Substitute Teacher Jobs in Stallings, NC

Job Details: Build a Career with Meaning and Enhance Your Future Come join us at Cranfield Academy Providence as an Assistant Toddler Teacher! At Cranfield Academy Providence, our educators brighten children's lives every day while creating a bright future for themselves. We offer a supportive environment for our teachers and empower them with the resources they need to create a positive learning environment for our students. As an Assistant Teacher, you will assist with the implementation of age-appropriate curriculum, prepare and organize learning materials, and supervise children during all activities, including meals and naptime, to ensure a safe and positive learning environment. We also help our employees build great careers. With our education incentives and career development programs, we invest in our educators to ensure that they thrive. How We Work for You: Competitive pay and benefits Childcare tuition discounts (based on individual school availability) Career development programs Opportunities for advancement Supportive work environment Relocation options at our 100+ schools nationwide What You Get to Do: Help lead innovative learning activities that promote children's development and growth Ensure the safety and well-being of children at all times Monitor children's progress and development Create a harmonious environment where children and fellow teachers enjoy coming to each day Are You Qualified? Whether or not you have experience working in schools, you may be qualified to work with us. The most important quality is that you love working with children. Some of our best educators have come from other fields, including customer service, healthcare, retail, and more! If you have the following, we would love to speak with you: High School Diploma or equivalent, required NC Early Childhood Credential or equivalent Education, required AA or BA in Early Childhood Education or related field, preferred 1+ years of experience, strongly preferred Strong collaboration and communication skills are required. Patience, a nurturing attitude, and a sincere interest in the well-being and development of young learners are essential to this position. About Endeavor Schools Cranfield Academy Providence is part of the Endeavor Schools family. With more than 100 schools in 14 states, Endeavor Schools is one of the nation's fastest-growing education management companies. We believe that there are many ways for children to learn, and that is why we provide schools with different educational styles and methods across the country. Come be part of a team that prioritizes the success and wellbeing of our amazing employees! Endeavor Schools is an Equal Opportunity Employer. Pay Range: USD $15.00 - USD $17.00 /Hr.

Job Details Trinity Episcopal School - Charlotte, NC Full-Time / Exempt 4 Year Degree EducationDescription Trinity Episcopal School is seeking an Interim K-5 Spanish Teacher for the remainder of the 2024-2025 academic year, as well as a full-time, permanent teacher for the 2025-2026 academic year. The K-5 Spanish Teacher will be a member of the Lower School faculty and will report directly to the Head of Lower School. The interim position begins immediately and runs through June 30, 2025, while the full-time, 10-month position starts on August 1, 2025. The primary responsibility of the role is to teach Spanish enrichment classes to lower school students. Additional duties include collaborating with teachers to integrate Spanish units into grade-level curricula and continuing to refine and support the school's Spanish program. The teacher will also be a member of the K-8 World Languages department. Job Description Teaching and Learning Practice: Develop and refine a sequential, standards-based curriculum for Kindergarten through Fifth Grade Spanish language with an emphasis on oral communication. Use of best practices as established by high-quality elementary language pedagogy such as TPRS Providing evidence of advanced, documented planning Using all available data and assessments to proactively plan for instructional practice Demonstrating high levels of learning and engagement through differentiation of curriculum and instruction that is intentional and evident Demonstrating strong knowledge of subject matter and clearly delivering lessons Using technology to enhance learning in a way that is relevant to students Establishes a Culture of Scholarly Learning by: Modeling, promoting, and providing opportunities for students to live into the Scholarly Habits of the School Creating an inviting, well-maintained physical environment that promotes student independence via access to materials and resources Serving as a role model/exemplar to children by demonstrating effective strategies for communication and organization Establishes the Classroom Community/Embraces the Trinity Community by: Modeling, promoting, and providing opportunities for students to live into the Trinity Honor Code Serving as an ambassador of grace by helping students develop a community of honor, integrity, responsibility, respect, and compassion Attending to the emotional as well as academic development of children by creating a compassionate community of mutual respect and treating children with kindness and consideration Maintains Professional Development and Responsibility to the Community by: Actively seeking and completing opportunities for growth within the School (faculty meetings, consultant visits, etc.) and beyond School (professional reading, workshops, webinars) that meet the needs of the individual and the goals and values of the School Participating actively in all phases of school life (classroom, chapel, service, community), modeling attentiveness, and noticing all surroundings Other Duties and Responsibilities of the Lower School Spanish Teacher As a member of the Lower School Staculty, the Spanish teacher is expected to: Attend weekly chapel services Participate in Wednesday professional development for all school, divisional, and content area groups Perform morning care duties 3 times a year Communicate curriculum highlights once a month as part of the bi-monthly LS grade level communications Performing all other duties as may be assigned by the Head of the Lower School. Qualifications The successful candidate will have the following qualities: Familiarity with and a commitment to the mission of independent schools and Trinity Episcopal School, and a commitment to our three primary values of scholarship, diversity, and spirituality is a must A love for students and a willingness to go above and beyond in the best interests of students Integrity, sound judgment, self-confidence, maturity, and a sense of perspective A high level of energy and ability to work on multiple tasks/projects Ability to model, promote, and provide opportunities for students to live into the Trinity Honor Code Demonstrated sensitivity to students, faculty, and staff of varying racial, ethnic, religious, gender identity, cultural, disability, sexual orientation, and socioeconomic backgrounds Education and Work Experience An undergraduate Degree is required, a Master's Degree is preferred, with a focus on elementary or world language education Successful experience in teaching elementary students, preferably in a constructivist or inquiry-driven environment Experience with TPRS approach or FLES pedagogy, ACTFL standards, and standards-based assessment. Skills and Qualifications Ability to create and maintain a differentiated environment in content, process, and product to help each child reach his/her fullest potential Excellent interpersonal, presentation, writing, organizational, and communication skills, including basic technology competencies Ability to be a self-starter and initiator, and ability to effectively work independently and be a contributing team member Become involved in the mission and life of the school beyond the primary responsibilities outlined.

Definition Under general supervision, provides special education services to students identified as disabled in accordance with State and Federal regulations. Work involves developing and implementing the Individualized Education Program (IEP) in classroom settings that are compatible with the student's age and developmental level. The Exceptional Children (EC) teacher is responsible for developing lesson plans, adapting materials, and designing activities to assist EC students to develop appropriate academic, behavioral, and social skills and to meet their IEP goals. The teacher is responsible for monitoring student's progress and for maintaining EC records in compliance with State and Federal guidelines. Duties and Responsibilities • Responsible for planning, organizing, and presenting instruction in a variety of styles to help students with disabilities learn subject matter and skills that will contribute to their educational and social development as well as aid and enhance progress toward individual goals. • Develops and implement an instructional plan which is compatible with the school and system-wide curricular goals and the student's Individual Education Program. • Is responsible for the development of IEPs for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEPs as needed. • Provides direct special education instruction to identified students. • Employs a variety of teaching methods to meet student needs. Implementation of these methods may require the adaptation or development of materials. • Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies; restrains students when necessary; records and reports restrains. • Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves. • Communicates with parents regarding their children's educational progress via periodic written progress reports • Acts as a case coordinator for assigned students; consults with community caregivers, school support professionals, and parents to better understand and meet student needs. • Maintains student records in accordance with North Carolina's Procedures Governing Programs and Services for Children with Disabilities; and complies with State and Federal education statutes. • Treats all students in a fair and equitable manner, and interacts effectively with students, co-workers, parents, and the community. • Follows a plan for professional development and demonstrates evidence of growth. • Must be able to use a variety of equipment and classroom tools such as computers, copiers, 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. • Performs other related work as required. Knowledge, Skills, and Abilities • Demonstrates knowledge of educational and exceptional children's laws, rules, regulations, practices, and trends • Demonstrates knowledge of education curricula, instructional methodology, techniques, technology, cognitive development of students, and integration of these to promote student success. • Demonstrates knowledge of traits and characteristics of various disabilities. • Ability to instruct and assess individual students and groups based on the North Carolina Standard Course of Study/Common Core. • Ability to constantly monitor the safety and well-being of students, particularly when a 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 necessitated by work assignments. • Ability to maintain basic files and records. • Ability to understand and follow oral and written instructions. • Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people, or things. • Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from superiors. • 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 the prescribed format for Special Education services on a timely basis. • 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. • Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions. • 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. • Understands the growth and development of assigned students. 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 the amount of time spent standing and/or walking, physical requirements are consistent with those for Medium/Heavy Work. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or a negligible amount of force to constantly move objects up to 10 pounds. • Must have the auditory, visual, and physical skills necessary to manage students and the classroom in a manner that assures reasonable safety to students under supervision. Minimum Training and Experience • Minimum Bachelor's degree in Special Education from a Regionally Accredited College or University. • Must be licensed in Special Education/General Curriculum (88091) or eligible for licensure. Classification: Exempt Reports To: Principal Salary: North Carolina Teacher's Salary Schedule (************************ Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job. If offered a position, the prospective employee must pass a required health exam, criminal records check, and drug test.

Must be SC certified or eligible for SC certification. Responsible for instructing students in an elementary school from grades PreK-5. Creates lesson plans, administers praise and constructive criticism, instructs students on subjects such as science, literature, and math, and creates a well-rounded, comprehensive instructional program. Primary responsibilities Create instructional resources for use in the classroom. Plan, prepare and deliver instructional activities Create positive educational climate for students to learn in. Meet course and school-wide student performance goals. Participate in ongoing training sessions. Create lesson plans and modify accordingly throughout the year. Maintain grade books. Grade papers and perform other administrative duties as needed. Write grant proposals to gain funding for further research. Create projects designed to enhance lectures. Read and stay abreast of current topics in education. Create lesson plans. Utilize various curriculum resources. Integrate competencies, goals, and objectives into lesson plans. Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of the students served. Develop incentives to keep participants in class. Develop professional relationships with other agencies and programs. Utilize public library resources. Work with program coordinators to ensure initiatives are being met. Tutor students on an individual basis. Establish and communicate clear objectives for all learning activities. Prepare and distribute required reports. Observe and evaluate student's performance. Manage student behavior in the classroom by invoking approved disciplinary procedures.

Job Details Charlotte Campus - Charlotte, NCDescription Charlotte Latin has an immediate need for Lower School substitute teachers. Key responsibilities include: Maintains a classroom environment that is conducive to learning Teaches lesson plan as outlined by the absent teacher Displays the ability to maintain effective classroom management strategies Implements as fully as possible the established routines and procedures of the school Serves as a positive role model for students, demonstrating professionalism that includes a positive, respectful manner. Maintains confidentiality of all information concerning students, parents, and members of staff Leaves a written note to absent teacher summarizing lessons and any related student/parent concerns Qualifications Previous experience working with and supervising children College education preferred A commitment to building a diverse, equitable, and inclusive school community is essential Adheres to the standards of professionalism Latin expects employees to have a philosophical alignment with our core values, curriculum, and instruction listed on our website: *********************** which includes a commitment to promoting diversity, equity, and inclusion. Working Conditions and Environment Intermittently lift, carry, push, and pull up to 25 pounds. Continuously see, sit, balance, grasp, and have repetitive use of arms, wrists, hands, and fingers. Intermittently stand, stoop, bend, twist, crouch, kneel, crawl, walk, climb stairs, step stools and ladders, operate foot and hand controls, squeeze, and reach above shoulders. Exposure to dust, chemicals, fumes, flammables, grease, dirt, stacked materials, electrical equipment, machinery, low to medium noise levels, and moderate indoor heat and cold temperatures. Ability to work long or odd hours, as needed.

English Teacher Reports To: Principal Salary: $50,000-$57,000 Work Schedule: Full-Time, 12-month FLSA Status: Exempt Job Purpose: The Teacher position is responsible for coaching, motivating, and instructing high school students within the company model, with attention given to each student's Individual Graduation Plan (IGP). All for-credit courses are aligned to state standards and delivered to engage student learning and accelerate the accumulation of credits through a mastery-based educational model. In many respects, the teacher acts more like a coach and mentor, focusing specifically on the success of his/her students. Primary Responsibilities: Provide a learning environment of high student accountability that is student-centered and aligned with the school's academic goals and objectives. Evaluation Criteria: Recognition of student achievement (incentive charts, certificates) is displayed throughout the classroom. Standard Operating Model (SOM) resources (textbooks, calculators, student notebooks, etc.) are available to students in the classroom. Administrator observations indicate twice-monthly delivery of prescribed social-emotional curriculum. Positive phone calls made monthly to each advisory student/parent, as recorded in the Contact Log. 100% of students in the advisory group receive feedback at least once a month via My Success©. Provide direction and leadership within the classroom by displaying effective subject matter knowledge and demonstrating best practices for teaching and instructional techniques. Evaluation Criteria: Demonstrated ability to effectively assist students in assigned subject areas - 85% of students active after 90 days of enrollment will have completed 2.5 credits; 85% of students active after 180 days will have completed 5.0 credits. Adherence to instructional practices within SOM and the teacher evaluation system. Use applicable Tier 1, Tier 2, and Tier 3 instructional techniques and interventions to support students at all levels, as documented in Response to Intervention tools or meeting notes. Documentation of active participation in required professional development. Assist in all initiatives to ensure the school meets defined FTE enrollment and attendance goals. Evaluation Criteria: Student daily attendance for the advisory group is 70% or higher. Student retention rate for the advisory group is 70% or higher. Attendance calls made for absent advisory students on the day of absence, as recorded in the Contact Log. School meets or exceeds FTE enrollment goals. Maintain progress monitoring reports, attendance, behavioral records, academic grades, and other student records as required by state guidelines and company policies. Evaluation Criteria: Accurate and up-to-date Progress Monitoring Logs for all assigned students. Attendance audits indicate adherence to the company's attendance record-keeping policies. Up-to-date grade books in instructional software and STARS and other student records. Pacing guides are complete, monitored, and modified (if applicable). Collaborate effectively and professionally with peers to develop, plan, and implement best educational practices based on the academic needs of students. Evaluation Criteria: Collegiality and professionalism are at the applying or innovating level as per the approved Florida instructional model protocol tool. Meeting agendas and sign-in sheets document participation in IEP and ESOL meetings. Meeting agendas and sign-in sheets document participation in academic planning meetings. Participate in professional development courses or activities to maintain certification or credentials. Evaluation Criteria: Up-to-date certification and required endorsements. Up-to-date Individual Professional Development Plan aligned with the School Improvement Plan. Sign-in sheets document participation in all company-provided training and professional development. Documentation of participation in all district-required training and professional development. Serve as the writing coach. Create lesson plans. Perform all other duties as assigned, aligned with company policy and procedures to ensure student educational and behavioral goals are achieved. Job Requirements and Prerequisites: Bachelor's degree in Education or a related field from an accredited college or university. Appropriate Teacher's certification. Knowledge of the principles of secondary education. Knowledge of curriculum and instructional theory. Skills and ability to analyze and use data to drive program improvement. Ability to communicate effectively both orally and in writing. Preferred: Previous experience and/or the ability to work with overage and at-risk youth. Benefits 401(k) 401(k) Matching Dental Insurance Employee Assistance Program Flexible Schedule Flexible Spending Account Health Insurance Health Savings Account Life Insurance Paid Time Off Professional Development Assistance Referral Program Tuition Reimbursement Vision Insurance

$44 - $46 / hr Amergis has an urgent need for an EC Teacher in Southwest Charlotte, details below! Details: + K-8 charter school + Resource/Inclusion classroom (mostly middle school) + 12-14 case load + ASAP start through end of school year + potential to extend for 2025-26 SY + Hours: 7:25a - 3:30p + Weekly Pay Qualifications: + Must be licensed by NCDPI for EC General Curriculum + Will consider out of state licensure if you have a degree in special education, and are willing to apply for NCDPI licensure + Minimum 1 year of teaching experience + Experience with ECATS preferred #LI-JD5 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.

Child Nutrition Substitute Job Description * Comply with Iredell Statesville Schools & Child Nutrition Policies. * Follow sanitation and safety procedures. * Follow work schedules and cleaning schedules as assigned by CN Mgr. or PIC * Substitutes must be able to lift up to 50 lbs. and be able to stand on their feet on concrete surfaces for long periods of time. * Subs must also be to perform tasks assigned to them such as cleaning, sweeping, mopping, working the dishroom & putting up stock. * Help with food prep and serving student meals. * Cashiering or computer skills are a plus All staff are hired through our substitute process. Possible permanent part- time positions available.

Part-time, Temporary Description Introduction to Ascent Classical Academies At Ascent Classical Academies, our foundational philosophy is rooted in the comprehensive cultivation of the individual, encompassing both the intellect and character within a framework of timeless virtues. Our ethos embodies our dedication to fostering a sense of wonder and the relentless pursuit of wisdom. This philosophy permeates every aspect of our institution, from our rigorous academic curriculum to the harmonious structure of our daily interactions and celebratory traditions. Ascent Classical Academies embarks on a noble quest, providing our students a well-rounded American classical education and guiding them through an enriching exploration of the Great Books, advanced studies in mathematics and sciences, and the intricacies of Latin language. We also encourage active engagement with the wider community, stewardship of the natural world, immersion in the fine arts, and participation in a variety of extracurricular clubs and athletic competitions. Beyond academic rigor, we are committed to nurturing a transformative and vibrant school culture characterized by joy, mutual respect, and profound engagement. We are a fellowship of scholars and explorers, united in our quest for what is truly noble, inviting our students to join us in a life pursuing the True, Good, and Beautiful, and the fulfillment of human potential. An education at Ascent Classical Academies extends beyond mere preparation for college and career; it is an entreaty to embrace the most enriched life imaginable - preparing our students to flourish in life and to be good citizens. Our Core Virtues These are the cornerstone of what we strive to develop in our students, which are: Courage Moderation Justice Responsibility Prudence Friendship Wonder Ascent Hiring Philosophy In alignment with our mission and vision, Ascent Classical Academies seeks individuals who are not only aligned with our core virtues but also possess deep subject matter expertise, strength of character, a love for learning, and a commitment to their professional and personal growth. We value humility, the pursuit of excellence, self-discipline, the receptivity to coaching, practical wisdom, and a strong aptitude for engaging with students. Leadership in the classroom, a collaborative spirit, a robust work ethic, and an enthusiastic, positive attitude are the hallmarks of our team members. Position Specifics Substitute Teachers will gain valuable classical classroom experience while having the joy of supporting and working closely with teachers. Successful candidates are coachable, highly organized, disciplined, and motivated. They will support teachers in their routine administrative duties while learning how to manage a classroom, reinforce instruction, prepare materials and equipment and supervise students. Substitute Teachers are critical roles that will support the academic environment by filling in for teachers when they are absent from the classroom. Minimum Position Requirements Associate's degree or some college preferred After offer is accepted, satisfactory background check as required by state law and the South Carolina Department of Education Conviction in the values of a rigorous liberal arts education Dedication to the value of a rigorous liberal arts education Loyalty to the school and ACA's mission and vision Commitment to model moral character in line with the school's Core Virtues and the pursuit of the Good, True, and Beautiful Adherence to all ACA policies, including but not limited to the Employee Handbook, Family Handbook, and all applicable school and board policies Desired Start Date: Immediately Employment Type: Part-Time (as needed during the academic year) Compensation: $80 - $100 per day (depending on experience) Visit *********************************** for more information on Ascent Classical Academies' mission and vision, benefits, and to submit an application. Please contact *************************** with any additional questions.

Now Accepting Applications for Summer 2025 The Institute of Reading Development is now hiring summer teachers to lead our summer reading enrichment programs, designed to foster a love of reading while building critical reading skills in students of all ages. Our approach combines evidence-based practices with engaging activities that make reading fun and meaningful for students. This framework simplifies your role as a teacher, so you can focus on what matters most helping students thrive. This is a great opportunity to do challenging and meaningful work in a supportive environment. Teaching experience is valuable but not necessary, and we do not require teaching certification. We provide comprehensive lesson plans and training so that you will be fully prepared before your first class. You ll receive ongoing support from a dedicated supervisor. We welcome your application, whether you are an upcoming or recent college grad, a graduate student, a current teacher, or looking to make a career switch into education. Our Teachers: Work with students in both online and in-person classrooms. Earn up to $700 per week. Receive comprehensive paid training and ongoing support. Gain up to 200 hours of experience teaching their own classes to students from 4-year-olds to adults. Teaching Schedule Details and Commitment: 10 weeks of teaching. Full-time and part-time positions available. All schedules include teaching on both weekend days. Entry-level position, with opportunities for continued employment with the Institute after the summer. Training: We have two training programs: A 3 week full-time program, Monday-Friday in the weeks immediately preceding teaching. A part-time independent study program designed for current full-time teachers. Successful Institute Teachers: Have strong reading skills and read fiction for pleasure. Are responsible and hard-working, with strong communication and organizational skills. Are comfortable and confident with technology. Have a bachelor's degree or higher. Are active, patient, and supportive with students and parents. We look forward to reading your application soon. To learn more about us and to apply, visit ******************************************************

We appreciate your interest in the Monroe Charter Academy Substitute Teacher position. MCA relies heavily on substitute teachers to continue high-quality instruction during periods when staff members are absent or on an approved leave. Substitute teachers serve on an as-needed basis and are not eligible to earn leave, participate in the retirement system, or receive/purchase health benefits. Substitute teachers for MCA do not qualify for unemployment benefits because they have a temporary status with MCA. Substitutes are not allowed to work in another capacity within MCA in addition to the substitute position. The minimum requirements for a Non-Certified Substitute Teacher within Monroe Charter Academy are… Applicant must be 21 years of age or older AND must have a high school diploma. Desired: 3 or more years of full-time experience working with children in a supervisory role Hiring Process: Only applications that meet the requirements will be contacted. You will also be required to pass a background check, drug test and provide three references with one being a supervisory reference. There are two pay levels for Substitute Teachers; your pay status is determined by the following classification: Certified Substitute - must have a North Carolina teaching license or a license from another state (current or expired). This position will pay $95 per day. Non- Certified Substitute - must be at least 21 years of age, and must have a high school diploma. This position will pay $75 per day.

School Information: Located in Matthews, NC, Matthews Charter Academy open in 2016 and serves students K-8. At Matthews, you can connect passion with purpose. To learn more about Matthews Charter Academy click here. Why Choose Matthews Charter Academy: NHA top rated team for employee engagement surveys/feedback. Met growth in State EOGs. Starting pay above market. Academically outperforms the local districts. Competitive benefits at affordable rates. Leadership support. World class professional development and instructional materials. Safe learning environment. Colleagues you enjoy working with to serve student Duties and Responsibilities: Create a classroom environment that is engaging and conducive to learning. Leverage a curriculum proven to drive the academic success of students. A set of curricular resources are there for you to take and implement in your classroom based on the needs of students. Analyze and use student data to inform your teaching. Participate collaboratively and professionally with fellow teachers and support staff to meet the goals and individual needs of each student. Qualifications: Hold a valid teacher license or meet alternative requirements. NHA will support you through your alternative certification journey. National Heritage Academies is an equal-opportunity employer.

Individual must hold or be able to obtain North Carolina Professional Educator's Certificate in the area of 00025 - Elementary Education prior to employment. begins August 12, 2025.

Date Available: Upon final approval

The Substitute role is an on-call, as-needed position. Opportunities to substitute will vary depending on the absence of a teacher or paraprofessional. To learn more about Queen's Grant Community School click here. DUTIES AND RESPONSIBILITIES: Ability to execute a lesson plan that is assigned by the teacher. Provide clear instruction and assist scholars in understanding a subject matter while maintaining discipline and control of the classroom. Demonstrate moral focus and personal values to all stakeholders. Self-starter with effective classroom management skills, strong leadership, and a passion for educating students. QUALIFICATIONS: Must meet state requirements for being a Substitute. Click here for the state requirements. COMPANY INFORMATION : National Heritage Academies (NHA) partners with communities to build and operate public charter schools. Founded in 1995, today NHA has over 100 schools in nine states, serving more than 60,000 students in kindergarten through 12th grade. Our schools are designed to eliminate the achievement gap and provide school choice to families so their children are prepared for success in college, career, and life. In fact, a majority of our schools consistently outperform their local district on the state test. According to the Center for Research Outcomes at Stanford University, NHA is a leading performer among charter schools and management organizations, outperforming both conventional district schools and other charter school operators. In addition, according to our employee survey, over 90% of respondents agree that the work they do is meaningful to them. Join us. Together we impact a life. Please click here to learn more about our core values. National Heritage Academies is an equal opportunity employer. $122.00/day is the daily substitute rate. This is a non-benefit eligible role.

The basic role and responsibility of the substitute is to carry out the instructions of the school and the teacher in the most effective manner possible. Substitute Teacher Responsibilities: Adhere to the curriculum and lesson plans assigned by the regular teacher. Follow procedures and achieve lesson goals. Assign and explain homework. Oversee students of the classroom including in the hallways Comply with all school regulations and policies at all times. Take attendance and document daily notes. Ensure classroom and work is kept clean and orderly. Oversee the normal classroom rhythms and activities. Compile a report for the teacher for when he/she returns. Substitute Teacher Requirements: Must be 18 years of age High school diploma or equivalent qualification. Prefer minimum of 2 years' experience in a similar role. Must be detail oriented and able to follow written and verbal instructions. Excellent communication and interpersonal skills.

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.

SYLVAN LEARNING CENTER - HUNTERSVILLE, NC We are looking for enthusiastic K-12 tutors to join our community of superstar educators who deliver in-person and online tutoring to Sylvan students. If you are motivated to make a difference by supporting the ever-growing need for educational support and dedicated to delivering quality, personalized tutoring, then we want to hear from you! No lesson planning or grading required - do what you love to do - TEACH! Afternoon/evening hours during the week and Saturday mornings available.

QUALIFICATIONS: Appropriate South Carolina certification or eligible for certification Bachelor's Degree (minimum) PERFORMANCE RESPONSIBILITIES: Meets and instructs assigned classes in the locations and at the times designated. Plans a program of study that meets the individual needs, interests, and abilities of the students. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and in harmony with the goals establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to Employs a variety of instructional techniques and instructional media consistent with the goals of the school and Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administrative Makes provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required. York School District One is an equal-opportunity employer York School District One does not discriminate on the basis of race, religion, color, handicap, sex, age, alienage, or national origin as required by applicable state and federal laws.