8th Grade ELA (Language Arts)

Young World Physical Education; Stanley (NC); On-site; USD 40,000 - 55,000; Full time

Job summary

Young World Physical Education in Stanley, North Carolina, is seeking a dedicated 8th Grade ELA Teacher. This full-time position involves planning and presenting lessons, managing student behavior, and interacting effectively with students and parents.

The ideal candidate holds a Bachelor's degree in education, is fully licensed, and has a passion for motivating students while maintaining an organized classroom environment. Immediate start available, with responsibilities including monitoring student performance and adhering to educational standards.

Qualifications

• Minimum of Bachelor’s degree from a regionally accredited college/university, fully licensed in education (preferred).
• Must be able to use various classroom tools and equipment.
• Physical requirements are consistent with those for light work.

Responsibilities

• Plan and present instruction to help students learn subject matter.
• Manage instructional time and student behavior effectively.
• Provide feedback on student performance and maintain accurate records.

Skills

Ability to motivate students

Ability to maintain order and discipline

Ability to establish effective working relationships

Ability to monitor safety and well-being of students

Education

Bachelor’s degree in education

Job description

8th Grade ELA (Language Arts)

Community Charter School, Stanley, North Carolina

Job Details

Job ID: 5797347

Application Deadline: Posted until filled

Posted: Jun 23, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

Report to: CPC 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.

Position Type

Full‑Time

Job Categories

Classroom Teacher > Middle Grades