Teaching assistant jobs in North Carolina - 2,616 jobs

Essential Duties And Responsibilities Posting is to fill 2 positions 001820 and 003827 The positions' primary duties include teaching and developing with a team of faculty the Common First Year ( CFY ) introductory engineering courses. The successful applicant will be an integral part of the CFY faculty team. Through collaboration, the team fosters a supportive and effective learning environment for students. Candidates must have the communication skills, energy, and passion for teaching fundamental concepts to first-year College of Engineering students. Applicants will demonstrate a commitment to excellence in higher education to students from all backgrounds and a dedication to the success of beginning College of Engineering students. In addition, candidates actively contribute to the department's undergraduate teaching mission, provide career exploration, and support OSDS Academic Success programs and activities. Other responsibilities include but are not limited to engaging in accreditation procedures, program assessment, and service to the department, College, and University as needed.

The Department of Statistics and Operations Research invites applications for a non-tenure-track position at the rank of Teaching Assistant Professor or Teaching Associate Professor in Actuarial Science. We seek candidates with demonstrated excellence-or strong potential-in teaching actuarial principles, mathematics, and statistics/operations research, with the goal of preparing students for professional actuarial examinations. The successful candidate will also be expected to contribute to the advancement of the department's instructional programs and pedagogical initiatives. This renewable position begins with a three-year (or five-year contract if hired at the rank of a Teaching Associate Professor) contract and offers opportunities for promotion (Teaching Associate Professor, Teaching Professor) and longer-term appointments, aligning with a clear teaching-focused career trajectory. The primary responsibility of this role is to deliver engaging instruction in introductory service courses, incorporating effective teaching practices and technology-enhanced learning strategies. The successful candidate will teach six undergraduate courses across the academic year (two semesters). In addition to teaching, responsibilities for this position include academic advising and mentoring of undergraduate students majoring in Statistics and Analytics and taking Actuarial Science courses. Active participation in departmental life (including committee service, support of departmental initiatives, and contributions to collaborative projects), is expected. Opportunities for summer teaching assignments are generally available and compensated separately. Preferred Qualifications, Competencies, And Experience Must be comfortable with large-enrollment introductory service courses, utilizing appropriate technology enhancements and pedagogy techniques and advising and mentoring undergraduate students majoring in Statistics and Analytics.

DH3 3PH Grade: Grade E, SCP 8-11 Hours: 37 hours per week, 39 weeks per year St Cuthbert's is a caring, friendly, happy school with children who are proud of their school. We are a dedicated and caring staff who are supportive to all. We are enthusiastic in delivering a vibrant curriculum and developing the whole child as they grow. We are proud to be part of the Bishop Wilkinson Catholic Education Trust, a family of secondary, middle, primary and first schools in Durham, Gateshead, Northumberland and Sunderland. Bishop Wilkinson is the largest catholic education trust in the North East of England, which has a total of 48 schools. We would like to appoint an enthusiastic, highly motivated, Teaching Assistant to join our hardworking and supportive team at St. Cuthbert's. We are seeking an individual who is: Willing to support the ethos of our school Flexible, approachable and has a love of working with children Able to help create a stimulating, organised and interactive learning environment An excellent communicator who values teamwork We are seeking an individual who has: Previous experience of working with children in EYFS Previous experience of delivering phonics Experience of planning and delivering age-appropriate activities A good understanding of children's learning Sound practical, interpersonal and organisational skills Experience of supporting children with SEN Experience of working with children across the key stages How to Apply: To complete an online application form please click the 'Apply Now' button Closing date: 1st February 2026 Interview date: TBC The Bishop Wilkinson Catholic Education Trust is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. This post is exempt from the provisions of the Rehabilitation of Offenders Act and is subject to an enhanced DBS check.

Bus Driver & Teaching Assistant Bus Driver & Teaching Assistant is a full-time, salaried role at Reaching All Minds Academy (RAMA). The ideal candidate will be passionate about educating and impacting the lives of students; create a positive and engaging learning environment; and ensure the safety and wellbeing of students. The Bus Driver & Teaching Assistant position will report directly to RAMA's Administrative Team for each role. Reaching All Minds Academy is a charter school in Durham County with the mission to prepare students to become productive citizens with the skills needed to solve complex problems, think critically, exhibit positive social competencies, and to function in a highly technological and global society. Minimum Qualifications: * High school diploma or equivalent qualification. Bachelor's degree in education or relevant field preferred. * Holds a current CDL Class B with P & S endorsement * A minimum of 2 years experience as a teaching assistant or similar role. * Passion for working with low-income and at-risk students * Self-motivated * Demonstrated ability to work independently and as a team * Demonstrated technology proficiency, particularly in the Google Suite * Excellent written and verbal communication skills. * Outstanding interpersonal and presentation abilities. * Spanish language skills preferred Core Responsibilities: * Safely run morning and afternoon bus routes as assigned * Implement plans and daily schedule alongside and independently of the Lead Teacher * Ensure the classroom environment is warm, friendly and conducive to learning * Maintain a safe and orderly classroom * Ensure safe transitions between classrooms, outdoor spaces, and dismissal areas * Oversee students during non-classroom times including in-between classes, during lunch, and on field excursions * Take attendance and lunch counts daily * Maintain open communication with the Lead Teacher throughout day * Assist Lead teacher in lesson preparation by preparing materials and equipment * Comply with state, school, and class rules and regulations * Attend all training classes, parent conferences, and faculty meetings

Job DescriptionDescription: Every School. Every Student. Every Day. Knowledge is Power Program (KIPP) North Carolina, is a network of eight tuition-free, college-preparatory public charter schools educating approximately 3,000 students in grades K-12 in Durham, Halifax, Northampton and Mecklenburg counties. At KIPP NC, we are committed to improving the life outcomes of North Carolina's children through the delivery of research-based, rigorous curricula, and clearing the paths that our students choose to follow by ensuring that they have the roadmaps and guideposts they need to arrive at success - however they define it. At KIPP, we see the gifts in everyone who walks through the doors of our schools. Especially our teachers. Their skill. Energy. Love. Their determination. On the good days and on the hard days. So we support our teachers to make the most of those gifts. It starts with respect - for our teachers' innate talent and desire to learn, for their professional growth and the lives they lead beyond our walls. We offer pay and benefits that reflect our appreciation for the invaluable role our teachers play in lighting paths to opportunity for our students. And as our teachers progress through the day, the year and their careers, we ensure they always feel the KIPP Team and Family at their backs, with opportunities to lead, and support to grow. Together, our students, schools, families and communities share an ambitious mission to create a future without limits. And the only way to realize it is with talented teachers like you. Shape the future, for your students and yourself, by joining KIPP today. The Opportunity: The KIPP North Carolina Teaching Fellow role gives those who are looking to try out teaching the opportunity to do so in a supportive environment. As a Teaching Fellow, you will work closely with Lead Teachers to provide students with a rigorous and joyful education, ensuring all children reach their full potential - whether that's leading small group instruction or covering for an absent Lead Teacher. This role is an excellent opportunity for individuals passionate about education and eager to make a meaningful impact. Support Curriculum Development and Instruction Help to adapt and execute rigorous, standards-aligned curricula Support teachers as they implement academically rigorous lessons, unit plans, rubrics, and assessments Provide students with daily feedback on performance and plan for individual learning needs Receive guidance and materials from ELA / Math teachers on how to best support students who are struggling Help Build a Positive School and Classroom Culture Embody and maintain school's values, policies, and culture Develop positive relationships with students, families, teachers, and staff Establish and maintain strong communication with all families and share progress Attend critical school events, including: staff meetings, open houses, family teacher conferences, and more Support school operations through classroom coverage needs and contributing to other out-of-classroom activities, including before school, lunch, recess, and afterschool Demonstrate a Growth Mindset Pursue challenging professional goals each year Give and receive positive and constructive feedback with your colleagues Participate in school-wide and individual professional development KIPP Employee Mindsets All Means All: At KIPP NC, we believe we serve the needs and do whatever it takes for every kid, no matter their needs, abilities, or levels. See a Need, Fill A Need: We believe that if there's a need at a school, that to be a great team player, we fill that need. A teacher is absent? We cover their class during our prep. A student is crying in the hallway? We comfort them whether they're out student or not. Openness to Feedback: We believe that the only way for us to improve as professionals is to be open to feedback and add new tools to our toolbox. We stay after to practice teacher moves, annotate lessons, submit our lessons for feedback, happily have admin in our classroom to observe, and never miss a one-on-one with our coach to discuss our practice and learn how we can grow. Student Centered: At the end of the day, we always do what's best for kids. Total Rewards - Compensation & Benefits Gaston: Bachelor's Degree $39,000 Associate's Degree $37,000 Charlotte / Durham: Bachelor's Degree $41,000 Associate's Degree 39,000 We currently offer a competitive salary and a comprehensive benefits package including: Salaries paid semi-monthly throughout the year Healthcare (medical, vision, and dental) at no cost to individuals and deep discounts for dependents Enrollment in an optional 403b with employer match up to 6% On-going professional development opportunities: Support programs for new teachers Assigned coaching and weekly/biweekly development meetings for all teachers Regular content and grade-level specific PDs Teaching Licensure Support Generous time off: Paid Time Off (5 days PTO & 6 days sick leave annually) Paid Time off for all major national holidays (including Fall Break, Winter Break, Spring Break, and approximately 5 weeks off during the Summer) Requirements: Requirements for Every Fellow or Assistant A deep commitment to the mission of KIPP NC and an unwavering belief in the potential of all our students Possess a deep commitment to improving the lives of kids from marginalized communities Pass Criminal Background Check Conferred Associates or Bachelor's Degree by start date A firmly held belief that students can and will learn, and it's a teacher's role and mission to do whatever it takes to make this happen Commitment to KIPP NC's mission Openness to feedback and willingness to constantly reflect, improve, and learn Ability to function as a “relentless achiever” by setting high goals and meeting or exceeding them Strong work ethic coupled with a willingness to go above and beyond one's work Ability to work in a fast-paced environment and develop strong relationships with parents and colleagues Flexibility, tenacity, perseverance, resourcefulness, and teamwork High level of organization and professionalism Fluency in Spanish preferred Ability to stand and actively monitor classrooms for 8+ hours each day Ability to lift 50 lbs or more as necessary Additional Information Hours are M, Th, & F 7:30am - 3:30, Tu & W 7:30 - 5pm Curriculum, materials, and resources are provided Each month teachers have Teacher Work Days that include professional development, data analysis, and other important information to push their students' learning forward

The WISD's Mission is to educate, serve, and advocate with students, families, schools, and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can. The WISD's Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach. SUMMARY: Assists teachers and other professional staff by performing a variety of duties designed to implement the instructional program for students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities. Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes. Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities. Demonstrates excellent customer service. Supervises students in classes and/or in the community. Implements strategies for student independence. Integrates support services activities into the program's curriculum and the school day. Assists in implementing and monitoring IEP through group and individual instruction independently and through regular meetings and collaboration with professional staff. Follows individual behavior intervention plans. Manages and instructs students on appropriate behavior, using positive behavior support strategies consistent with Board policy and the student's behavior plan, if applicable. Monitors health needs and implement specialized care programs under the direction of professional staff. Assists in self-care, eating/feeding and dressing, as well as medical intervention if necessary. Assists students in the pool during Aquatic Therapy sessions. Provides assistance to facilitate student needs, including implementation of ancillary designed service programs under the direction of professional staff. Participates in building and district level activities, staff meetings, student staff meetings, program meetings, in-service activities and other meetings as determined necessary for assigned students. Assists teachers and support staff in preparing materials, housekeeping, keeping records and recording student progress in an objective manner. Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy. Demonstrate operational knowledge of Internet and Web-related technologies Demonstrates skills and comfort using the latest instructional online tools and technology Provides assistance to the operation of the total school program. Participates in district and school initiatives, adheres to building and district school improvement plans. Supports WISD vision and mission to enhance achievement for all students. Supports a team-based approach to problem solving. Adheres to district and school rules and procedures. Conducts behavior to demonstrate appropriate role-modeling, collegiality and professionalism. Maintains regular predictable attendance. PERFORMS OTHER DUTIES AS ASSIGNED. SUPERVISORY RESPONSIBILITIES: N/A. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. 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 equivalent - required. Associates degree, 60 hours of college credits, WorkKeys, MTTC Basic Skills, or ETS - preferred. Experience working with students with disabilities - preferred. Experience working as a team member to solve problems and develop and implement quality programming. Experience working with student behavior management and instructional support - preferred. Experience using “Non-Violent Crisis Intervention” techniques and other behavior strategies - preferred. Experience in monitoring student health needs, distribution of student medication and implementation of student care plan - preferred. CERTIFICATES, LICENSES, REGISTRATIONS: N/A. LANGUAGE SKILLS: Demonstrates ability to read and comprehend simple instructions, short correspondence, and memos. Demonstrates ability to effectively present information and respond to questions one-on-one and from groups of educators, students, and the general public. Demonstrates ability to write clear, concise, objective notes regarding activities during the instructional day to third parties (families, outside agencies, others). Demonstrates ability to write simple correspondence. Demonstrates ability to express self clearly, both orally and in writing. TECHNICAL SKILLS: Demonstrates ability to integrate technology into the everyday workflow if necessary. Demonstrates ability, if required, to work in a virtual online instructional setting. Demonstrates ability to use online instructional tools and technology. Demonstrates ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District. Demonstrates ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms. Demonstrates knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database, and presentation software) is required. Demonstrates ability to follow data collection information to support functional behavioral assessment. Demonstrates ability to accurately use district-wide electronic reporting systems for attendance, etc. MATHEMATICAL SKILLS: Demonstartes ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position. REASONING ABILITY: Demonstrates ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Exhibits a high level of professionalism with the ability to handle confidential information, use good judgment, plan, and handle complex projects, and maintain a flexible attitude. Demonstrates ability to define problems, collect data, establish facts, and draw valid conclusions. Demonstrates ability to apply common sense understanding to carry out detailed written or oral instructions. Demonstrates ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. Demonstrates ability to use positive behavior support intervention techniques autonomously. Demonstrates ability to make reasonable student focused decisions autonomously. Demonstrates ability to implement various student plans simultaneously and report factually to the teacher. INTERPERSONAL SKILLS: Demonstrates ability to build rapport with others and to serve diverse publics. Demonstrates ability to take initiative, work well with others as a collaborative team member and exhibit good communication skills. Demonstrates ability to work collaboratively and cooperatively with others in a team. 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; walk; swim; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is regularly required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The position requires the individual to have the ability to manage the physical and emotional needs of students in a positive, student-centered manner. ENVIRONMENTAL ADAPTABILITY: 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. The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job. FUNCTIONS OF POSITION DESCRIPTION: This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment. The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. TERMS: Position subject to terms, conditions, and calendar of the Collective Bargaining Agreement between the District and Unit I AFT Local 3760. Starting salary ranging (dependent upon experience) from $39,288 - $44,259. Washtenaw Intermediate School District is a drug-free workplace. It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.

Preferred Years Experience, Skills, Training, Education N/A Work Schedule See other work/responsibilities for the work schedule

Durham Academy is accepting applications for a permanent part-time Lower School teaching assistant to begin August 1, 2026. The Lower School serves approximately 300 students in grades 1-4. Our Lower School classrooms in grades 2-4 have 18-19 students with a lead classroom teacher and a teaching assistant who stays until 12:00 p.m. each day. Please note that this part-time position will report Mondays-Fridays from 7:45 AM-12:00 PM. Responsibilities include Setting learning goals with the lead classroom teacher Preparing instructional materials for the lead teacher Working with children on academic tasks in small groups or individually Leading whole group instruction when appropriate Supervising children at lunch and/or recess Performing other duties as requested by the lead classroom teacher Minimum requirements include A bachelor's degree (preferably in education) Experience working with children in an educational environment A passion and love for meeting the social and academic needs of children Durham Academy Teachers Are culturally competent and believe in the central importance of diversity and equity in the life of the school. Model a student-centered approach to teaching in an active classroom. Possess a command of pedagogical best practices, eagerly seek feedback on all aspects of their professional life, and are committed to lifelong professional growth. Collaborate authentically and actively while building and maintaining collegial relationships with colleagues. Are eager to build supportive relationships with students, successful partnerships with parents/caregivers and participate actively in the life of the school beyond the classroom. Understand that student wellness is central to the student learning experience. Use technology thoughtfully and creatively to enhance teaching and learning. Innovate and experiment to discover the most compelling learning experiences for students. Our School Founded in 1933, Durham Academy is an all-gender, independent day school with 1,267 students in Pre-kindergarten through grade 12 on three campuses. The purpose of a Durham Academy education is to prepare each student to live a moral, happy and productive life. DA's Strategic Vision commits to preparing students for life, meeting the needs of our learners and innovating more boldly, with a foundation broadening and deepening our work with diversity, equity and engagement. Durham Academy is accredited by the Southern Association of Independent Schools (SAIS) and a member of the National Association for College Admission Counseling (NACAC), the Southern Association for College Admission Counseling (SACAC) and the National Association of Independent Schools (NAIS). Diversity, Equity and Engagement Mission Statement Diversity enlivens, improves and enriches the intellectual and social environment of an academic community and encompasses all aspects of humanity including racial identity, sex, religion, sexual orientation, socioeconomic status, ability, age and gender identity. We are committed to an ongoing process to increase the diversity of our community and to implement policies, programs and practices under which all members of our community feel welcomed, empowered, responsible and safe. Amidst our diversity we stand united in the pursuit of academic excellence and development of individual capabilities. Find out more about DA's commitment to diversity, equity and engagement here. (Adopted by the Durham Academy Board of Trustees in 2004 and updated in 2008) Our Employment Policy Durham Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national or ethnic origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. 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.

Assist instructor with supervision of students in a cosmetology lab setting. Assists in upholding NC State Board of Cosmetic Art Examiners standards. 1. Assist with instruction in Cosmetology that meets the requirements/regulations of the North Carolina Community College System and North Carolina State Board of Cosmetic Art Examiners. 2. Models world class service in a hands-on educational environment. 3. Attains and/or maintains professional licensure and certifications applicable to field including completing annual Continuing Education Units (CEUs) as designated by the NC State Board of Cosmetic Art Examiners. 4. Assists students in a laboratory environment and dispense supplies as needed. 5. Updates knowledge and skills through study, workshops, seminars and back to industry training. 6. Provides input into curriculum revisions/updates which reflect changing trends and technologies. 7. Assists with the maintenance of students' records as defined AB Tech and the North Carolina Community College System including recording grades and attendance. 8. Assists with the overall management of cosmetology facilities: Ensures that operations are performed and maintained in accordance with federal, state and local laws and ordinances; assists in the inventory of equipment and supplies: reports to instructor general maintenance and repair needs. 9. Maintains and models sanitation and uniform standards established for the programs. 10. Demonstrates and facilitates diversity awareness and sensitivity. 11. Adheres to College and departmental policies, standards and procedures. 12. Maintains good communication with department chair, colleagues, clients and students. Minimum Requirements 1. Certificate in Cosmetology from a regionally accredited institution. 2. One year of professional practice experience in Cosmetology. 3. Currently hold Cosmetologist License. 4. Currently hold North Carolina State Board of Cosmetic Art Examiners Cosmetologist Teacher license. Preferred Qualifications 1. Associate's degree in cosmetology. 2. Current working knowledge of cosmetology management software.

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

Teaching Assistant (Academy at Biltmore Church) Reports to: Curriculum Coordinator Position Type: Full-Time Start Date: Summer 2023 Position Description: The primary role of a Teaching Assistant is to help develop the whole child including social and emotional skills, gross motor skills, and cognitive skills. The Teaching Assistant will work with Classroom Teachers and Teaching Aides to ensure that each parent feels safe leaving their child in our care and each child gets to hear and see the Gospel woven into each part of their day. Preferred Skills and Experience Minimum of 1-2 years of professional child care experience. High School Diploma or GED and significant college credit in early childhood education or related field. Essential Qualities and Qualifications A personal and active relationship with Jesus Christ modeled by a commitment to supporting the vision, leadership and beliefs of Biltmore Church. A Christ-like testimony that is displayed inside and outside the workplace. An expressed passion and calling for serving Jesus in a Kingdom-minded, fast-paced, local church setting. Active involvement and membership in a local Bible teaching, Gospel centered church that aligns with the mission and values of Biltmore Church. Demonstrates initiative with an ability to work effectively apart from close supervision. Proficient in both written and verbal communication. Highly organized, team-player, fast learner, committed to excellence Essential Responsibilities Assist in the implementation of educational curriculum and encourage participation by the children. Work with the classroom teacher and Curriculum Coordinator to develop individualized plans for children's developmental success. Provide one-on-one care with children as needed to help each child reach academic success as well as help develop social and emotional skills. Actively engage in activities, manage cleanliness, maintenance and availability of classroom materials. Maintain frequent communication with parents through informal discussions and progress reports. Encourage self-help and good hygiene through behavior modeling. Help ensure smooth, daily transition from home to child care center for each child and parent. Follow all policies and state regulations. Maintain a personal professional development plan to ensure continuous quality improvement.

Support Staff/Teacher Assistant This Teaching Assistant (TA) position is for a One-on-One for a student with Down Syndrome in our Lower School (1st grade). Essential functions of this position include: Implements educational, therapeutic and behavioral plans under the direct supervision of the classroom/enrichment teacher(s) and off-site therapy services Assists the children throughout the day as directed by the teacher Supervises assigned student at all times (with the exception of lunch break, meetings and/or training), including during busing and transitional activities Assists student in all activities of daily living while promoting independence Functions as a positive, contributing member of the classroom team Attends appropriate meetings as determined by the teacher and Saint Paul Catholic School TA policy/expectations Assists in maintaining order and cleanliness of classroom, equipment, and supplies Demonstrates a consistent, nurturing manner toward all children Shares all relevant information related to assigned student with the teachers, therapists, and/or parent Performs classroom duties as assigned by the teacher(s) Participates in conferences, workshops and in-service training to enhance job skills and personal growth and development Minimum and Preferred requirements: High school graduate Experience working with students in a classroom setting Experience with students with specific, special needs Must satisfy complete criminal background and reference checks Must complete Diocese-sponsored Safe Environment Training

Join our nurturing community at Summit School, an independent day school nestled in the heart of Winston-Salem. With a rich history dating back to 1933, we've been pioneering excellence in education since our founding as the Piedmont Triad's premier independent day school. At Summit School, we're dedicated to nurturing approximately 540 students from JrK through Grade 9, fostering an environment where every individual can flourish and reach their full potential. We're currently seeking a dynamic Assistant Teacher to join our team, collaborating closely with lead educators to ensure the delivery of top-notch education that aligns with our mission and progressive pedagogy. Key Responsibilities: Demonstrates effective classroom management strategies that align with Summit's mission and progressive pedagogy Reinforces classroom routines that scaffold both physical and intellectual independence and autonomy Helps the lead teacher plan, implement and assess learning activities Provides clerical and other classroom support as needed Provides additional supervision for students during class, lunch, recess, between classes and on class outings or field trips Assists and tutors children individually and in small groups under teacher's guidance to help master material and reinforce learning Supports the direction of the lead teacher and is able to maintain the student experience in the absence of the lead teacher Must be able to independently supervise students Qualifications - Embraces an inviting attitude of service and adaptability, always ready to meet the evolving needs of the classroom and its students. - Thrives in a collaborative environment and communicates effectively with colleagues and students alike. - Demonstrates empathy and responsiveness to the unique needs of each student. - Aligned with progressive educational philosophies and advocates for an experiential learning approach. - Possesses strong organizational and interpersonal skills essential for fostering a supportive learning environment. - Proficient in technology, with the ability to create and distribute engaging weekly newsletters. - Committed to ongoing professional development in the field of education. - Values and respects children, their perspectives, and their contributions to the learning process. Requirements: - Preferred bachelor's degree. - Prior experience in a classroom setting working with young learners. Physical Requirements Prolonged periods sitting at a desk and working on a computer or standing to teach. Must be able to lift up to 15 pounds at times Must be able to traverse classroom, campus and adjust one's tone and height by bending or leaning in order to teach children. If you're passionate about education, eager to make a difference, and ready to contribute to a supportive learning community, we invite you to apply and embark on a fulfilling journey with us at School.

This posting is not for a specific teaching position, but rather for consideration of potential K-4 teaching positions in the future. (At this time, we do not have any openings.) Your application submitted here through Applicant Tracking along with your resume, licensure, and cover letter is the best way to show your interest. Due to the number of interested applicants, we are not able to respond to emails. If a position becomes available and an interview is requested, we will contact the candidate by email. Lake Norman Charter Teaching Staff PURPOSE: As a college preparatory school, it is incumbent on us to build and maintain an educational program which engages and supports every student and their parents through the college decision process, starting in middle school and concluding with their enrollment in their college or university of choice. This most certainly begins with developing a rigorous and relevant curriculum that supports that goal. ILLUSTRATIVE EXAMPLES OF WORK Planning, preparing and delivering engaging and active lessons to all students in the class; Teaching according to the educational needs, abilities and achievement of the individual students that is consistent with & integrating the school's mission of leadership and service; Ensuring the safety of students, at all times, through consistent supervision; Adopting and working towards the implementation of the school strategic development plan; Assigning work, correcting and marking work carried out by his/her students, providing regular and consistent feedback; Assessing, recording and reporting on the development, progress, attainment and behavior of students; Providing or contributing to oral and written assessments, reports and references relating to individual students or groups of students as part of the intervention process; Offering instruction that is consistent with the North Carolina Standard Course of Study for the appraisal of students' performance; Promoting the general progress and well-being of individual students, groups of students or class entrusted to him/her; Providing guidance and advice to students on educational and social matters and on their further education choices and careers; providing information on sources of more expert advice; Communicating, consulting and co-operating with other members of the school staff, including those having posts of special responsibility and parents/guardians to ensure the best interest of students; Advising and co-operating with the building principal and other teachers in the preparation and development of courses of study, teaching materials, teaching programs, methods of teaching and assessment and pastoral care arrangements; Ensuring high standards of professional practice and quality of teaching and learning of the subject/s. Through effective dialogue, participating in reciprocal peer review and observation of class teaching practice by the building principal (subject/level) concerned; Actively participating in professional development and training courses as well as in continuing professional development (PD) opportunities, and taking part in action research exercises; Maintaining good order and discipline amongst students under one's care and safeguarding their health and safety at all times; Supervising students in non-classroom activities such as carpool, school assemblies, etc.; Monitoring student academic progress and attendance; Sharing in any possible and reasonable way in the effective management, organization, order and discipline of the school; Nurturing a culture where teachers view themselves essentially as facilitators of learning and reflective practitioners; Participating in and contributing IEP or 504 conferences and development of appropriate student support plans through collaborating with parents, administration, EC Coordinators and other professionals/stakeholders working with the student; Other duties assigned by the building principal or other administrative staff. REPORTS TO: Building Principal SUGGESTED EDUCATION, CERTIFICATIONS AND EXPERIENCE Bachelor's Degree in Education DPI Teaching Certification in Curriculum Specific Area Preference for Previous Teaching Experience

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

Essential Duties And Responsibilities The William States Lee College of Engineering at the University of North Carolina at Charlotte invites applications for a 12-month non-tenure-track faculty position at the Teaching Assistant/Associate Professor, Professor of Practice, or Lecturer/Senior Lecturer rank in one of or more of the following engineering fields: Electrical, Electromechanical, Automation, Robotics, Mechatronics, or related fields. Candidates with prior teaching and/or industry experience in the following fields are strongly encouraged to apply. Automation and Manufacturing Robotics and Controls Embedded Systems and Mechatronics The successful candidate is expected to teach undergraduate courses, have a motivation to improve the content and facilitation of these courses, mentor students in senior design projects, and develop relationships with industry partners and alumni in an effort to ensure the content is up to date and evolving with industry. Additional responsibilities include service to the department, university, and/or professional organizations.

Teaching Assistant K-2 is a full-time, salaried role at Reaching All Minds Academy (RAMA). The ideal candidate will be passionate about educating and impacting the lives of students; create a positive and engaging learning environment; and ensure the safety and wellbeing of students. The Teaching Assistant K-2 position will report directly to RAMA's Directors of Curriculum. Reaching All Minds Academy is a charter school in Durham County with the mission to prepare students to become productive citizens with the skills needed to solve complex problems, think critically, exhibit positive social competencies, and to function in a highly technological and global society. Minimum Qualifications: * High school diploma or equivalent qualification. Bachelor's degree in education or relevant field preferred. * A minimum of 2 years experience as a teaching assistant or similar role. * Passion for working with low-income and at-risk students within the age range of 5 to 8 years old * Self-motivated * Demonstrated ability to work independently and as a team * Demonstrated technology proficiency, particularly in the Google Suite * Excellent written and verbal communication skills. * Outstanding interpersonal and presentation abilities. Core Responsibilities: * Implement plans and daily schedule alongside and independently of the Lead Teacher * Ensure the classroom environment is warm, friendly and conducive to learning * Maintain a safe and orderly classroom * Ensure safe transitions between classrooms, outdoor spaces, and dismissal areas * Oversee students during non-classroom times including in-between classes, during lunch, and on field excursions * Take attendance and lunch counts daily * Maintain open communication with the Lead Teacher throughout day * Assist Lead teacher in lesson preparation by preparing materials and equipment * Comply with state, school, and class rules and regulations * Attend all training classes, parent conferences, and faculty meetings

Durham Academy is accepting applications for a permanent part-time Lower School teaching assistant to begin August 1, 2026. The Lower School serves approximately 300 students in grades 1-4. Our Lower School classrooms in grades 2-4 have 18-19 students with a lead classroom teacher and a teaching assistant who stays until 12:00 p.m. each day. Please note that this part-time position will report Mondays-Fridays from 7:45 AM-12:00 PM.

Assist in the teaching a full range of technical skills and principles relative to culinary arts in a lab atmosphere. Assist in teaching a full range of technical skills and principles relative to Culinary Arts. Apply and maintain sanitation and safety standards and uniform requirements in the classroom and lab environments. Assist in maintaining accurate records in required format for audit purposes. All classes are taught on the Main Campus. Classes may be day or evening. Minimum Requirements 1. Associate degree in Culinary Arts or related field; 2. Three years professional culinary experience working at upscale facilities in the capacity of Sous Chef or Executive Chef; 3. Computer skills including Microsoft Word, Excel and PowerPoint; 4. Evidence of culinary competency, which may include ACF certifications as Certified Executive Chef, Certified Chef de Cuisine, or Certified Sous Chef, verification by success in ACF sanctioned competitions and/or established track record of high performance in well-regarded culinary operations as Executive Chef, Executive Sous Chef, Sous Chef, etc.; 5. Eligible for or in possession of American Culinary Federation ( ACF ) Certification. Preferred Qualifications 1. Community college teaching experience in Culinary Arts 2. Industry recognized certifications.