Third Grade Teacher of Distinction

Thomasville Primary School

Thomasville (NC)

On-site

USD 48,000 - 60,000

Full time

14 days+

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Job summary

Thomasville Primary School in Thomasville, North Carolina is seeking a Third Grade Teacher of Distinction to plan, deliver, and refine instruction to support student learning and development. Under supervision of school leadership or an MCL, the role includes 1-2 formal instructional leadership duties and close collaboration with a team to review progress and adapt strategies.

The position requires a NC teaching license, a track record of high-progress outcomes, and commitment to engaging,

Qualifications

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.
At least 2 years of prior teaching experience with 1 year demonstrated evidence of high-progress student outcomes in relevant subjects.
Evidence of initiative and leadership.
Technology proficiency and knowledge of digital learning may be required for certain assignments.

Responsibilities

Plan, prepare and deliver instruction and monitor student progress to determine instructional needs.
Review student progress with leadership and adjust instruction to ensure high progress and enriched learning.
Collaborate with a team of teachers and staff to support student learning.
Informally mentor & lead peers in instructional planning and differentiation.
Participate in professional development opportunities at school, in the district, and for the program.

Education

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

Job description

Thomasville City Schools Thomasville Primary School - Thomasville, North Carolina Open in Google Maps

Third Grade Teacher of Distinction

Thomasville City Schools Thomasville Primary School - Thomasville, North Carolina Open in Google Maps

Job Details

Job ID: 5866130

Application Deadline: Posted until filled

Posted: Aug 03, 2026 4:00 AM (UTC)

Starting Date: Aug 12, 2026

Job Description

Two Years of Testing Data Must be Submitted with your Application

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.

Summary: Under the supervision and support of school leadership or a Multi-Classroom Leader (MCL), the Teacher of Distinction expands their reach to impact more students by accomplishing 1-2 formal instructional leadership responsibilities, above that of a typical teacher position, listed in the Essential Duties section below.

The Teacher of Distinction is responsible for planning, preparing and delivering instruction and monitoring student progress to determine instructional needs.

The Teacher of Distinction works closely and collaboratively with a team of teachers and other staff members to review student progress and change instruction to ensure high-progress and enriched learning for every child. Note: Coaching other teachers is not an option in this role.

Essential Duties: (These duties represent a sample and may vary by position.)

Planning and Preparation

Set high expectations of achievement that are ambitious and measurable for students
Plan backward to align all lessons, activities and assessments in designated subject(s)
Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interest of individual students).
Design assessments that accurately assess student progress. Certain assignments may require designing digital assessments.

Classroom Environment

Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable.
Create physical classroom environments conducive to collaborative and individual learning.
Establish a culture of respect, enthusiasm and rapport.

Instruction

Hold students accountable for ambitious, measurable standards of academic achievement.
Identify and address social, emotional and behavioral learning needs and barriers of individual students.
Identify and address developmental or organizational and time-management skills of individual students.
Invest students in their learning using a variety of influence techniques.
Incorporate questioning and discussion in student learning.
Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs. Provide tutor(s) or teacher associate(s) with student groupings and instructional assignments for follow-up in small groups. Certain assignments may require the use of digital instruction.
Monitor and analyze student assessment data to inform enriched instruction. Certain assignments may require proficiency in monitoring and analyzing digital assessments.
Communicate with students and keep them informed of their progress.

Professional Responsibilities

Maintain high growth with students assigned to Teacher of Distinction and/or team.
Informally mentor & lead peers, especially in instructional planning and differentiating instruction.
Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
Maintain regular communication with families and work collaboratively with them to design learning both at home and at school and to encourage a home life conducive to learning success.
Collaborate with other teachers and staff responsible for the same students’ learning and development.
Participate in professional development opportunities at school, in the district, and for the program.

Additional Formal Instructional Responsibility options

Tier 1 - student focused (must choose at least 1)
- Teach 25-35% more students (class or team)
- Lead PLC
Tier 2 - teacher focused
- Serve as model classroom for other teachers to observe
- Peer Evaluator
- Beginning Teacher Mentor
- Committee Lead (ILT, SLT)
- Lead PD
- IEP Liaison
- MTSS

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.
At least 2 years of prior teaching experience with 1 year demonstrated evidence of high-progress student outcomes in relevant subjects.
Evidence of initiative and leadership.
Technology proficiency and knowledge of digital learning may be required for certain assignments.

ADDITIONAL JOB FUNCTIONS

Performs other related work as required.

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 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 variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude:

Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the 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 in 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: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

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 Requirements