Second Grade Teacher

Young World Physical Education; Norlina (NC); On-site; USD 45,756 - 62,440; Full time

Job summary

Young World Physical Education is seeking a full-time Elementary Teacher for Second Grade in Norlina, North Carolina. The role involves planning and delivering effective lessons, managing classroom dynamics, and assessing student performance.

The ideal candidate will hold a degree in education and possess strong organizational and communication skills. The position offers a monthly salary range of $4,100 to $5,595, along with opportunities for professional growth.

Qualifications

• Ability to motivate students and maintain discipline in class.
• Excellent interpersonal communication skills.
• Proficiency in instructional monitoring and feedback.

Responsibilities

• Plan and present instructional activities for effective learning.
• Manage student behavior and maintain a productive classroom environment.
• Assess student performance and provide feedback for improvement.

Skills

Classroom management

Instructional planning

Student assessment

Communication

Interpersonal skills

Behavior management

Education

Degree in education or related area

Tools

Computers

Office equipment

Job description

Job Description

Elementary Teacher (Second Grade)

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. 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. Management of Student Behavior: The teacher has established a set of rules and procedures that govern routine administrative matters; governs student verbal participation, talk during different types of activities—whole‑class instruction, small group instruction, etc.; governs 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. 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 comprehension but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; ensures assignments are clear; summarizes the main points of the lesson at the end.

D. 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 assess student progress; poses questions clearly and one at a time.

E. 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. Facilitating Instruction: The teacher has an instructional plan compatible with the school and system‑wide curricular goals; uses diagnostic information from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records documenting student performance; aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; utilizes available human and material resources to support the instructional program.

G. Interacting Within the Educational Environment: The teacher treats all students fairly and equitably; interacts effectively with students, co‑workers, parents, and community.

H. Performing Non‑Instructional Duties: The teacher carries out non‑instructional duties as assigned and/or as needed; 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 the 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 a variety of technical or professional languages including medical, legal, and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and apply 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 when 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; must be able to communicate via telephone.

Knowledge, Skills and Abilities

Ability to constantly monitor the safety and well‑being of students, particularly when a student participates 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 needed by work assignments.

Job Requirements

Position Type: Full‑Time

Salary: $4,100 to $5,595 Per Month

Contact Information

• Dr. Jackie Hargrove, Principal
• Northside Elementary School
• Phone: 252‑456‑2656
• Email: [e-mail]