Elementary School Teacher jobs at Union County Public Schools - 166 jobs

7th Grade Tutor Pool JobID: 15191 Tutor Attachment(s): * Tutor.pdf

Elementary School Teaching/Primary - Grades 1, 2, 3 ');

Elementary School Teaching/Primary - Grades 1, 2, 3 ');

Support Staff/Bus Driver (High-Needs School) ');

Elementary School Teaching/Intermediate - Grades 4, 5 Job Title: 5th Grade Remediation Teacher (Contracted Position) Reports To: School Principal Position Type: Part-Time Position Summary: The 5th Grade Remediation Teacher will provide targeted academic support and instructional assistance to students in need of remediation. This position focuses on addressing individual student learning gaps through small-group instruction, while also supporting 5th grade teachers-particularly beginning teachers (BTs)-with effective instructional strategies, behavior management, and implementation of co-teaching models. Key Responsibilities: Deliver small-group, differentiated instruction aligned to North Carolina state standards to address students' specific learning needs. Collaborate with 5th grade teachers to identify students requiring academic intervention based on assessment data and classroom performance. Support classroom teachers in implementing evidence-based instructional strategies and state-aligned materials. Model and assist in the use of co-teaching practices and effective small-group structures. Provide coaching and guidance to beginning teachers in instructional planning, pedagogy, and classroom management. Assist in creating a positive and structured learning environment that supports academic growth and minimizes behavioral disruptions. Communicate regularly with the 5th grade team and administration regarding student progress and instructional plans. Participate in team meetings and professional learning sessions as needed. Qualifications: Valid North Carolina Teaching (Elementary Education preferred) Proven experience in small-group instruction, intervention, or co-teaching settings Strong understanding of differentiated instruction and data-driven teaching practices Effective classroom management and student engagement skills Collaborative mindset and ability to coach or mentor beginning teachers

Elementary School Teaching/Intermediate - Grades 4, 5 ');

Middle School Teaching/Language Arts - MS ');

Middle School Teaching/Language Arts - MS ');

Middle School Teaching/Language Arts - MS ');

High School Teaching/EC - Adapted Curriculum - HS ');

Elementary School Teaching/Autism - Elementary PITT COUNTY SCHOOLS Position Description EC Teacher for Students with Autism Position Title EC Teacher for Students with Autism Pay Rate: According to Certified Teacher Salary Schedule Reports To: School administrators Exceptional Children Director Supervises: Teacher Assistants Position Summary: The Exceptional Children's Teacher for Students with Autism promotes academic and behavior growth for students identified on the autism spectrum in a structured educational classroom setting. The teacher will provide and model evidence-based practices and design, implement, and evaluate programming and services that meet the individual needs of students with autism assigned to the K-5 classroom. Qualifications: Minimum of a Bachelor's degree from an approved education program in subject area. NC Teaching License or have qualifications to obtain a NC teaching license. Strong background in North Carolina Course of Student /Common Core and Essential Standards and/or Extended Content Standards. Experience working with students with autism Responsibilities: Conduct IEP team meetings, draft compliant IEP's and behavior plans that meet the unique needs of the students on the caseload. Assist Autism Program Specialist & Autism Coach, along with Coordinator of Special Programs with task and initiatives that improve the quality of programming and instruction for students with autism within the public separate school setting. Work collaboratively with Exceptional Children Program Staff & AU specialist/coach to facilitate communication with administration. Work collaboratively with parents to facilitate communication about their child's needs and progress. Programming support to students with autism in all continuums of alternative educational placements. Understanding assessment and interpreting data needed to design individualized instructional programs that align with Individual Education Program (IEP) goals. Schedule and conduct IEP meetings. Develops effective interventions and evidence-based practices based on the unique needs of the student. Develops positive behavioral strategies based on the unique needs of the student. Attend and participate in professional development activities in collaboration with other EC teachers for students autism; district's PLC's. Maintain required documentation related to job tasks and communications. Maintain the Paraprofessional Manuals for any teacher assistants assigned to the classroom. Maintain professionalism and confidentiality. Work collaboratively with teachers, staff members and EC staff, being visible and available in order to provide support and assistance. Term of Employment: 10 months

Middle School Teaching/AIG - MS ');

Elementary School Teaching/AIG - Elementary (High-Needs School) Seeking a high-motivated, flexible candidate with strong organization and communication skills. Teacher must be able to adapt instruction and approaches to meet a wide range of gifted student needs. POSITION: PCS AIG Teacher REPORTS TO: Director of Digital Learning Evaluated by: School Principal NATURE OF WORK The AIG teacher is responsible for teaching, advocating, and maintaining documentation for the gifted learners they are assigned. The AIG teacher is responsible for teaching the AIG Curriculum Knowledge and Skills: Knowledge of appropriate content, methods and strategies for education of academically or intellectually gifted students Knowledge of curriculum development and implementation, particularly differentiation of instruction Knowledge of the Common Core Standards Knowledge of effective communication strategies and skills in team teaching, planning and demonstration teaching Demonstrated excellent skill in teaching and communication with parents B. Responsibilities: Responsible for all headcount record keeping and procedures related to state requirements for gifted students - identification, testing, placement, annual reviews Maintains all documents and information and places them in the identified student's yellow folder Provides direct service to identified AIG Students based on identification (reading, math, IG etc) Teaches the AIG Curriculum to qualified students Seeks GO GROW activities for students that demonstrate gifted potential that currently do not qualify for AIG services Develops lesson plans for any direct service provided by the AIG teacher Informs the regular classroom teacher of the specific AIG identification for each student as well as any students that are on the “watch list”. Meets with individual parents and parent groups when applicable Serves as a resource to the cluster teacher when applicable Advocates for AIG students and program ( i.e. PAGE organization) Demonstrates best practices for AIG students Conferences with students as needed Makes students aware of opportunities outside of the regular curriculum Meets regularly with other AIG teachers to share materials and ideas and to develop instructional materials Communicates with regular education teachers about AIG identified students, as well as “watch list” students assigned to the regular education class. See “Notification of AIG Students” (Form 9) Communicates and disseminates information about the program to parents and the community Maintains a record of all services provided during the year Assists in the evaluation of the program Monitors the progress of individual students working on advanced projects or independent studies Sends data reports and paperwork to AIG Coordinator upon request C. LICENSURE REQUIREMENTS Holds a current NC teaching License (or other state equivalent) Holds a current AIG certification (or must be provisioned and licensed within 2 years of being hired as an AIG teacher. Failure to earn the AIG licensure within 2 years may result in being removed as an AIG teacher and placed back into a classroom that matches current licensure. D. SUGGESTED TRAINING AND EXPERIENCE Minimum of 3 years regular Core Classroom Teaching experience in a K-12 School instructional setting (Elementary preferred) ADDITIONAL INFORMATION 10 month position Expected Working Hours: 7.5 hours Salary: Teacher (Years of Experience) State Scale

Middle School Teaching/AIG - MS POSITION: PCS AIG Teacher REPORTS TO: Director of Digital Learning Evaluated by: School Principal NATURE OF WORK The AIG teacher is responsible for teaching, advocating, and maintaining documentation for the gifted learners they are assigned. The AIG teacher is responsible for teaching the AIG Curriculum Knowledge and Skills: Knowledge of appropriate content, methods and strategies for education of academically or intellectually gifted students Knowledge of curriculum development and implementation, particularly differentiation of instruction Knowledge of the Common Core Standards Knowledge of effective communication strategies and skills in team teaching, planning and demonstration teaching Demonstrated excellent skill in teaching and communication with parents B. Responsibilities: Responsible for all headcount record keeping and procedures related to state requirements for gifted students - identification, testing, placement, annual reviews Maintains all documents and information and places them in the identified student's yellow folder Provides direct service to identified AIG Students based on identification (reading, math, IG etc) Teaches the AIG Curriculum to qualified students Seeks GO GROW activities for students that demonstrate gifted potential that currently do not qualify for AIG services Develops lesson plans for any direct service provided by the AIG teacher Informs the regular classroom teacher of the specific AIG identification for each student as well as any students that are on the “watch list”. Meets with individual parents and parent groups when applicable Serves as a resource to the cluster teacher when applicable Advocates for AIG students and program ( i.e. PAGE organization) Demonstrates best practices for AIG students Conferences with students as needed Makes students aware of opportunities outside of the regular curriculum Meets regularly with other AIG teachers to share materials and ideas and to develop instructional materials Communicates with regular education teachers about AIG identified students, as well as “watch list” students assigned to the regular education class. See “Notification of AIG Students” (Form 9) Communicates and disseminates information about the program to parents and the community Maintains a record of all services provided during the year Assists in the evaluation of the program Monitors the progress of individual students working on advanced projects or independent studies Sends data reports and paperwork to AIG Coordinator upon request C. LICENSURE REQUIREMENTS Holds a current NC teaching License (or other state equivalent) Holds a current AIG certification (or must be provisioned and licensed within 2 years of being hired as an AIG teacher. Failure to earn the AIG licensure within 2 years may result in being removed as an AIG teacher and placed back into a classroom that matches current licensure. D. SUGGESTED TRAINING AND EXPERIENCE Minimum of 3 years regular Core Classroom Teaching experience in a K-12 School instructional setting (Elementary preferred) ADDITIONAL INFORMATION 10 month position Expected Working Hours: 7.5 hours Salary: Teacher (Years of Experience) State Scale

Advanced Teaching Roles/Multi-Classroom Teacher Position Purpose: MCTs are highly effective teachers, as demonstrated by both classroom observation and student performance data, who co-teach and lead across multiple classrooms with other teachers and apprentice them in the art and science of what effective instruction looks like. By focusing on three or more teachers and working in depth with them on a daily basis through co-planning, co-teaching, co-assessing, and reflection, these teachers will directly impact students in multiple classrooms. Multi-Classroom Teachers will have demonstrated high effectiveness with students and adults and will have multiple educational credentials (such as National Board Certification and an additional certification such as an advanced degree in the relevant area or an internal certification through the district). MCTs receive a stipend of $10,000. Qualifications: Continuing License Evidence of high impact on student learning (EVAAS Data) Evidence of effective performance as a classroom teacher and as a teacher-leader (Content Expertise, Pedagody, Leadership, Collaboration)

Elementary School Teaching/Physical Education (High-Needs School) ');

High School Teaching/EC - Adapted Curriculum - HS ');

High School Teaching/EC - General Curriculum - HS ');

Elementary School Teaching/Physical Education (High-Needs School) ');