Teacher Jobs in Newton, NC

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.

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

Telra Institute is a charter school in Charlotte, NC focused on advanced learning. We are assembling a high-performing team to work in a novel educational model with a culture that values education and esteems educators. Candidates will find a supportive environment and opportunities to excel professionally, intellectually, and financially. As a sought-after employer, we prize top talent that wants to work with other top talent. Telra is growing and we are looking for specialist positions to teach students in grades 4-10 with opportunities to teach content from upper elementary level up to college level). Teachers are responsible for driving learning and teaching within their own class and within the grade while collaboratively working with their department. Part time and hybrid opportunities available. Who are we looking for? Motivators who bring joy, love, and laughter to teachers and students. Reflective practitioners who lead with culture and drive with data to personalize learning for all students. Responsive leaders of students. Problem solvers who see solutions to problems. Data geeks who analyze data and loop back to next steps. Communicators who value the triad of student, school, and family and go above and beyond to work in partnership. Lifelong learners eager to take on the challenge of building a young school and comfortable working in a fast-paced culture. What does Telra offer? Explicit, systematic, cumulative approach to developing teachers through: Opportunity to work with an empowered, focused, and nimble leadership and instructional leadership team with a novel “no limits” vision for public education. Community of students and parents who are “bought in” to a culture of learning and show a strong appreciation for education. Coaching and professional development to hone your direct instructional skills, content knowledge, and technical proficiency. A strong school culture of improvement with a high-frequency cycle of observation-feedback-coaching plus data-driven instruction. Professional development on gifted education, differentiation through Personal Learning Pathways, collaborative teaching, and Telra's unique curriculum and assessment model. Essential Responsibilities Work collaboratively with Grade Level or Department team Attend and participate in weekly/monthly staff meetings Teach whole-class and lead smaller group instruction using a knowledge-rich, conceptual accelerated curriculum. Inspire intellectual curiosity and love of learning that results in all students exceeding a years' worth of academic growth. Collaborate and use data to create Personal Learning Pathways for students, and continually monitor progress towards targets, adjusting instruction as required. Work collaboratively across grades and within grade levels to teach students of a variety of ages/grades and abilities throughout the day. Actively participate in professional development with Instructional Leadership Team including practicing instructional delivery with peers prior to delivery with students, real time feedback during instruction, analysis of data to monitor student Personal Learning Pathways Be an active participant in creating and maintaining a positive school culture for colleagues, students and families. Use regular ‘touch points' to foster and maintain relationships with students, and parents, to leverage accelerated academic outcomes. Be an active participant in a new, exciting team that removes glass ceilings and raises the floor of attainment. Education and Qualifications Required Bachelor's degree in Education or another field relevant to the teaching subject (e.g., engineering degree for a math teacher) High drive and passion for working with students, being part of an exciting new approach to accelerating learning for all students The motivation to seek out new learning opportunities to grow and to share learning with peers Preferred Initial or continuing professional license, and/or desire to obtain one Previous classroom experience as a teacher, TA, or (for early tenure teachers) as a student teacher Characteristics and capabilities of an ideal applicant Attitude Demonstrate knowledge about and passion for advanced learners and their education (in gifted programs or other rigorous courses of study) Be humble and open to innovate in educational delivery with a commitment to continuous improvement Commit to a culture of teamwork, transparency, high expectations Have an attitude that is positive, thoughtful, passionate, articulate, motivating, and empowering with students and team members Be a highly collaborative, results-oriented, adaptable, and problem-solving self-starter Professionalism Demonstrate comfort with multi-tasking and energizing a team to execute Display excellent written and verbal communication skills with students, colleagues, and other stakeholders Be responsive and able to set and achieve audacious goals Have high standards of professionalism for self and others Technical literacy Be computer savvy, with proficiency in the Microsoft suite Be comfortable using technology for data analysis, instruction, and collaboration

It's Cove Academy's desire to create an atmosphere for age appropriate learning with an emphasis on and teaching of Biblical principles. We aim for an environment that is loving, fun, and safe for all children. We partner with parents through great communication in introducing our children to Jesus and watch them grow as we celebrate God moving in their lives. Competencies / Skills DNA Carrier: Vision Caster and Cultural Carrier of the mission and vision of The Cove Church Collaborator: Ability to generate feedback and input to accomplish goals and objectives A team player: Works well with a team and within the organizational structure Communicator: Excellent communication skills Multi-tasker: Demonstrated organizational skills Primary Responsibilities Create and maintain a calm, safe and healthy enviroment for children Create an atmosphere for age appropriate learning, with teaching Biblical principles Follow policies and procedures defined by the Cove Kids handbook. Oversee day-to-day classroom activities as needed; including structured lessons, free play, bathroom breaks, lunch time, and rest time for children Ensure children are learning positive behaviors and providing guidance or approved discipline, as needed Ensure a safe and clean environment by regular handwashing, sanitizing toys, and cleaning the space Personal Responsibilities Live a life worthy of the calling as taught in Ephesians 4 Demonstrated follower of Jesus Christ as described in 1 Timothy Develop personal evangelism opportunities within and outside of the church

We are seeking a great communicator with excellent interpersonal skills for the role of STEM teacher. The STEM teacher will be responsible for developing learning activities and hands-on material, tending to individual student needs, and communicating regularly with parents. To ensure success as a STEM teacher, candidates should have a strong quantitative background, demonstrate empathy, and have good written and verbal communication skills. Ultimately, a top-notch STEM teacher will have excellent classroom management abilities and engage students with the subject matter. STEM Teacher Responsibilities: Developing STEM curricula. Planning daily lessons. Adopting a data-driven attitude towards measuring learner progress. Developing STEM learning activities and hands-on material for classes. Attending to individual student needs. Demonstrating an awareness of different student backgrounds and cultures. Communicating regularly with parents. Providing extra support to students who need it. Monitoring student growth to identify strengths and areas for improvement. Providing regular feedback to students. STEM Teacher Requirements State teaching license in the relevant field. Knowledge of STEM best practices. Empathy and great interpersonal skills. Excellent written and verbal communication. Proficiency with basic computer software such as Word and Excel. Previous experience as a STEM teacher will be advantageous. Good classroom management skills. View all jobs at this company

After School Care - Denver Campus Report to: BASC/ASC Director Seeking Part Time After School Program Staff Members In search of adult staff members for our After School Program. Looking to staff Monday through Friday afternoons from 2:30 pm to 6:00 pm. These staff positions would be working with our entire After School student population, with a good portion of each day leading a dedicated age group. Looking for the following qualities and experience. Experience in working with elementary and/or middle school age children. Ability to lead a group of children. Ability to work with and guide our high school staff as well as high school volunteers. Ability to adapt and keep children active. Possess organizational skills in helping to guide and handle daily planned activities. Possess a positive approach in dealing with students, parents, and co-workers. A great perk to this position is that your own school age kiddos are welcome to attend our After School Program complimentary!

Are you currently working in an Education setting passionate about making a difference in children's lives? Maybe you're working for the Department of Education or a Private School as a teacher, teacher's assistant, or paraprofessional and looking for some additional work? Channel that passion into a career that aligns with your skills and expertise. Join us in the Applied Behavior Analysis (ABA) field, where your knack for working with children can bring about genuine change for those with Autism. Be a vital part of a community dedicated to enhancing lives. Perks: Great opportunity for anyone in Education or related fields, as many positions offer afternoon or evening hours. Great role for Teachers, Teachers Assistants, and Paraprofessionals! Enjoy job security and advancement opportunities in the thriving ABA industry. Experience flexibility and autonomy in your schedule. Receive competitive compensation. Ideal for those seeking part-time positions. A fantastic entry point into the field of psychology, providing valuable real-world experience. No prior ABA experience needed; we provide comprehensive training. Responsibilities: Provide one-on-one ABA services to clients, using evidence-based interventions supporting independence and positive behavior. Serve as an integral member of our clinical team, responsible for the direct implementation of skill-building and care plans. Record session data accurately using electronic devices. Foster a positive learning environment for clients and connect with families. Collaborate with families and BCBA Supervisor(s) to enhance treatment effectiveness. Qualifications: High school diploma or equivalent. Willingness to learn and passionate about making a difference for children with Autism. Patience, compassion, and the ability to maintain a calm demeanor in challenging situations. Need to Know: Services will be provided in clients' homes or in community-based locations. All positions start off part-time. Required to take the 40-hour Registered Behavior Technician course. Looking to hire candidates who are willing to make a 6-month commitment to change our clients lives. Ready to leverage your educational skills to help more children? Apply today, join our team, and let your skills in the classroom make a positive impact on the lives of children with Autism. #Indeed

Job Details Yadkin Family YMCA - Yadkinville, NC Seasonal $25.00 - $25.00 Hourly VariableDescription Are you a Cause-Driven Leader with a passion for Youth Development? The 21st Century Certified Teacher is responsible for leading a group of up to ten elementary school children in an interactive, curriculum-based tutoring atmosphere. The teacher must be certified in reading, math, science, technology, physical education or other electives offered at the schools served and must be familiar with North Carolina Common Core Standard of Study. The teacher must be flexible, reliable, and a good role model and will be responsible for the safety and well-being of the children. Enthusiastic personality is a plus! Schedule is Monday through Thursday, up to 2.5 hours a day depending on tutoring schedule, with meetings and event coverage on select nights and weekends. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Builds effective, authentic relationships with students; helps them connect with academic material, each other and the YMCA. Engages students in standard based review, provides academic support, assessment and intervention. Reports to curriculum coordinator regarding curriculum materials. Completes quarterly progress reports; connects with parents regarding student progress. Attends staff meetings and training as scheduled. Follows all YMCA policies, rules, regulations and procedures, including emergency and safety procedures and uniform policy. Ensures that the curriculum is followed, materials are organized and that all supplies are put away daily. Reports damaged equipment. Other responsibilities as needed. Qualifications NC Teaching Certification Bachelor's Degree (BA / BS) from a four-year college or university and one to two years related experience or training Experience working with children and a diverse community Strong written and verbal communication skills Ability to communicate in Spanish preferred CPR and First Aid Certifications preferred

GENERAL STATEMENT OF JOB 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 Individual Education Program in classroom settings that are compatible with the student's age and developmental level. The EC teacher is responsible for developing lesson plans, adapting materials and designing activities to assist EC students 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. Reports to principal. SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS * Develops and implements an instructional plan which is compatible with the school and system-wide curricular goals and the students' Individual Education Program. * Is responsible for the development of Individual Education Programs (IEP) 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 care-givers, 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, interacts effectively with students, co-workers, parents, and community. * 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 special education, and certification in at least one area of disability 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.

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.

Reports to: CCS Head of School Supervises: May coordinate and direct the activities of Instructional Partners Job Goals: 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 Individual Education Program in classroom settings that are compatible with the student's age and developmental level. The EC teacher is responsible for developing lesson plans, adapting materials and designing activities to assist EC students 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. Qualifications: Degree in special education, and certification in at least one area of disability as a teacher by the North Carolina Department of Public Instruction Performance and Responsibilities: Develops and implements an instructional plan which is compatible with the school and system-wide curricular goals and the students' Individual Education Program Is responsible for the development of Individual Education Programs (IEP) 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 care-givers, school support professionals, and parents to better understand and meet student needs Knowledge and Skills: Ability to constantly monitor the safety and wellbeing 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 Minimum Qualifications or Standards Required to Perform Essential Job Functions: Physical Requirements : 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 Term of Employment: 10 Months, unless otherwise specified.

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.

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

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.

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.

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.

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.

Wilkes County Schools provides a robust variety of state and local benefit offerings that include but are not limited to health insurance, annual leave, sick leave, holiday pay, dental insurance, vision insurance, life insurance, state pension plan, and other ancillary benefits. Benefit eligibility is determined by job status and percentage of employment. In addition, Wilkes County Schools offers a local salary supplement of 5%. NATURE OF WORK 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. DUTIES AND RESPONSIBILITIES Provides learning experiences and teaches the course of study prescribed by the District approved curriculum. Develops and uses instructional materials suitable for verbal and/or visual instruction of students with a wide range of mental, physical and emotional maturity. Provides individual and group instruction designed to meet individual needs and motivate students. Establishes and maintains standards of student control required to achieve effective participation in all activities. Evaluates academic and social growth of students and keeps appropriate records. Provides appropriate instruction and activities for students to meet school/district policies, goals, and objectives. Communicates with parents through a variety of means. Holds parent conferences to discuss the individual student's progress and interprets the school program. Identifies student needs and cooperates with other professional staff members in assessing and helping students solve health, attitude and learning problems. Creates an effective environment for learning through functional and attractive displays such as bulletin boards, interest centers, etc. Maintains professional competence through in-service education activities provided by the district and/or professional growth activities and university courses. Participates cooperatively with the appropriate administrator to develop the method by which s/he will be evaluated in conformance with district guidelines. Selects and requisitions instructional materials; maintains inventory records. Cooperates in school-wide supervision of students during out-of-classroom activities. Participates in faculty and/or district committees and the sponsorship of student activities. Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE Bachelor's degree including all courses to meet credential requirements. Valid North Carolina license in the grade levels and areas assigned. ESSENTIAL JOB FUNCTIONS Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, equipment for children, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things. Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors. Requires the ability to ready a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc. using prescribed format. 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, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal and counseling terminology. 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. Requires the ability to talk and hear. KNOWLEDGE, SKILLS AND ABILITIES Ability to manage instructional time. Ability to manage student behavior. Ability to consult with parents, teachers and the community to enhance the learning of students. Ability to monitor student performance. Ability to interact within the educational environment. Ability to perform non-instructional duties as assigned. REPORTS TO: Principal FSLA STATUS: Exempt 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.

Special Education Teacher Job Description About Us: Did you know that in January 2023, Cherokee Charter Academy was named a “School of Distinction†for outperforming the local traditional public schools in Cherokee County? Would you be interested in joining our team of teachers who have the freedom and autonomy of teaching a rigorous curriculum in a supportive environment? Come join us in our fourth school year as we continue to grow and develop our award-winning public charter school with high academic and behavior expectations. We at Cherokee Charter Academy are committed to developing the next generation of American citizens with the skills to be critical thinkers and have the character traits to excel. We are adding one grade level per year and will be serving students in 4K through 8th grade next school year. In the near future, we will also be applying for expansion of our charter to serve students in high school beginning in the 23-24 school year. We are looking for talented individuals who build productive relationships and can grow all students to academic excellence. We have a competitive benefits package including the South Carolina PEBA benefits offered along with up to a 4% matching 401K retirement plan. Spaces are limited, so apply to join our team today! Main Job Tasks, Duties, and Responsibilities: · Plan, prepare and deliver instructional activities that facilitate active learning experiences with Core Knowledge, Eureka, and Core Virtues Curriculum in a small group setting and/or classroom push-in · Update all necessary records accurately and completely as required by law, district policies, and school regulations · Construct IEP and/or 504 documents in collaboration with team members · Schedule and participate in committee on special education meetings with Director of Special Education · Maintain a positive classroom environment that is conducive to learning · Administer school-wide assessments and use data to inform instruction · Identify and select instructional resources and methods to meet students' varying needs · Use relevant educational and/or assistive technology to support instruction · Observe and evaluate student's performance and development · Maintain accurate and complete records of students' progress toward goals and development · Appropriately manage student behavior in the classroom and establish positive relationships · Participate in department and school meetings, parent meetings, and professional development · Communicate necessary information regularly to students, colleagues, and parents regarding student progress and student needs · Adhere to CCA school policies and procedures · Work collaboratively with classroom assistants and the Director of Special Education as needed · Maintain professionalism in the workplace Job Skills & Requirements: · Bachelor's degree in special education, literacy, or related field · South Carolina State Certification (Special Education) Preferred Qualifications: Master's degree in special education or related field; Experience with Northwest Evaluation Association (NWEA) Application Directions: Please send a cover letter, resume, and a list of three professional references to schooldirector@cherokee.education. View all jobs at this company