Elementary Education Teacher

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

Job summary

Young World Physical Education in Norwood, NC is hiring a full-time Teacher for a 10-month term. The selected candidate will provide a range of teaching services to help students develop essential skills and knowledge according to their abilities.

The role includes developing lesson plans, managing classroom activities, and evaluating student progress consistently. Candidates must hold an NC Teaching License and demonstrate effective classroom leadership and communication skills.

Qualifications

• NC Teaching License in appropriate subject area or qualifications to obtain a NC teaching license.
• Ability to manage a classroom effectively and communicate with diverse stakeholders.
• Experience developing lesson plans that cater to all learners' needs.

Responsibilities

• Develops lesson plans and instructional materials providing effective teaching strategies.
• Maintains effective classroom management and addresses learning and behavior issues.
• Evaluates student accomplishments using multiple assessment methods and provides feedback.

Skills

Classroom management

Effective communication

Lesson planning

Differentiated instruction

Education

NC Teaching License

Job description

Job Title

Position Title: Teacher

Term of Employment: Full Time; 10 Months

Reports To: Principal

Pay Information: State Salary Scale + local supplement

General Statement of Job

Performs difficult professional work providing a broad range of teaching services or a 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.
• Understands developmental appropriateness of materials and differentiates instruction to meet the needs of all learners.
• Evaluates accomplishments of students on a regular basis using multiple assessment methods and provides progress and interim reports for feedback.
• Communicates with parents in a timely manner and 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, and 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, conferences, and staff, department, curricular development and committee meetings 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

• 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

• 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 appreciating differences and valuing contributions.
• Adapts teaching for the benefit of students with special needs by collaborating with specialists.
• Works collaboratively with families and significant adults in the lives of their students to improve communication and collaboration between the school, home, and community.

Standard III: Teachers Know the Content They Teach

• 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 the 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

• 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

• 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 qualifications to obtain a NC teaching license.

Minimum Qualifications or Standards Required to Perform Essential Job Functions

• Physical Requirements: Regular standing and walking around the classroom and school; ability to communicate effectively using speech, vision, and hearing; use hands for simple grasping and fine manipulations; ability to bend, squat, reach, and lift, carry, push, or pull light weights (rarely over 30 pounds); occasional handling of biohazards or risks for potential injury; occasional driving of automotive equipment.
• Data Conception: Ability to compare and/or judge the readily observable, functional, structural or composite characteristics of data, people or things.
• Interpersonal Communication: Ability to speak and/or signal people to convey or exchange information; includes receiving instructions, assignments, or directions to subordinates or assistants.
• Language Ability: Ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc.; prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc.; speak before groups of people with poise, voice control, and confidence.
• Intelligence: Ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; interpret technical instructions in mathematical or diagrammatic form; handle abstract and concrete variables.
• Verbal Aptitude: Ability to record and deliver information, explain procedures, give oral and written instructions; communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology.
• Numerical Aptitude: Ability to utilize mathematical formulas; add, subtract, multiply, divide; use decimals and percentages; apply principles of descriptive statistics, statistical inference, and statistical theory.
• Form/Spatial Aptitude: Ability to inspect items for proper length, width and shape.
• Motor Coordination: Ability to coordinate hands and eyes rapidly and accurately when using office equipment.
• Manual Dexterity: Ability to handle a variety of items such as office equipment and hand tools with minimal levels of eye/hand/foot coordination.
• Interpersonal Temperament: Ability to deal with people beyond giving and receiving instructions; adaptability to performing under stress and in emergency situations.
• Physical Communication: Ability to talk and hear; 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.