Teacher Jobs in Monroe, NC

Phaxis is seeking a qualified and dedicated *Contract Teacher of the Deaf and Hard of Hearing DHH *to join our team in schools in Fort Mill, SCfor the *2024-2025 Academic Year*! At Phaxis, we are here to ensure that you feel supported while growing your career and professional development! We are a team of dedicated professionals that partner *Position Details:* * *Position:* Contract Teacher of the Deaf and Hard of Hearing DHH * *Location:* Fort Mill, SC * *Duration:* Full 2024-2025 School Year #phaxises * *Hours:* Full-Time, Regular School Hours (Monday to Friday) * *Caseload:* K-12 (multiple positions available) * *Pay Range:* $45-50/hour based off experience *Experience & Requirements:* * *Requirement: *Educator Certification *Phaxis Benefits:* * First-day health benefits * Referral bonus program * Licensure reimbursement * Weekly pay For immediate consideration or additional details about this schools job, please send your updated resume to ***************** OR mobile: call/text ************ Bradley Kurtz - Recruitment Consultant - Phaxis Education Job Type: Full-time Pay: $45.00 - $50.00 per hour Benefits: * 401(k) * Dental insurance * Health insurance * Vision insurance Schedule: * 8 hour shift * Day shift * Monday to Friday * No nights * No weekends Ability to Commute: * Fort Mill, SC 29715 (Required) Ability to Relocate: * Fort Mill, SC 29715: Relocate before starting work (Required) Work Location: In person

divstrong Description/strongbr/div Definition /div div Under general supervision, plans, organizes, and presents instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. /div div br/ /div div Duties and Responsibilities /div div • span /span Provides learning experiences and teaches the course of study prescribed by the District approved curriculum. /div div • span /span Develops and uses instructional materials suitable for verbal and/or visual instruction of students with a wide range of mental, physical, and emotional maturity. /div div • span /span Provides individual and group instruction designed to meet individual needs and motivate students. /div div • span /span Establishes and maintains standards of student control required to achieve effective participation in all activities. /div div • span /span Evaluates the academic and social growth of students and keep appropriate records. /div div • span /span Provides appropriate instruction and activities for students to meet school/district policies, goals, and objectives. /div div • span /span Communicate with parents through a variety of means. /div div • span /span Holds parent conferences to discuss the individual student's progress and interpret the school program. /div div • span /span Identifies student needs and cooperates with other professional staff members in assessing and helping students solve health, attitude, and learning problems. /div div • span /span Creates an effective environment for learning through functional and attractive displays such as bulletin boards, interest centers, etc. /div div • span /span Maintains professional competence through in-service education activities provided by the district and/or professional growth activities and university courses. /div div • span /span Participates cooperatively with the appropriate administrator to develop the method by which s/he will be evaluated in conformance with district guidelines. /div div • span /span Selects and requisitions instructional materials; maintains inventory records. /div div • span /span Cooperates in school-wide supervision of students during out-of-classroom activities. /div div • span /span Participates in faculty and/or district committees and the sponsorship of student activities. /div div • span /span Experience with Professional Learning Communities (PLCs). /div div • span /span Experience with Smartboard© and other forms of technology. /div div • span /span Performs other related work as required. /div div br/ /div div Knowledge, Skills, and Abilities /div div • span /span Ability to meet the needs of all learners. /div div • span /span Ability to plan, coordinate, and continuously improve instruction. /div div • span /span Ability to analyze situations, determine possible options, and make appropriate decisions based on the facts. /div div • span /span Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, equipment for students, etc. /div div • span /span Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things. /div div • span /span Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from administrators. /div div • span /span Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. /div div • span /span Ability to prepare correspondence, simple reports, forms, instructional materials, /div div etc. using the prescribed format. /div div • span /span 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. /div div • span /span Ability to record and deliver information, explain procedures, to follow oral and written instructions. /div div • span /span Ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. /div div • span /span Ability to manage instructional time. /div div • span /span Ability to manage student behavior. /div div • span /span Ability to consult with parents, teachers, and the community to enhance the learning of students. /div div • span /span Ability to monitor student performance. /div div • span /span Ability to interact within the educational environment. /div div • span /span Ability to perform non-instructional duties as assigned. /div div • span /span Understands the growth and development of elementary children. /div div br/ /div div Physical Requirements /div div • span /span While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; talk or hear. The employee occasionally is required to sit and stoop, kneel, or crouch. /div div • span /span Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. /div div • span /span The employee must occasionally lift and/or move up to 10 pounds. Must be able to perform light work exerting up to 20 pounds of force occasionally, and/or up-to 10 pounds of force frequently, and/or up 20 pounds of force constantly to move objects. /div div • span /span Must possess the visual acuity to prepare data, work with record processes, and do extensive reading and research. /div div br/ /div div Minimum Education and Experience /div div • span /span Minimum of Bachelor's degree from a regionally accredited college/university. /div div • span /span Must be fully licensed as an Elementary Teacher (00025). /div div • span /span Strong background in North Carolina Course of Study/Common Core and Essential Standards. /div div br/ /div div ***Official transcripts accepted only*** /div div br/ /div div This Position Reports Directly to: span /span Principal /div div br/ /div div Classification: span /span Exempt /div div br/ /div div div Salary: North Carolina Teacher's Salary Schedule (************************ /div div br/ /div div Disclaimer /div div The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to perform this job. /div div br/ /div div If offered a position, the prospective employee must pass a required health exam, criminal records check, and drug test. /div /div div br/ /divbrbrstrong Qualifications/strongbrp class="p6CxSpLast" style="margin-left:.5in"spanbr//span/pbrbr//br/br/br/br/div

CHARLOTTE COUNTRY DAY SCHOOL ? ? ?? ????????? Lower School, Assistant Teacher, First Grade DEPARTMENT:? ? ? ? ????????? Lower School REPORTS TO:? ? ? ? ? ????????? Head of Lower School FLSA:?? ? ? ? ? ? ? ? ? ? ? ???????? Exempt TERM:? ? ? ? ? ? ? ? ? ? ? ???????? 10 Months ? Mission Statement Through excellence in education, Charlotte Country Day School develops the potential of each student by fostering intellectual curiosity, principled character, ethical leadership, and a responsibility to serve. School Overview Charlotte Country Day School (Country Day) is one of the largest independent, co-educational schools in the Charlotte area and one of the 15 largest in the continental United States. Enrollment is very strong, and the school is thriving. Highly regarded for the rigor of its academic program and the breadth of its offerings in the arts, athletics, community service, and leadership, Country Day is noteworthy for a long tradition of positioning itself at the forefront of curricular innovation. A strong, forward-thinking institution, Country Day offers every child a chance to shine. The school is a diverse, inclusive community with strong academic and co-curricular programs designed for students to learn to think critically, act respectfully, and show sensitivity to the feelings and needs of others. The unique curriculum offered by Country Day prepares and strengthens students for participation in their local and global communities. With its focus on diversity, service, global study, and technology, Country Day has positioned itself as a school of the 21st century. Country Day is committed to living as an authentic, inclusive community. Our pursuit of this commitment to community recognizes and affirms the richness brought by difference and discovered through commonality. Position Purpose:? The Lower School Teaching Assistant's primary responsibility is to support the classroom teacher as he/she works to meet individual student and family needs. Keeping in mind the working relationship between the Assistant and Lead teacher is critical for the success of the students; therefore, open, honest communication is required. ? ESSENTIAL FUNCTIONS: Teaching Role Assist with the implementation of small and whole group instruction. Assist with student assessments and recording of student progress as needed. Record antidotal notes of student progress during instructional time. Take over for lead teacher when necessary. Attend all faculty and grade level meetings. Attend all required after-school events as stated in the Lower School Handbook ?Supervisory Role Monitor children to always provide for their safety. Perform carpool duties as assigned for your particular role. ?Clerical Role Support the lead teacher with technology as needed. Interact and respond to parents and faculty regarding phone calls and emails as appropriate (Defer to the lead teacher in parent communications.) Assist in preparation for daily instruction. Assist lead teacher with the checking of daily work. ? REQUIREMENTS AND QUALIFICATIONS: Elementary education experience/degree preferred. Computer skills-word processing, spreadsheet, email, Smartboard, preferred. Passion for children and an understanding of child development Interpersonal communication Time management ? PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT: May work at a desk and computer for extended period of time. Work primarily in a traditional climate-controlled classroom environment. Work intermittently in outside weather conditions, including extreme heat and cold. ? ? It is the policy of Charlotte Country Day School not to discriminate against any employee or applicant for employment on the basis of race, color, religion, national origin, age, sex, gender identity or expression, sexual orientation, disability, veteran status, or any other basis protected by applicable law.? This policy extends to recruitment, employment, promotion, demotion, transfer, layoff, termination, compensation, training, benefits and all other terms and conditions of employment.

Carrying out tasks related to care and education of children birth to 3 years of age as prescribed in the HSPPS and as assigned by the Education and Disabilities Manager Supporting assigned EHS-CCP child care program partners and teaching staff through evidence-based technical assistance and coaching Monitoring EHS children's care, education, and development as well as tracking progress Monitoring classrooms Essential Functions Inform child care program partner teachers and staff about the Head Start Program Performance Standards and support their implementation through effective technical assistance strategies: monitor and report the extent to which child care program partner teachers and staff are able to effectively implement the HSPPS Support the quality of care and education for each assigned EHS child through: Regular reviews of Children's Educational Records, including developmental screen results Regular reviews of TS GOLD on-going child assessments Site visits and classroom observations both formal and informal Assessment and feedback on classroom management, routines, lesson plans, and environment (indoors and outdoors) Modeling and coaching on high quality, responsive, developmentally, culturally, and linguistically appropriate interactions with children, fostering healthy, consistent, trusting relationships Ensure that all children's communication, language, and literacy skills are promoted effectively and appropriately Assist teachers with identification and referral of child concerns to Education and Disabilities Manager Assist child care program partner teachers and when necessary, provide technical assistance, on the use of appropriate curricula, on-going child assessments, child routines, classroom management, and indoor and outdoor learning environments Support the EHS-CCP program-wide activities as a participant and contributor to: EHS-CCP Education Team to assist in program planning and self-assessment ERSEA team as required Monitoring of HSPPS and requirements in Caring for Our Children regarding safety in the child care programs Collaborate and communicate with other EHS-CCP staff to provide support for teachers and children and their families with behavioral, medical and/or educational needs In coordination with other EHS-CCP staff: Participate in regular case management/staffing meetings as requested Assess whether staff in any other service area needs information from this service and ensure timely, effective communication Participate on program self-assessment team for annual assessment of your service areas and other service areas as requested Implement the annual EHS-CCP Continuous Improvement Plan as assigned Minimum Qualifications Minimum of BA/BS degree from an accredited college or university in Early Childhood Education or Child Development or the equivalency early childhood education (ECE) Three (3) years' experience in a high quality setting serving children birth through age three Early Head Start experience preferred Must supply results or submit to TB test Must have medical report form completed prior to start Must complete/supply a valid NC Early Childhood background check qualification letter Knowledge, Skills and Abilities Knowledge and understanding of Head Start Program Performance Standards, Head Start organizations, mission and history A strong knowledge of theories and practices of Early Childhood Education/Development Knowledge and understanding of children with disabilities' needs and of the local system that supports them (Part C and Part B agencies, IFSPs, IEPs, etc.) Knowledge and understanding of culturally sensitive practices, diversity, equity and inclusion practices Computer and internet skills for word processing, spreadsheets, databases, reports Skills to access EHS resources on-line Fluency in English with bilingual Spanish skills helpful; Communicate effectively verbally and in writing Demonstrate strong and effective leadership ability Use excellent interpersonal skills with an understanding of learning styles and dispositions. Interact effectively and respectfully with people from a variety of backgrounds, including a sensitivity to, and awareness of needs of EHS -eligible families Be willing and able to travel; North Carolina driver's license, proof of insurance, and provide a vehicle for program business Be responsible for meeting all applicable federal, state & local health requirements Normal physical demands include bending, stooping, reaching, standing, walking, talking hearing and driving. The role operates in a professional office environment and requires using typical office equipment. CCRI requires COVID-19 vaccinations for all employees.

Teacher Term of Employment: Full Time; 10 Months Reports To: Principal Pay Information: State Salary Scale General Statement of Job Performs difficult professional work providing a broad range of teaching services or specific learning program, assisting students to develop skills, attitudes and knowledge needed as a foundation for future learning in accordance with each student's ability, using a variety of teaching and learning methods at various levels to a targeted audience, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal. Essential Job Functions * Develops lesson plans and instructional materials providing effective teaching strategies. * Maintains effective classroom management, recognizes and addresses learning and behavior * issues. * Understand developmental appropriateness of materials and differentiate instruction to meet * the needs of all learners. * Evaluates accomplishments of students on a regular basis using multiple assessment methods; * provides progress and interim reports for feedback. * Communicates with parents in a timely manner; maintains positive and constructive * communication with students, staff, parents and community. * Protects students, equipment, materials and facilities taking necessary and reasonable * precautions. * Upholds and enforces board policy, district goals, administrative procedures and school rules * and regulations. Adheres to health and safety policies. * Maintains appropriate work habits, including regular and punctual attendance and appropriate * use of conference and planning time. * Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars * and conferences as well as staff, department, curricular development and committee meetings * and staff-development session as required. * Respects the confidentiality of records and information regarding students, parents and * teachers in accordance with accepted professional ethics and state and federal laws. * Shares responsibility during the school day for the supervision of students in areas of the school. * Ability to perform non-instructional duties as assigned. Knowledge, Skills and Abilities STANDARD I: Teachers Demonstrate Leadership The Teacher: * Leads in the classroom by taking responsibility for all students' learning. * Demonstrates leadership in the school by working collaboratively with all school personnel * to create a professional learning community. * Leads the teaching profession by striving to improve the profession. * Advocates for schools and students by promoting positive change in policies and practices * affecting student learning. * Demonstrates high ethical standards by upholding the Code of Ethics and Standards for * Professional Conduct STANDARD II: Teachers Establish a Respectful Environment for a Diverse Population of Students The Teacher: * Provides an environment in which each child has a positive, nurturing relationship with * caring adults by encouraging a climate that is inviting, respectful, supportive, inclusive, and * flexible. * Embraces diversity in the school community and in the world by demonstrating knowledge * of diverse cultures. * Treats students as individuals by maintaining high expectations for all students; and by * appreciating differences and valuing contributions. * Adapts teaching for the benefit of students with special needs by collaborating with * specialists. * Works collaboratively with the families and significant adults in the lives of their students by * improving communication and collaboration between the school and the home and * Community. STANDARD III: Teachers Know the Content They Teach The Teacher: * Aligns instruction with the North Carolina Standard Course of Study. * Knows the content appropriate to teaching specialty by bringing a richness and depth of * understanding to the classroom. * Recognizes the interconnectedness of content areas/discipline by knowing the links and * vertical alignment of grade or subject taught. * Makes instruction relevant to students by incorporating 21st century life skills into teaching * deliberately, strategically, and broadly. STANDARD IV: Teachers Facilitate Learning for Their Students The Teacher: * Knows the ways in which learning takes place and the appropriate levels of intellectual, * physical, social, and emotional development of students by knowing how students think and learn. * Plans instruction appropriate for students by collaborating with colleagues and using a * variety of data sources for planning. * Uses a variety of instructional methods by choosing methods and techniques that are most * effective in meeting the needs of students. * Integrates and utilizes technology in instruction by knowing when and how to use * technology to maximize student learning. * Helps students develop critical thinking and problem-solving skills by encouraging students to ask questions, think creatively, and draw conclusions. * Helps students work in teams and develop leadership qualities by teaching the importance * of cooperation and collaboration. * Communicates effectively in ways that are clearly understood by students. * Uses a variety of methods to assess what each student has learned by using multiple * indicators to evaluate student progress. STANDARD V: Teachers Reflect on Their Practice The Teacher: * Analyzes student learning by thinking systematically and critically about student learning. * Links professional growth to professional goals by participating in continued, high quality * professional development that reflects a global view of educational practices. * Functions effectively in a complex, dynamic environment by understanding that change is * constant. Minimum Training and Experience * NC Teaching License in appropriate subject area or have qualifications to obtain a NC teaching license. Minimum Qualifications or Standards Required to Perform Essential Job Functions * Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. * Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar 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 or directions to subordinates or assistants. * Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. * 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 give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal 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. * 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. 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.

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 ******************************************************

Internal Applicants ONLY WHEN: June 9th-26th DEADLINE FOR APPLICATIONS:* Open until positions filled SALARY RANGE: $25/hour certified $20/hour classified LENGTH OF CONTRACT: Monday-Thursday (June 9th-26th) MAJOR RESPONSIBILITIES: Day-to-day instruction for at-risk learners. Program Description: Summer Reading Camp QUALIFICATIONS: Teacher: Bachelor's Degree (minimum) with appropriate SC Secondary Level Certification Instructional Assistant: Para-professional credentials 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.

Date Available: Upon final approval

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 The Special Education Teacher, under the direction of the Special Education Program Administrator provides quality services to specialeducation students, kindergarten through grade 12. The Special Education Teacher has a commitmentto team participation in planning and implementation of student programsincluding special instruction, tutorial assistance and consultation withgeneral education staff. Minimum Requirements: + Bachelor's Degree from an accredited universitypreferred + Valid state teaching certificate as required by state,contract/district regulations + Minimum of one year experience in teaching environmentpreferred + State Teacher Certification; Type: Standard ElementaryTeaching preferred + State Teacher Certification; Type: Standard SecondaryTeaching preferred + State Teacher Certification; Type: Standard Special Teachingpreferred + Endorsement: Learning Behavior Specialist (LBS1) preferred + Current CPR if applicable + TB Questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or stateregulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age 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.

CCSD TEACHER JOB DESCRIPTION General Statement of Job Under limited supervision, plans and presents innovative, developmentally appropriate opportunities for students to learn subject matter and skills that will contribute to the development of students' academic abilities. Reports to the assigned Principal. Minimum Requirements Requires a valid South Carolina teaching certificate or eligibility for South Carolina teaching certificate in the appropriate certified area. Experience working with children in an educational setting is desirable. Specific Duties and Responsibilities Essential Functions: Plans a program of study that meets the needs, interests and abilities of students. May teach multiple disciplines as assigned. Creates a classroom environment conducive to learning and appropriate to the maturity and interests of the students. Plans and prepares lesson plans and related activities for individual students or assigned classes. Guides the learning process toward achievement of curriculum goals; establishes clear objectives for all lessons, units, projects, etc., and communicates these objectives to students. Employs a variety of instructional techniques and media consistent with the physical limitations of the location provided and the needs and capabilities of students involved. Grades work completed by students; maintains accurate records of test scores / grades. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Reports suspected learning and other disabilities to District specialist(s) as appropriate. Maintains accurate, complete and up-to-date records as required by law, District policy and administrative regulation. Assists the school administration in implementing all policies and rules governing student life and conduct; develops reasonable rules of classroom behavior and procedure and maintains order in the classroom in a fair and just manner. Monitors the activities/behavior of the student body as scheduled to ensure student safety and well-being. Assists individual students in need of special attention. Supervises the work of teaching assistants and/or volunteers. Maintains positive relationships with parents; schedules and conducts parent-teacher conferences; facilitates parent education workshops and conducts home visits as necessary. Maintains inventory of classroom supplies and equipment; prepares supply requisitions as needed. Coordinates and/or participates in special programs, projects or events as required; serves as adviser to student organizations, staffs and committees as appropriate. Attends staff meetings and serves on various staff committees as required. Participates in staff in-service training and continuing education as required. Makes arrangements for substitute instructors as needed. Operates various types of machinery and equipment including a computer, printer, copier, laminating machine, fax machine, audio-visual equipment, tape player, various curriculum-specific equipment or instruments, etc. Additional Duties: May provide remedial assistance to individuals, small groups or entire classes of students as scheduled during or after regular school hours. Maintains a clean and orderly classroom. Performs related duties as required Minimum Qualifications and Standards Required Physical Requirements: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of remaining standing for extended periods of time, writing on a chalkboard, stooping, kneeling and crouching, and some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (12 to 20 pounds). Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisors and lecturing / giving instruction and/or assignments to students and assistants. Language Ability: Requires the ability to read a variety of policy and procedure manuals, curriculum materials, texts, computer manuals, etc. Requires the ability to enter data into computer and prepare reports, records, teaching materials, correspondence, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Must be able to speak with poise, voice control and confidence and to articulate information to others. Intelligence: Requires the ability to apply principles of rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in oral, written, diagrammatic or schedule form. Requires the ability to use influence systems in classroom teaching and the supervision of assistants and students. Requires the ability to make independent judgments in the absence of supervisor; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information and the ability to comprehend and implement basic office machinery functions. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow and give oral and written instructions; to counsel and teach students. Must be able to communicate effectively and efficiently with persons of varying ages and educational/cultural backgrounds and using the terminology applicable to the subject area(s) taught. Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals, to determine time. Must be able to use practical applications of fractions, percentages, ratio and proportion. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment and communications machinery. Manual Dexterity: Requires the ability to handle a variety of items including computer keyboards, office equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Does not require 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 minimal levels of stress when confronted with an emergency or tight deadline. The worker may be subject to danger or risk to a slight degree, or to tension as a regular, consistent part of the job. 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 hear and understand communications through a telephone. Performance Evaluation Criteria Knowledge of Job: Is knowledgeable in the methods, policies and procedures of the Chester County School District pertaining to specific duties of the Teacher. Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the specific duties and responsibilities of the position. Has knowledge of the organization of the department and of related departments and agencies. Has the ability to comprehend, interpret and apply regulations, procedures and related information. Has thorough knowledge of the subject area(s) assigned to teach; has skill in the interpretation of subject matter to the intellectual level of students taught. Is able to create and present innovative, effective, developmentally appropriate course and lesson plans. Has knowledge of the characteristics of the age group assigned. Is able to establish and maintain positive relationships and work effectively with adults and students. Is able to supervise, guide and support students with patience and kindness. Is able to motivate students to participate in educational and extracurricular activities and to want to learn. Is able to recognize signs of learning, physical, mental and social disabilities and take appropriate action. Is able to provide assistance, support and/or skills development opportunities to parents as required. Is able to perform job tasks professionally in an environment where discrimination and other public issues are constant concerns. Has knowledge of and is able to use modern office practices and equipment, including computers. Has knowledge of proper English usage, vocabulary, punctuation and spelling; has the mathematical ability to handle required calculations. Is skilled in applying a responsible attention to detail as necessary in preparing records, reports and correspondence. Is able to read and interpret various materials pertaining to the responsibilities of the job. Is able to take the initiative to complete the duties of the position without the need of direct supervision. Is able to use independent judgment in performing tasks. Has the ability to plan, organize and prioritize daily assignments and work activities. Is able to offer assistance to fellow employees as necessary. Knows how to maintain effective relationships with co-workers, personnel of other departments, parents, students and members of the public through contact and cooperation. Has knowledge of the occupational hazards and safety precautions of the industry. Knows how to react calmly and quickly in emergency situations. Has the ability to learn and utilize new skills and information to improve job performance and efficiency. Quality of Work: Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with internal and external entities with whom the position interacts. Quantity of Work: Performs described Essential Functions and related assignments efficiently and effectively in order to produce quantity of work which consistently meets established standards and expectations. Dependability: Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, policy, standards and prescribed procedures. Maintains accountability for assigned responsibilities in the technical, human and conceptual areas. Attendance: Attends and remains at work regularly and adheres to policies and procedures regarding absenteeism and tardiness. Provides adequate notice to higher management with respect to vacation time and leave requests. Initiative and Enthusiasm: Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountabilities. Strives to anticipate work to be accomplished, and initiates proper and acceptable action for the completion of work with a minimum of supervision and instruction. Judgment: Exercises analytical judgment in areas of responsibility. Identifies issues or situations as they occur and specifies decision objectives. Identifies or assists in identifying alternative solutions to issues or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches issues, situations and alternatives before exercising judgment. Cooperation: Accepts supervisory instruction and direction and strives to meet the goals and objectives of same. Questions such instruction and direction when clarification of results or consequences are justified, i.e., poor communications, variance with established policies or procedures, etc. Offers suggestions and recommendations to encourage and improve cooperation intra- and inter-departmentally. Relationships with Others: Shares knowledge with managers, supervisors and co-workers for mutual benefit. Contributes to maintaining high morale among all employees. Develops and maintains cooperative and courteous relationships inter- and intra-departmentally, and with external entities with whom the position interacts. Tactfully and effectively handles requests, suggestions and complaints in order to established and maintain good will. Emphasizes the importance of maintaining a positive image. Coordination of Work: Plans and organizes daily work routine. Establishes priorities for the completion of work in accordance with sound time-management methodology. Avoids duplication of effort. Estimates expected time of completion of work elements and establishes a personal schedule accordingly. Attends required meetings, planning sessions and discussions on time. Implements work activity in accordance with priorities and estimated schedules. Safety and Housekeeping: Adheres to all established safety and housekeeping standards. Ensures such standards are not violated. Experience Job related experience is required. Education Bachelors degree in job related area. Equivalency None Specified Required Testing Certificates & Licenses Valid Teaching Certificate in Content/Grade area Continuing Educ. / Training Clearances TB Criminal Justice Fingerprint/Background Clearance FLSA Status Exempt Teacher ALL

General Definition of Work Performs difficult professional work providing a broad range of teaching services or specific learning program, assisting students to develop skills, attitudes and knowledge needed as a foundation for future learning in accordance with each student's ability, using a variety of teaching and learning methods at various levels to a targeted audience, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal. Qualification Requirements To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Salary Based on North Carolina Teaching Salary Schedule. Reports to Principal Essential Functions Develops lesson plans and instructional materials providing effective teaching strategies. Maintains effective classroom management, recognizes and addresses learning and behavior issues. Understand developmental appropriateness of materials and differentiate instruction to meet the needs of all learners. Evaluates accomplishments of students on a regular basis using multiple assessment methods; provides progress and interim reports for feedback. Communicates with parents in a timely manner; maintains positive and constructive communication with students, staff, parents and community. Protects students, equipment, materials and facilities taking necessary and reasonable precautions. Upholds and enforces board policy, district goals, administrative procedures and school rules and regulations. Adheres to health and safety policies. Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session as required. Respects the confidentiality of records and information regarding students, parents and teachers in accordance with accepted professional ethics and state and federal laws. Shares responsibility during the school day for the supervision of students in areas of the school. Ability to perform non-instructional duties as assigned. Knowledge, Skills and Abilities STANDARD I: Teachers Demonstrate Leadership The Teacher: Leads in the classroom by taking responsibility for all students' learning. Demonstrates leadership in the school by working collaboratively with all school personnel to create a professional learning community. Leads the teaching profession by striving to improve the profession. Advocates for schools and students by promoting positive change in policies and practices affecting student learning. Demonstrates high ethical standards by upholding the Code of Ethics and Standards for Professional Conduct STANDARD II: Teachers Establish a Respectful Environment for a Diverse Population of Students The Teacher: Provides an environment in which each child has a positive, nurturing relationship with caring adults by encouraging a climate that is inviting, respectful, supportive, inclusive, and flexible. Embraces diversity in the school community and in the world by demonstrating knowledge of diverse cultures. Treats students as individuals by maintaining high expectations for all students; and by appreciating differences and valuing contributions. Adapts teaching for the benefit of students with special needs by collaborating with specialists. Works collaboratively with the families and significant adults in the lives of their students by improving communication and collaboration between the school and the home and community. STANDARD III: Teachers Know the Content They Teach The Teacher: Aligns instruction with the North Carolina Standard Course of Study. Knows the content appropriate to teaching specialty by bringing a richness and depth of understanding to the classroom. Recognizes the interconnectedness of content areas/discipline by knowing the links and vertical alignment of grade or subject taught. Makes instruction relevant to students by incorporating 21st century life skills into teaching deliberately, strategically, and broadly. STANDARD IV: Teachers Facilitate Learning for Their Students The Teacher Knows the ways in which learning takes place and the appropriate levels of intellectual, physical, social, and emotional development of students by knowing how students think and learn. Plans instruction appropriate for students by collaborating with colleagues and using a variety of data sources for planning. Uses a variety of instructional methods by choosing methods and techniques that are most effective in meeting the needs of students. Integrates and utilizes technology in instruction by knowing when and how to use technology to maximize student learning. Helps students develop critical thinking and problem-solving skills by encouraging students to ask questions, think creatively, and draw conclusions. Helps students work in teams and develop leadership qualities by teaching the importance of cooperation and collaboration. Communicates effectively in ways that are clearly understood by students. Uses a variety of methods to assess what each student has learned by using multiple indicators to evaluate student progress. STANDARD V: Teachers Reflect on Their Practice The Teacher: Analyzes student learning by thinking systematically and critically about student learning. Links professional growth to professional goals by participating in continued, high quality professional development that reflects a global view of educational practices. Functions effectively in a complex, dynamic environment by understanding that change is constant. Education and Experience Bachelor's Degree from an approved education program in subject area. Strong background in North Carolina Course of Study/Common Core and Essential Standards. Physical Requirements This work requires the occasional exertion of up to 10 pounds of force. Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Work has standard vision requirements. Vocal communication is required for expressing or exchanging ideas by means of the spoken word. Hearing is required to perceive information at normal spoken word levels. Work requires preparing and analyzing written or computer data, operating machines, operating motor vehicles or equipment and observing general surroundings and activities. Work occasionally requires exposure to outdoor weather conditions. Work is generally in a moderately noisy location (e.g. business office, light traffic). Special Requirements NC Teaching License in appropriate subject area or have qualifications to obtain a NC teaching License. NC DPI Licensure 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.

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

Sugar Creek Charter School's mission is to eradicate generational poverty by providing a rigorous, college and career preparatory education for students from kindergarten through 12th grade, focusing on academic preparation, college and career readiness, and life skills for success. We are seeking a mission aligned passionate and dedicated 3rd Grade Teacher to join our team. The ideal candidate will foster a positive and engaging learning environment, implement rigorous and differentiated instruction, and support the academic and social-emotional growth of all students. Key Responsibilities: Instruction & Classroom Management: Implement standards-aligned lesson plans that meet the diverse needs of students. Use data-driven instruction to assess student progress and adjust teaching strategies accordingly. Create a structured and positive classroom culture that fosters student engagement and a love for learning. Utilize differentiation strategies to support students at various academic levels. Student Support & Engagement: Build strong relationships with students and maintain high academic and behavioral expectations. Implement social-emotional learning (SEL) strategies to support student well-being. Communicate regularly with parents and guardians regarding student progress and classroom activities. Ensure the safety of students at all times through consistent supervision and by following and implementing the school-wide behavior plan. Collaboration & Professional Growth: Embrace a growth mindset by actively seeking and applying feedback to enhance instructional practices and student learning outcomes. Participate in planning and coaching sessions with your curriculum leader. Work closely with grade-level teams, instructional coaches, and support staff to enhance student learning. Actively participate in professional development and seek opportunities for continuous growth. Contribute to the school community through team meetings, committees, and events. Qualifications: Bachelor's degree in Education or a related field (required). Valid teaching license or eligibility for licensure in North Carolina (preferred). Experience teaching elementary school students (preferred but not required). Strong classroom management skills and a commitment to high expectations for all students. Passion for urban education and commitment to closing the achievement gap. Compensation & Benefits: Competitive salary based on experience and education level. Comprehensive health, dental, and vision insurance. Retirement plan options. Ongoing professional development and career advancement opportunities. Supportive team-oriented work environment. Join our team and make a lasting impact on the lives of our students!

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 of experience in a similar role. Must be detail oriented and able to follow written and verbal instructions. Excellent communication and interpersonal skills.

Job Title: Bus Driver/Teacher/Instructional Assistant Qualifications: Associates Degree (48 college credit hours) or higher and must have current/active CDL in order to drive a school bus. Special Considerations: Each teacher assistant should be well versed in assisting with varied instructional methods to prepare students for life in the 21st century and beyond. An essential requirement is to demonstrate a vigorous disposition for continuous learning. Teacher Assistants should understand that continuing to grow and learn in using digital resources involving methodologies of instruction is a part of our employee DNA in MGSD. We expect every Teacher Assistant to embrace the district motto of every child, every day, while assisting with instruction in every classroom. Teacher Assistants should demonstrate effective technology skills, authentic collaboration skills; be willing to try to utilize varied methods to meet the diverse learning needs of students to increase their overall performance and academic achievement; able to effectively monitor students and create a classroom environment conducive for all students to experience academic, social, and emotional success. Reports to: Assigned Teacher and School Administration (Principal and Assistant Principals) Supervises: All students within the school environment. Purpose of Position: • To assist in creating and maintaining a safe and nurturing classroom environment where every student has a sense of belonging and is challenged to think critically about real-world issues as it relates to the NC Essential Standards within the Common Core Curriculum. • To assist in ensuring that students are provided the equal opportunity to acquire knowledge and skills necessary to be promoted to the next grade level and earn a high school diploma. • To establish healthy and appropriate relationships with students, parents, colleagues and the community in order to facilitate success for all students. • To stay abreast of current trends in education to best meet the needs of all students and prepare them for a successful future in an ever-evolving technological world. Responsibilities, Duties, & Expectations: • Participates in daily and long-range lesson planning, preparation and implementation under the direction of classroom teachers and administration. • Conducts quality learning experiences with small groups of children and sometimes individual students. • Assists the teacher in the preparation and duplication of instructional materials and parent correspondence • Guides children in working and playing harmoniously • Assists in maintenance of student portfolios and classroom records in accordance with applicable laws, policies, and regulations. • Assists the teacher in maintaining neat and orderly work and study areas • Collects and displays suitable material for educational displays • Participates in appropriate training and meetings, as assigned • Administers, scores, and records student assessments and assignments • Operates and cares for equipment used in the classroom for instructional purposes • Assists with the collection of records and money • Assists with lunch, snacks, and cleanup routines • Alerts the teacher(s) to any problems or special information about individual students • Assists the teacher in attending to the physical, health and safety needs of the students • Serves as the chief source of help and information to any substitute teacher assigned in the absence of the teacher of record. • Maintains a high level of ethical behavior and confidentiality of information about students, staff and school related business • Accompanies the students and teacher when they attend special functions or take field trips • Performs all other duties as assigned by the teacher and/or school administration Evaluation and Measurement of Performance: Classified Evaluation Form -Instructional Staff Terms of Employment: Ten Months; full benefits package offered with full-time employment.

Primary Role: The ideal candidate is will work with students and perform additional tasks to support teachers in providing a comprehensive educational program. The TMSA Charter Schools teacher's assistant is industrious, cooperative and knowledgeable about education best practices and child development. Qualifications: High school diploma Associate's degree in education or related field Relevant experience in an educational or childcare setting: 1 yr. Certified in child first aid and CPR (plus) Skills, Duties, and Responsibilities: Prepare materials for lessons, demonstrations, and bulletin boards Operate equipment including computers, printers, and photocopiers Ensure students have all materials necessary for class activities Work with students individually or in small groups for extension or remediation Provide extra help as needed to students with physical, mental, or linguistic limitations Maintain detailed records of students' progress on instructional or behavioral goals Supervise bus loading and unloading or car rider drop-off and pick-up Grade assignments and record results in the school computer system Support students with assistive devices and supportive technologies Adhere to accommodations in students' IEPs and 504 plans Enforce TMSA Charter Schools rules and policies Participate in parent-teacher conferences as requested by the teacher

Teacher Assistant- Behavior Support Term of Employment: Full-Time; Full Benefits; 10 months Reports To: Principal Pay Information: Salary Grade 56 General Statement of Job An employee in this class provides support to the teacher in the classroom management of students. A wide variety of tasks are performed to support the teacher in the teaching-learning and classroom management process for students. The work is directed by specific instructions, precedents and established policy. The Behavior Support Teacher Assistant will use established strategies to promote positive behavior, prevent disruptions, and provide support for students who may be facing behavioral difficulties. The work is performed under the limited supervision of the teacher and/or principal. Essential Job Functions Planning/organizing the Behavioral Program The behavioral assistant aids the Liaison with planning and organizing behavioral interventions, developing classroom procedures and preparing necessary materials Implementing the Behavioral Program The behavioral assistant maintains awareness of goals and objectives in helping to implement the planned program and assists in the evaluation of its outcomes Clerical/Technical The behavioral assistant demonstrates clerical and technical skills necessary to assist with the implementation of the program Professional Behavior The behavioral assistant is involved in the total Behavioral Support Program and maintains positive behavior towards students, parents, administration and staff Public Relations The behavioral assistant conducts self as a positive role model, communicates the needs of students, and works to facilitate the accomplishment of the Behavioral Support Program Performs other duties as deemed appropriate and assigned by the supervisor Knowledge, Skills and Abilities Working knowledge of effective methods of dealing with children Working knowledge of the core subjects at the grade level to which employment assignment is made Some knowledge of the school organization and its community Working knowledge of expected behavior of children, that is, basic characteristics of ages and stages Skill necessary to operate classroom based technology and standard office equipment Skill to make learning aids which will strengthen lesson plans Ability to comprehend the purpose of teacher-designed strategies as a fulfillment of the instructional objective Ability to discern significant student behavior and refer this to the supervisor Ability to impart information to the child's level of comprehension Ability to apply impartially and consistently proper methods of recognition, reward, and correction Ability to solve independently most minor problems Ability to follow minimally detailed written and oral instructions without constant supervision Ability to record and store data accurately Ability to maintain confidentiality of student information Interpersonal skills necessary to work cooperatively and effectively with individuals and groups Minimum Training and Experience Associates Degree (or higher) required; or a minimum of 48 semester hours college-level coursework Prior experience in instruction and/or supervision of students Minimum Qualifications or Standards Required to Perform Essential Job Functions Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive 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. 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. Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

REPORTS TO: CCS Head of School 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 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. 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. 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. 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. 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. 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. 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. 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. TRAINING AND EXPERIENCE Minimum of Bachelor's degree from regionally accredited college/university, fully licensed in education (preferred) 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. 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.

Concord Academy is seeking Upper School teachers for grades 9th - 12th for the 2025-2026 school year. Applicants must possess strong written and verbal communication skills and be qualified to teach one or more relevant subject areas. Applicants must have strong interpersonal skills and work well within a grade-level team. Creativity, organizational proficiency, and basic computer skills are necessary, along with a willingness to be trained in School Information System processes unique to Concord Academy.