Certified Middle School Math Teacher (NC 8th Grade Math, Math 1 & Math 2) SUGAR CREEK CHARTER SCHOOL INCCertified Middle School Math Teacher (NC 8th Grade Math, Math 1 & Math 2)Charlotte, NCCourses: NC 8th Grade Math, Math 1 & NC Math 2. Certification Required: North Carolina Math Certification (6–12) Position Overview We are seeking a passionate, student-centered Certified Math Teacher to teach NC Math 1 and NC Math 2 . Use multiple instructional strategies (direct instruction, collaborative learning, problem-based learning, and math discourse) to meet diverse student needs .
Teacher, 9-12 Math (Math 1 & Math 2 Honors) North Carolina Department of Public InstructionTeacher, 9-12 Math (Math 1 & Math 2 Honors)Charlotte, NCAct as test administrator for the North Carolina Test Program and fulfills requirements as designated in the North Carolina School Test Coordinator's Handbook, the Proctor's Guide for the North Carolina Testing Program and the North Carolina State Board of Education Policy GCS-A-010. The high school teacher, under moderate supervision, performs instructional work with limited decision-making discretion, providing leadership in the educational environment that encourages and nurtures learning for all students.
Master Teacher Leader/ Middle Grades Math/ (26-27) North Carolina Department of Public InstructionMaster Teacher Leader/ Middle Grades Math/ (26-27)Charlotte, NCThe position assumes a variety of roles in supporting math teachers, including, but not limited to: Mentor: supports individual or groups of math teachers in determining the best course of action to carry out specific instructional tasks and meet specific content objectives. Summary: The Master Teacher Leader - Middle Grades Math is a school-based teacher leader who helps foster the development and growth of middle school math teachers for the purpose of improving teacher efficacy and student learning and achievement.
MS Math Teacher Charter Schools USAMS Math TeacherCharlotte, NCAs a pioneer in the Charter school movement, CSUSA is one of the fastest-growing education management organizations in the United States, providing a wide variety of educational choices to over 82,000 students in more than 150 schools across Florida, South Carolina, North Carolina, and Louisiana. Overview: Charter Schools USA (CSUSA) is one of the largest and highest performing education management companies in the United States, proudly serving over 82,000 students in over 150 schools in four states.
Middle-HS Math Teacher Charter Schools USAMiddle-HS Math TeacherNCAs a pioneer in the Charter school movement, CSUSA is one of the fastest-growing education management organizations in the United States, providing a wide variety of educational choices to over 82,000 students in more than 150 schools across Florida, South Carolina, North Carolina, and Louisiana. Overview: Charter Schools USA (CSUSA) is one of the largest and highest performing education management companies in the United States, proudly serving over 82,000 students in over 150 schools in four states.
High School Math Teacher Union County Public SchoolsHigh School Math TeacherNCPosition Type: HS Teaching (Core) (Licensed Positions)/Math Teacher (Licensed Position). id='p16218_'>High School Math Teacher JobID: 16218.
Math Teacher Union County Public SchoolsMath TeacherNCPosition Type: HS Teaching (Core) (Licensed Positions)/Math Teacher (Licensed Position).   Additional Information: Show/Hide.
Middle School Math Teacher North Carolina Department of Public InstructionMiddle School Math TeacherCharlotte, NCUse multiple instructional strategies (direct instruction, collaborative learning, problem-based learning, and math discourse) to meet diverse student needs. Support students in developing conceptual understanding, procedural fluency, and real-world application.
2026-27 Middle School Math Teacher Union County Public Schools2026-27 Middle School Math TeacherNCPosition Type: Middle School Teacher (Licensed Positions)/Math (Licensed Position). id='p16280_'>2026-27 Middle School Math Teacher JobID: 16280.
Middle School Math Teacher Union County Public SchoolsMiddle School Math TeacherNCPosition Type: Middle School Teacher (Licensed Positions)/Math (Licensed Position). id='p16252_'>Middle School Math Teacher JobID: 16252.
6th Grade Math Teacher Union County Public Schools6th Grade Math TeacherNCPosition Type: Middle School Teacher (Licensed Positions)/Math (Licensed Position). id='p16281_'>6th Grade Math Teacher JobID: 16281.
HS Math Teacher - Denver Campus 2026-2027 North Carolina Department of Public InstructionHS Math Teacher - Denver Campus 2026-2027NCPlans and implements a program of instruction that adheres to the School's philosophy, goals and objectives as outlined in the adopted courses of study; Makes purposeful and appropriate lesson plans which provide for effective teaching strategies and maximizes time on task; Plans and implements a program of study designed to meet individual needs of students; Creates a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maintains Ed-line requirements, prepares interim reports, report cards and other documents as required; Prepares substitute folder containing appropriate information as requested by the Chief Administrator, Principal or Site Administrator; Curriculum Development. Keeps current in subject matter knowledge and is willing to share this knowledge for the continual improvement of the school's curriculum; Assists in the selection of books, equipment, and other instructional materials; Become acquainted with supplemental services beneficial to students as an extension of regular classroom activities; Classroom Management.
2026-2027 Math Teacher - Microschool North Carolina Department of Public Instruction2026-2027 Math Teacher - MicroschoolConcord, NCWork regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences offered by The Pearl, Cabarrus County Schools, and outside providers.
MS Math Teacher SUGAR CREEK CHARTER SCHOOL INCMS Math TeacherCharlotte, NCPosition Overview: Sugar Creek Charter School's mission is to eradicate generational poverty by providing a rigorous, college and career preparatory education for students from kindergarten through 12th grade, focusing on academic preparation, college and career readiness, and life skills for success. The ideal candidate will foster a deep understanding of mathematical concepts, implement engaging and rigorous instruction, and support the academic and social-emotional growth of all students.
DISTRICT ELEMENTARY MATH COACH North Carolina Department of Public InstructionDISTRICT ELEMENTARY MATH COACHSalisbury, NCThis position directly impacts instructional quality across the district by building the capacity of teachers and school-based coaches, ensuring consistent and effective math instruction for all students. The District Math Coach provides leadership and support to schools to strengthen mathematics instruction, improve student outcomes, and build teacher capacity across the district.
MATH TEACHER North Carolina Department of Public InstructionMATH TEACHERSalisbury, NCMajor Function: Facilitating Instruction The Teacher has an instructional plan which is compatible with the school and system curricular goals, uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks, maintains accurate records to document student performance, has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty, and uses available human and material resources to support the instructional program. Major Function: Management of Student Behavior The Teacher has established a set of rules and procedures that govern the handling of routine administrative matters, has established a set of rules and procedures that govern student verbal participation and talk during different types of activities (whole class instruction, small group instruction, etc.), and has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities.
2026-2027 Middle School Math Teacher North Carolina Department of Public Instruction2026-2027 Middle School Math TeacherConcord, NCWork regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session as required.
2026-2027 Middle Grades Math Teacher (6-9) Job Pool North Carolina Department of Public Instruction2026-2027 Middle Grades Math Teacher (6-9) Job PoolAlbemarle, NCIntelligence: 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. The Teacher: • 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.
2026-2027 Math Teacher North Carolina Department of Public Instruction2026-2027 Math TeacherNCWork regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session as required.
2026-2027 5th Grade Math Teacher North Carolina Department of Public Instruction2026-2027 5th Grade Math TeacherConcord, NCWork regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session as required.
2026-2027 Math Teacher 6-8 North Carolina Department of Public Instruction2026-2027 Math Teacher 6-8Concord, NCWork regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session as required.
RAC MATH TEACHER North Carolina Department of Public InstructionRAC MATH TEACHERSalisbury, NCThe Teacher: has established a set rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors that behavior of all students during whole-class, small groups, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintain the dignity of the student. The Teacher: Has an instructional plan which is compatible with the school and system curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.
Middle Grades Math Teacher 26-27 North Carolina Department of Public InstructionMiddle Grades Math Teacher 26-27Concord, NCWork regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session as required.
8th Grade Math Teacher North Carolina Department of Public Instruction8th Grade Math TeacherNCThe teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program. has established a set of rules and procedures that govern 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.
6TH GRADE MATH TEACHER North Carolina Department of Public Instruction6TH GRADE MATH TEACHERSalisbury, NCThe Teacher: has established a set rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors that behavior of all students during whole-class, small groups, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintain the dignity of the student. The Teacher: Has an instructional plan which is compatible with the school and system curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.
6-8 MATH TEACHER North Carolina Department of Public Instruction6-8 MATH TEACHERMocksville, NCThe teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program. has established a set of rules and procedures that govern 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.
26-27 4th Grade Math Teacher North Carolina Department of Public Instruction26-27 4th Grade Math TeacherConcord, NCWork regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. Keeps current in subject matter knowledge and learning theory; Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session as required.
MIDDLE SCHOOL MATH TEACHER North Carolina Department of Public InstructionMIDDLE SCHOOL MATH TEACHERSalisbury, NCThe Teacher: has established a set rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors that behavior of all students during whole-class, small groups, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintain the dignity of the student. The Teacher: Has an instructional plan which is compatible with the school and system curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.
Math Teacher North Carolina Department of Public InstructionMath TeacherAlbemarle, NCIntelligence: 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. The Teacher: 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.
Math Teacher - Middle School, 2026-2027 Academic Year North Carolina Department of Public InstructionMath Teacher - Middle School, 2026-2027 Academic YearConcord, NCPURPOSE 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. 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.
2026-2027 Math Teacher (9-12) Job Pool North Carolina Department of Public Instruction2026-2027 Math Teacher (9-12) Job PoolAlbemarle, NCIntelligence: 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. The Teacher: • 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.
8th grade Middle School Teacher (Math or ELA) Union County Public Schools8th grade Middle School Teacher (Math or ELA)NCPosition Type: Middle School Teacher (Licensed Positions)/Core Area Teacher (Math, Science, SS, ELA). id='p16209_'>8th grade Middle School Teacher (Math or ELA) JobID: 16209.
NewMath 7 Teacher Union County Public SchoolsMath 7 TeacherSun Valley, NCPosition Type: Middle School Teacher (Licensed Positions)/Math (Licensed Position). id='p16400_'>Math 7 Teacher JobID: 16400.
Teacher (Math) (8), East Lincoln Middle School North Carolina Department of Public InstructionTeacher (Math) (8), East Lincoln Middle SchoolNCGoal: To help each pupil develop competence in basic mathematical skills and an understanding of the structure of mathematics; to motivate each pupil to apply mathematical understanding and skills in the solution of practical problems; and to encourage pupils to develop their special talents in the field of mathematics. Must be able to perform heavy work exerting in excess of 100 pounds of force occasionally, and/or in excess of 50 pounds of forces frequently, and/or in excess of 20 pounds of force constantly to lift objects.
NewTeacher-Grade 6-8-Math-Permanent with Benefits-Available 08/10/2026 North Carolina Department of Public InstructionTeacher-Grade 6-8-Math-Permanent with Benefits-Available 08/10/2026Lexington, NCThe Teacher: 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. Helps students develop critical thinking and problem-solving skills by encouraging students to ask questions, think creatively, and draw conclusions.
Teacher-Math-Permanent with Benefits-Available 08/01/2026 North Carolina Department of Public InstructionTeacher-Math-Permanent with Benefits-Available 08/01/2026Lexington, NCThe Teacher: 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. Helps students develop critical thinking and problem-solving skills by encouraging students to ask questions, think creatively, and draw conclusions.
NewMiddle School Math Tutor (7090) University InstructorsMiddle School Math Tutor (7090)Albemarle, VirginiaResponsibilities: In this role, you’ll: Have familiarity with a variety of learning platforms and course content, structure, and style within multiple subject areas (reading/literacy, math, science and history). Overview: Unlimited Instruction (UI) is seeking dynamic face-to-face tutors with a passion for supporting students in grades K-12 for the 2026-27 school year.
NewMS Math/Science Teacher at Mill Creek Middle School (26-27 SY) North Carolina Department of Public InstructionMS Math/Science Teacher at Mill Creek Middle School (26-27 SY)Claremont, NCThe teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program. has established a set of rules and procedures that govern 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.
Teacher- Math 9-12 (2026-2027) North Carolina Department of Public InstructionTeacher- Math 9-12 (2026-2027)Oakboro, NCIntelligence: 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. The Teacher: 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.
Teacher, Math -Multi-Classroom Leader 1 (26-27) North Carolina Department of Public InstructionTeacher, Math -Multi-Classroom Leader 1 (26-27)Charlotte, NCBackwards plan to align all lessons, activities and assessments; support internalization and implementation of grade level curriculum design assessments that accurately assess student understanding; model and practice teaching strategies; analyze student work to determine appropriate next steps. Allocate instructional process elements (lesson planning, large-group instruction, small- group instruction, individual interventions, data analysis, grading, etc.) among a team of teachers based on teacher strengths, content knowledge and professional development goals.
Teacher, Expanded Impact 3/Math/ Exchange (26-27) North Carolina Department of Public InstructionTeacher, Expanded Impact 3/Math/ Exchange (26-27)Charlotte, NCSummary: Under the supervision and support of school leadership or a Multi-Classroom Leader (MCL), the Expanded Impact Teacher 3 (EIT3) expands his/her reach to impact more students by accomplishing 3-4 formal instructional leadership responsibilities, above that of a typical teacher position, listed in the Essential Duties section below. The EIT3 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.
Master Teacher, Math / Exchange / 26-27 North Carolina Department of Public InstructionMaster Teacher, Math / Exchange / 26-27Charlotte, NCDemonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning. Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components.
Teacher- 6th Grade Math North Carolina Department of Public InstructionTeacher- 6th Grade MathNCIntelligence: 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. The Teacher: 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.
Master Teacher, Math / 26-27 North Carolina Department of Public InstructionMaster Teacher, Math / 26-27Charlotte, NCDemonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning. Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components.
ELA/MATH MIDDLE SCHOOL TEACHER North Carolina Department of Public InstructionELA/MATH MIDDLE SCHOOL TEACHERSalisbury, NCThe teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program. has established a set of rules and procedures that govern 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.
Master Teacher, 3-5 Literacy and Math / 26-27 North Carolina Department of Public InstructionMaster Teacher, 3-5 Literacy and Math / 26-27Charlotte, NCDemonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning. Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components.
Master Teacher, Math (26-27 SY) North Carolina Department of Public InstructionMaster Teacher, Math (26-27 SY)Charlotte, NCDemonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning. Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components.
Master Teacher/Math (26-27) North Carolina Department of Public InstructionMaster Teacher/Math (26-27)Charlotte, NCDemonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning. Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components.
NewTeacher- Math 9-12 (Part-time) North Carolina Department of Public InstructionTeacher- Math 9-12 (Part-time)New London, NCIntelligence: 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. The Teacher: 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.
Teacher, Multi-Classroom Leader 1/ Middle School Math/ (26-27) EOY North Carolina Department of Public InstructionTeacher, Multi-Classroom Leader 1/ Middle School Math/ (26-27) EOYCharlotte, NCBackwards plan to align all lessons, activities and assessments; support internalization and implementation of grade level curriculum design assessments that accurately assess student understanding; model and practice teaching strategies; analyze student work to determine appropriate next steps. Allocate instructional process elements (lesson planning, large-group instruction, small- group instruction, individual interventions, data analysis, grading, etc.) among a team of teachers based on teacher strengths, content knowledge and professional development goals.