8th Grade Math Teacher

Young World Physical Education

Stanley (NC)

On-site

USD 332,010 - 449,190

Full time

14 days+

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Job summary

Community Charter School in Stanley, North Carolina is seeking an 8th Grade Math Teacher. Immediate start, full-time position with responsibility to plan and deliver engaging math instruction and manage classroom behavior.

Qualifications include a Bachelor’s in Education and licensing; duties include supervising staff, coordinating with assistants, and maintaining student progress records. Competitive benefits may apply.

Qualifications

Bachelor’s degree in Education required or preferred.
Ability to manage classroom behavior and create engaging lessons.
Strong communication with students, parents and staff.
Experience with standard instructional pacing and assessment.

Responsibilities

Plan, organize and present instruction that supports learning goals.
Maintain clear rules and procedures for behavior and participation.
Deliver instruction at a brisk but understandable pace with transitions.
Monitor student progress using work products and questioning.
Provide timely feedback on in-class and out-of-class work.

Skills

Classroom management

Student engagement

Communication

Instructional pacing

Education

Bachelor’s degree in Education

Job description

8th Grade Math Teacher

Community Charter School, Stanley, North Carolina

Job Details

Job ID: 5832173

Application Deadline: Posted until filled

Posted: Jul 14, 2026 4:00 AM (UTC)

Starting Date: Immediately

Position Type: Full-Time

Salary: $35,000 Per Month

Job Description

Reports 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.

Contact Information