Title I Instructional Support Specialist

Charlotte-Mecklenburg Schools

Charlotte (NC)

On-site

USD 18,000 - 23,000

Full time

14 days+

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Job summary

Charlotte-Mecklenburg Schools is seeking an Instructional Associate to support teachers and students by assisting in small groups or one-on-one to reinforce instruction and monitor progress. The role operates under supervision and aligns with school policies to create a conducive learning environment.

The position requires collaboration with expanded impact teachers, adaptability to diverse learners, and duties across classrooms, halls, and transportation to and from school.

Qualifications

  • Associate's degree or 48 college credits required.
  • WorkKeys and 96 hours of in-service training required.
  • Completion of NC DOL Teacher Assistant Apprenticeship Program preferred.

Responsibilities

  • Assist children individually or in small groups to help them master assignments and reinforce learning concepts.
  • Collaborate with EIT(s) to address each student’s needs.
  • Supervise students in classrooms, halls, cafeterias, and on field trips.
  • Instruct and monitor students in use and care of equipment and materials.
  • Prepare lesson materials and classroom displays.
  • Participate in daily transportation duties involving arrival and departure.

Skills

Curriculum knowledge
Learning styles understanding
Communication
Collaboration with EITs
Classroom management

Education

Associate degree
48 college credits
WorkKeys assessment
DOL Teacher Assistant Apprenticeship

Job description

Charlotte-Mecklenburg Schools is seeking an Instructional Associate to support teachers and students by assisting in small groups or one-on-one to reinforce instruction and monitor progress. The role operates under supervision and aligns with school policies to create a conducive learning environment.

The position requires collaboration with expanded impact teachers, adaptability to diverse learners, and duties across classrooms, halls, and transportation to and from school.

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