TEACHER - EC Adapted Curriculum (332048)

Young World Physical Education; Louisburg (NC); On-site; USD 40,000 - 60,000; Full time

Job summary

Young World Physical Education seeks a dedicated full-time teacher for the EC Adapted Curriculum at Franklin County Schools Louisburg Elementary. The role involves planning, organizing, and presenting lessons to facilitate student learning and developmental needs. The ideal candidate should possess a degree in education or a related field and demonstrate strong classroom management and communication skills.

Responsibilities include supervising teacher assistants, maintaining classroom discipline, and providing tailored instructional support to students with varying needs.

Qualifications

• Able to create and present effective lesson plans.
• Experience with classroom management techniques.
• Skills in evaluating student performance.

Responsibilities

• Plan and deliver engaging lessons tailored to students' needs.
• Manage classroom behavior and maintain a productive learning environment.
• Provide feedback to students on their progress.

Skills

Classroom management

Instructional planning

Communication skills

Student assessment

Special needs education

Education

Degree in education or related field

Job description

TEACHER - EC Adapted Curriculum (332048)

Franklin County Schools Louisburg Elementary - Louisburg, North Carolina
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Job Details

• Job ID: 5785628
• Application Deadline: Posted until filled
• Posted: Jun 16, 2026 4:00 AM (UTC)
• Starting Date: Immediately

Position Type: Full-Time

Job Description

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 the handling of routine administrative matters; student verbal participation and talk during various activities; student movement during different types of instructional and non‑instructional activities; monitors the behavior of all students; stops inappropriate behavior promptly and consistently while maintaining 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 activity and specific learning objectives; speaks fluently; presents concepts and language understandable to the students; provides relevant examples and demonstrations; assigns tasks with a high rate of success; asks appropriate questions; conducts lesson at a brisk pace, slowing when necessary; makes transitions efficiently; summarizes the main points 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 performance; uses oral, written, and other work products to monitor progress; poses questions clearly and one at a time.

E. INSTRUCTIONAL FEEDBACK: Provides feedback on the correctness or incorrectness of in‑class work to encourage growth; gives prompt feedback on assigned out‑of‑class work; affirms correct oral responses appropriately; provides sustaining feedback after incorrect responses 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 school and system‑wide curricular goals; uses diagnostic information from tests and assessments to develop and revise objectives; maintains accurate records; aligns objectives, learning strategies, assessment, and student needs; utilizes human and material resources to support the program.

G. INTERACTING WITHIN THE EDUCATIONAL ENVIRONMENT: The teacher treats all students fairly and equitably; interacts effectively with students, co‑workers, parents, and the community.

H. PERFORMING NON‑INSTRUCTIONAL DUTIES: The teacher carries out non‑instructional duties as assigned or as needed; adheres to laws, policies, rules, and regulations; follows a professional development plan and demonstrates growth.

ADDITIONAL JOB FUNCTIONS: Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that qualifies 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; exert negligible force to lift, carry, push, pull or otherwise move objects; consistent with light work due to standing/walking.

Data Conception: Requires the ability to compare and/or judge observable, functional, structural, or composite characteristics 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 directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms; prepare correspondence, simple reports, forms, instructional materials using prescribed format.

Intelligence: Requires the ability to apply logical or scientific thinking; define problems, collect data, establish facts, draw conclusions; interpret technical instructions in mathematical or diagrammatic form.

Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, follow oral and written instructions; communicate effectively in various technical or professional languages.

Numerical Aptitude: Requires the ability to use mathematical formulas, addition, subtraction, multiplication, division; apply principles of descriptive statistics and inference.

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; minimal 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; adaptable to performing under stress and emergencies.

Physical Communication: Requires the ability to talk and hear; communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well‑being of students, particularly in inclusive activities.

Ability to motivate students.

Ability to maintain a clean and orderly environment; perform general clerical duties.

Ability to maintain order and discipline in the 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 necessitated by work assignments.

Contact Information

• Ashleigh Barnhart-Burto, Principal
• Louisburg Elementary
• Email: [e-mail]