, to include supplemental documents, may be shared beyond the Human Resources Office. Some supplemental documents such as military orders and marriage certificates may contain personal information for someone other than you. You may sanitize these documents to remove another person's personal information before you submit your application. You may be asked to provide an un-sanitized version of the documents if you are selected to confirm your eligibility. If you are relying on your education to meet qualification requirements: Education must be accredited by an accrediting institution recognized by the U.S. Department of Education in order for it to be credited towards qualifications. Therefore, provide only the attendance and/or degrees from schools accredited by accrediting institutions recognized by the U.S. Department of Education. Failure to provide all of the required information as stated in this vacancy announcement may result in an ineligible rating or may affect the overall rating.

Plans and provides for appropriate classroom learning experiences for students. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure success for every student. Responsible for supervising students in a variety of school related settings; monitoring and evaluating student outcomes; and communicating/interacting with students, parents, staff and the community. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Additionally, is responsible for maintaining appropriate records and following required procedures and practices as well as monitoring the appropriate use and care of equipment, materials and facilities. MINIMUM QUALIFICATIONS: KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) Extensive knowledge of curriculum and techniques for integrating curriculum, policies, and effective classroom instructional practices; Considerable knowledge of Microsoft Office, specifically, Word, Excel, and PowerPoint; Google Apps; Effective time management and organizational skills; Strategic problem-solving skills, including the use of multiple data points; Ability to prepare course objectives and outlines for course of study following curriculum guidelines or requirements of the state and the school; Ability to provide instruction that reflects multiple perspectives and multicultural education; Ability to infuse technology into the curriculum; Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity; Ability to motivate and inspire students; Ability to maintain a clean and orderly environment; Ability to maintain order and discipline in a classroom and in other school environments; Ability to maintain files and records; Ability to work effectively with administrators, colleagues, central office, school-based staff, students, parents and the community; Ability to communicate clearly and concisely, both orally and in writing; ability to communicate well with school personnel, employees, and central office staff; Ability to establish and maintain effective working relationships with school system staff, students, parents, external agencies, vendors, and the community. EDUCATION, TRAINING, AND EXPERIENCE Bachelor's degree in Education with appropriate subject area. CERTIFICATION AND LICENSE REQUIREMENTS Hold or be qualified to hold a North Carolina Professional Educator's License in a teaching content area. PREFERRED QUALIFICATIONS: Master's degree in a specific subject area. ESSENTIAL DUTIES AND RESPONSIBILITIES: Utilizes assessment strategies (traditional and alternative) which are aligned with the Wake County Public School System (WCPSS)curriculum and standards to assist in the continuous development of the learner. Ensures effective communication techniques with students, parents, and all other stakeholders are being used. Engages in planned continuous professional quality improvement for self, school, and the school district. Uses appropriate techniques and strategies which promote and enhance critical and creative thinking capabilities of students. Implements appropriate classroom instructional strategies and materials that reflect each student's culture, learning styles, special needs, and socio-economic background. Uses an understanding of learning and development and establishes a classroom management system that maintains appropriate regulation; creates a positive learning environment in which students are actively engaged in learning, social interaction, cooperative learning, and self-motivation; supports the intellectual, personal, and social development of all students. plan, align, implement, and evaluate effective instruction and assessment in a variety of learning environments. Collaborates with peers, parents, community, and other stakeholders in the continuous improvement of classroom educational experiences of students. Integrates appropriate technology in teaching and learning processes. Ensures adherence to good safety procedures. Performs other related duties, as assigned. WORKING CONDITIONS: PHYSICAL ENVIRONMENT Must be able to use a variety of office equipment and classroom tools such as computers, scanners, fax machines, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to 10 pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work. WORK ENVIRONMENT Must be able to work in an office and public-school environment and come into direct contact with employees, students, and the public. EFFECTIVE DATE: 5/2023 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.

Reports to: Center Director Supervises: Assistant Teacher and Floater GENERAL DESCRIPTION The Lead Teacher is responsible for the holistic education of each child, ensuring that their needs and interests are met. The Lead Teacher stimulates the students' language, emotional, physical, and cognitive development by providing meaningful and personalized learning experiences. This role requires consistent professional practices aligned with the school's policies, and collaboration with students, families, colleagues, and the administration. The Lead Teacher must comply with the regulations and policies of the state of North Carolina. CORE COMPETENCIES Collaborative Teamwork: Effectively collaborates with colleagues, fostering a positive and participatory work environment. Positive Communication: Encourages respectful and constructive dialogue with students, families, and coworkers to promote understanding and mutual support. Customer Focus: Responds to the needs of children and families, always seeking to provide the best educational experience. Planning: Strategically organizes educational activities and resources to achieve learning objectives. Climate Agent: Creates and maintains an inclusive, respectful classroom environment where all children and adults feel valued. Interpersonal Sensitivity: Recognizes and responds empathetically to the emotional needs of children and adults in the school setting. Political Sensitivity: Maintains a diplomatic and professional attitude in situations requiring discretion and tact. Respect: Models and promotes respect for all individuals in and outside the classroom, fostering an environment of trust and collaboration. EDUCATION AND EXPERIENCE REQUIREMENTS HS Degree + NC Early Childhood Credentials (with at least 18 EC Ed credits) or a Bachelor's degree in Education or Psychology. AA/AAS in Early Childhood Development or Child Development. Bilingual (Spanish and English). Minimum of 2 years of verifiable experience in early childhood education. CPR and First Aid Certification. DHHS Criminal Background Check. SID certification REQUIRED SKILLS Proficiency & Language Growth: Communicates clearly and effectively in English and demonstrates a willingness to learn and use Spanish in daily interactions. Ability to work under pressure in a dynamic environment. Self-motivation, initiative, and the ability to work with minimal supervision. Creative and effective problem-solving. Ability to foster teamwork and maintain positive relationships with colleagues and families. Physical Agility: Ability to move easily within the classroom, including kneeling, crouching, crawling, running, and jumping to engage with children at their level. Active Physical Interaction: Ability to physically get down to a child's level by sitting on the floor or kneeling, promoting closeness and trust. Movement Adaptability: Ability to respond quickly and accurately when needed to ensure children's safety, such as assisting them during play or in risky situations. ESSENTIAL DUTIES AND RESPONSIBILITIES Educational Planning and Documentation: Plans and documents all learning activities following SPANISH FOR FUN! (SFF!) guidelines, ensuring alignment with established school policies and procedures. Classroom Attendance and Daily Management: Ensures student attendance records are up to date and collaborates with team members in managing daily classroom activities in compliance with DCDEE and SFF! regulations. Participation in School Meetings and Events: Actively attends and contributes to planning meetings, school events, and parent conferences, ensuring compliance with SFF! policies and DCDEE guidelines at all times. Promoting Classroom Safety and Sanitation: Ensures compliance with all health and safety regulations set by SFF! and DCDEE, maintaining a safe and age-appropriate classroom environment and materials.

Title: Preschool Teacher Assistant Reports to: Preschool Director Summary: Serves as Teacher Assistant and is responsible for following schedule as outlined by Preschool Director. You are responsible for a wide variety of activities that range from implementing learning activities to lunch and toileting. You will work closely with the Teacher, other employees, parents and the Preschool Director. It is preferable that church employees consistently attend worship service (virtually or physically) on a regular basis. By doing so, he/she will be more in touch with the life, activities, and patterns of Village Baptist Church. Essential Responsibilities Recognize and greet each child and parent when entering classroom Assist in planning the afternoon curriculum for classroom Maintains a safe and healthy environment for the children Relates instructions or observations concerning children to the classroom teacher Assume responsibility for your group in the absence of the classroom teacher; A substitute will be present, but you will be required to assume the teacher duties Uses materials and equipment creatively Attends Staff meetings, and in-service training sessions Assist in preparation of parent newsletter and bulletin board displays Confer with Classroom Teacher about needs, responsibilities, questions or suggestions that you may have If concerns are unable to be answered or resolved at this level, confer with your Lead Teacher and then the Preschool Director Participate in monthly duties and responsibilities as assigned to you by the Preschool Director Qualifications Personal Qualifications: Be a Christian and live and teach in ways that are pleasing to God, in your personal and work life Be a witness to the families that we serve in our ministry Relate to adults on all levels of the socio-economic structure of the community and of differing races Apply basic knowledge of child development to your working conditions and environment Remain calm and use sound judgment in an emergency Interact and communicate effectively with children, parents, staff and the general public Work well without close supervision Must exhibit Christian qualities of patience, cheerfulness, optimism, flexibility, cooperation and reliability Professional Qualifications: experience working in Christian school ministry (2 years minimum preferred) experience in childcare (2 years minimum preferred) CPR/First Aid Certified (must be completed within 60 days of hire date) Recognizing and Responding to Suspicions of Child Mistreatment Course (must completed within 30 days of hire date) You need to be: A team player A problem solver committed to conflict resolution Committed to excellence and quality customer service A great manager of time / well-organized and detail oriented Committed to the vision and values of the church Inspirational communicator; great with interpersonal relationships Hospitable and patient Focused on growing spiritually and being a committed learner Vision: Connect People to Christ and His Family Mission: We Exist to Fulfill the Great Commission Values: Holiness (1 Peter 1:16) Humility (Philippians 2:3) Honor (Romans 2:10) Honesty (Ephesians 4:15) Hospitality (Hebrews 13:2) Hustle (Colossians 3:23) Hunger (Proverbs 1:5) Health (1 Timothy 4:8) Help (Philippians 2:4) Humor (Proverbs 17:22) Work Schedule: Hourly Employee, 40 hours per week, 12-month employee

The Growing Years of Apex is a licensed childcare center seeking Floaters/Teacher Aides to work with all age groups! To be QUALIFIED for this position, we require a high school diploma OR GED and the ability to pass all background checks. A plus if you have previous childcare experience! Required Shift: Monday - Friday, 9:00am - 6:00pm Compensation: $16-$18/hr based on education and experience We are a family-oriented, close-knit organization and we have a lot to offer our next team member including: Competitive Pay Paid Trainings, including Enhanced Career and Professional Development Generous Benefits Package, including Dental, Medical, and Vision Insurance 401k with Match Discounts for Childcare Fun and Positive Place to Work Open Door Policy Shirts and Swag - we love to show appreciation for our teachers! Our Hiring Process: Resume screen Phone screen with recruiter (30 minutes) On-site interview with Center Director (30-60 minutes) Q&A Classroom observation Offer Main Job Responsibilities: Willingness to effectively substitute for any position as needed. This includes covering staff members' breaks, filling in for staff members in their absences, and assuming the classroom duties of staff members before or after their scheduled shifts. Demonstrate patience, kindness and positive interactions with all children, parents, and staff. Operate as a team player and willingness to help where needed under the director of the lead teacher. Physical ability to work around small children including sitting, standing, walking, running, and climbing stairs. Ability to lift and carry up to 40 lbs. and fulfill all physical requirements of the role. If you have a positive attitude, love working with children and desire to work in a fun and professional environment, we encourage you to apply today! The Growing Years is an Equal Opportunity Employer. We embrace and celebrate diversity and inclusivity. We do not tolerate any kind of discrimination in our hiring processes against any groups protected by federal, state, or local law.

at The Growing Years The Growing Years of Apex is a licensed childcare center seeking Floaters/Teacher Aides to work with all age groups! To be QUALIFIED for this position, we require a high school diploma OR GED and the ability to pass all background checks. A plus if you have previous childcare experience! Required Shift: Monday - Friday, 9:00am - 6:00pm Compensation: $16-$18/hr based on education and experience We are a family-oriented, close-knit organization and we have a lot to offer our next team member including: Competitive Pay Paid Trainings, including Enhanced Career and Professional Development Generous Benefits Package, including Dental, Medical, and Vision Insurance 401k with Match Discounts for Childcare Fun and Positive Place to Work Open Door Policy Shirts and Swag - we love to show appreciation for our teachers! Our Hiring Process: Resume screen Phone screen with recruiter (30 minutes) On-site interview with Center Director (30-60 minutes) Q&A Classroom observation Offer Main Job Responsibilities: Willingness to effectively substitute for any position as needed. This includes covering staff members' breaks, filling in for staff members in their absences, and assuming the classroom duties of staff members before or after their scheduled shifts. Demonstrate patience, kindness and positive interactions with all children, parents, and staff. Operate as a team player and willingness to help where needed under the director of the lead teacher. Physical ability to work around small children including sitting, standing, walking, running, and climbing stairs. Ability to lift and carry up to 40 lbs. and fulfill all physical requirements of the role. If you have a positive attitude, love working with children and desire to work in a fun and professional environment, we encourage you to apply today! The Growing Years is an Equal Opportunity Employer. We embrace and celebrate diversity and inclusivity. We do not tolerate any kind of discrimination in our hiring processes against any groups protected by federal, state, or local law.

REPORTS TO: Principals 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. Arabic language, including speaking, reading, writing, and cultural contexts, to students of varying levels. Key responsibilities include developing and delivering engaging lesson plans, creating or selecting appropriate teaching materials, assessing student progress, and providing individualized support to foster language and cultural understanding. A strong command of Arabic, excellent communication skills, and the ability to adapt teaching methods to diverse learners are essential. DUTIES AND RESPONSIBILITIES A. MAJOR FUNCTION: Management of Instructional Time The tutor 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 tutor 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 tutor 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 tutor 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 tutor 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 tutor 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 tutor 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 tutor 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 Bachelors Degree. Preferred, Degree in education or B.A / B.S degree in teaching(from accredited institutions) or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction. Ability to establish and maintain cooperative and effective working relationships with others. Ability to communicate effectively orally and in writing. Knowledge and implementation of relevant technology. Meet professional teacher education requirements of school, district and state. 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.

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.

Job Description The Toddler Teacher will assist the Lead Teacher by helping to create a caring and safe environment for the children and assisting in activities to improve the overall care and quality of education.S/he must be able to communicate, listen and work well with others in a team environment. The Toddler Teacher will assist the staff in implementing a quality educational program and in developing positive relationships with the children and their parents. The Toddler Teacher will assist in the implementing developmentally appropriate activities based on children's interests and needs under the direction of the Lead Teacher and the Director. Duties Coordinate and implement educational curriculum by developing classroom activities based on developmentally appropriate practices and early learning standards Follow prepared lesson plans Lead by example; encourage teaching team 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, and parent-teacher conferences. 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. Supervise teacher assistants and classroom volunteers to ensure they are following planned activities, hygiene and safety standards. Maintain accurate records, forms and files. Maintain personal professional development plan to ensure continuous quality improvement. Routine Care (including diaper changing and feeding) Knowledge of Child Development Understanding of NC child care regulations Requirements Infant/Child and Adult CPR Pediatric First Aid ITS-SIDS Current TB test Current physical Current Criminal Records Check letter Current Workforce Qualifications Letter Physical: Ability to take frequent walks, use hands and fingers, handle objects, tools, or controls, talk to and hear voices at many levels. May also be required to kneel, bend, squat, or crawl. Physical: A specific vision ability will be required including the ability to see up close and up to a certain distance, to see colors, have peripheral vision and depth perception. Skills Requirement Excellent Supervision Skills High Energy to have Consistent Meaningful Interaction with Children Strong Understanding of Child Development Warm Personality - Friendly, Enthusiastic, Welcoming Ability to Work Well with Others to Foster a Team Environment Ability to Follow Instructions, Meet Deadlines Strong Oral and Written Communication Skills Basic Computer Skills Flexibility to perform multiple duties Creative, Organized, Punctual, Professional Nice To Haves Infant/Child and Adult CPR Pediatric First Aid ITS-SIDS Current TB test Current physical Current Criminal Records Check letter Current Workforce Qualifications Letter Benefits Benefits through the Stabilization Grant Health Insurance BCBS (50% premium contribution) Dental and Vision BCBS (50% contribution) Increased hourly pay/Bonuses Retirement plan employees can deposit into with the center matching up to 3% Paid Holidays Competitive Pay Participate in TEACH and WAGES Closed on weekends and Holidays.

Build a brighter future for all children. Teaching is more than a job. It's an opportunity to foster curiosity, creativity and compassion in children-all while helping them develop a lifelong love of learning.As a Toddler Teacher at Primrose School at West Lake, you'll create a fun, safe environment for little ones who are constantly on the move. Through a daily schedule of purposeful play, you'll help lay the foundation for the school setting as children navigate a classroom environment, build their motor skills and grow their vocabulary. Make a difference every day. Spend your days building genuine relationships with each child. Work with your co-teacher to implement the lesson plans from the research-informed Balanced Learning curriculum. Maintain a well-kept classroom that encourages children to create, explore and make decisions with confidence. Discover what works best for each child as you teach them about the world around them. Get everything you need to give children everything they need.At Primrose School at West Lake, you bring the passion, and we'll give you all the tools and training to be successful.Our Balanced Learning approach was developed with early learning experts. It provides clear daily plans so you can focus your time in the classroom on forming connections with the children-and spend your time outside of school focused on yourself.Classrooms come fully stocked with everything you need, and our supportive Leadership Team works every day to create a safe, healthy environment and a culture where all children and team members can thrive.And if that's not enough, just wait until you help a child learn something new and see their face light up with excitement. Let's talk about building a brighter future together. MLBC 2023 Compensation: $17.00 - $17.00 per hour

Teacher Assistant/Teacher Assistant - Exceptional Children Date Available: 01/02/2026 TITLE: Teacher Assistant Special Education QUALIFICATIONS: High School degree and a minimum of 48 semester hours college level coursework or an Associate degree. Such alternatives to the above qualifications as the Board of Education may find appropriate. REPORTS TO: Teacher and Principal JOB GOAL: To assist the teacher by monitoring and assisting special need students in the classroom and during other activities to ensure the provision of quality instruction in a safe environment. Terms of Employment: Ten month work year/At Will/FLSA Non-Exempt Starting Salary and/or Grade: Grade 57 Please click the link below for full job description Attachment(s): TeacherAssistantSpecialEducation.pdf

Job Description Teacher's Aide UNION COUNTY COMMUNITY ACTION, INC. Program- Head Start/Early Head Start Reports to: Site Manager FLSA- Non-Exempt *********************** SUMMARY Supports program staff in maintaining a quality learning environment in which each child achieves his/her highest level of social competence and intellectual growth needed for primary school or other child development facilities. Performs any combination of following instructional tasks in classroom to assist teacher. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Primary 1. Assists in daily planning and implementing daily activities and program for classroom with the teacher. 2. Develops a working relationship with parents of the children. 3. Assists in record keeping and documentation. 4. Attends pre-service and in-service training provided for staff. 5. Assists teacher in following daily lesson plans. 6. Assists teacher in implementing the Head Start goals, objectives and concepts as set forth in the Head Start Performance Standards. 7. Assumes leadership of class in teacher's and assistant teacher's absence. Assists teacher in assessing children. 8. Assists teacher in writing individual records. 9. Assists teacher in writing anecdotal records. 10. Assists teacher in doing daily health check. 11. Performs any other duties designated by the teacher. 12. Ensures that children are accounted for by visually verifying child's presence and marking bus roster. 13. Physically supervises children in classroom, hallways, cafeteria, and on playground. Assists children in the restrooms if needed. 14. Assists teacher in computer data entry. Secondary 1. Assists in transporting children by serving as a monitor as assigned. 2. Accompanies teacher on home visits when needed. PERFORMANCE STANDARDS Education and early childhood development Ensures that the education environment is developmentally and linguistically appropriate, recognizing that children have individual rates of development as well as individual interests, temperaments, cultural backgrounds, and learning styles. Ensures that the education environment supports the development of all children's social and emotional development, cognitive, language skills, and physical skills. Implements a curriculum that recognizes the need for individualized activities, integrates the educational aspects of all program areas, helps to develop children's facility in social relationships, enhances each child's understanding of self, and provides for the development of cognitive skills. Involves parents in the development of the program's curriculum and approach to child development and education, and participates in staff-parent conferences and home visits. Ensures parents have opportunities to observe their children and to share these assessments with staff to plan learning experiences. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty 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. EDUCATION and/or EXPERIENCE High school diploma or general education degree (GED), EDU 119, or CDA Credential, and one to three months' related experience and/or training; or equivalent combination of education and experience. LANGUAGE SKILLS Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one and small group situations to customers, clients, and other employees of the organization. MATHEMATICAL SKILLS Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. REASONING ABILITY Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. OTHER QUALIFICATIONS Employee must pass an annual physical, TB screening, and submit to random drug screenings. CERTIFICATES, LICENSES, REGISTRATIONS Incumbent must have a Child Care Credential II, & I (EDU 119), or a CDA Credential and maintain a valid state issued driver's license, and have current certification for CPR and First Aid. OTHER SKILLS AND ABILITIES Incumbent must demonstrate a working knowledge of Head Start Performance Standards, NC Day Care Regulations, and operation of a desktop computer, related software, printer, copier, fax, and phone, washer, dryer, and vacuum. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee frequently is required to walk; use hands to finger, handle, or feel; and reach with hands and arms. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, and depth perception. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. SPECIFICATION The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, or to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications, and objectives required of employees assigned to this job. Equal Opportunity Employer Union County Community Action, Inc. (UCCA) provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Union County Community Action, Inc. (UCCA) complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. Union County Community Action, Inc. (UCCA) expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Union County Community Action, Inc. (UCCA)'s employees to perform their job duties may result in discipline up to and including discharge. Powered by JazzHR Ibrw7AlR5B