Science Teacher

Job Description Starting Date: Aug 12, 2026 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. Qualifications: North Carolina Teacher Licensure OR Eligibility for Alternative North Carolina Teacher Licensure Duties and Responsibilities 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. Management of Student Behavior: The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; governs verbal participation, talk, and movement; frequently monitors behavior during whole‑class, small group, seat work, and transitions; stops inappropriate behavior promptly and consistently while maintaining the dignity of the student. Instructional Presentation: The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or activity and specific learning objectives when appropriate; speaks fluently and precisely; presents material using concepts and language understandable to students; provides relevant examples and demonstrations; assigns tasks with a high rate of success; asks appropriate levels of questions; conducts lesson at a brisk pace, slowing when necessary; makes transitions efficiently; ensures assignments are clear; summarizes the main point(s) at the end. 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 check progress; poses questions clearly and one at a time. 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 correct oral responses and provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time. Facilitating Instruction: The teacher has an instructional plan compatible with school and system‑wide curricular goals; uses diagnostic information from tests and assessment procedures to develop and revise objectives and tasks; maintains accurate records to document student performance; aligns objectives, learning strategies, assessment and student needs; uses available human and material resources to support the instructional program. Interacting Within the Educational Environment: The teacher treats all students fairly and equitably; interacts effectively with students, co‑workers, parents, and the community. Performing Non‑Instructional Duties: The teacher carries out non‑instructional duties as assigned 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 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 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, lists, etc.; 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; interpret an extensive variety of technical instructions in mathematical or diagrammatic form; deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, follow oral and written instructions; communicate effectively in a variety of technical or professional languages including medical, legal and counseling terminology. Numerical Aptitude: Requires the application of mathematical formulas; addition, subtraction, multiplication, division, use of decimals and percentages; and principles of descriptive statistics and statistical inference. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape. Motor Coordination: Requires the coordination of hands and eyes rapidly and accurately in using office equipment. Manual Dexterity: Requires the handling of 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. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions; adaptability to performing under stress and in 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 is participating in an inclusive activity. Ability to motivate students. Ability to maintain a clean and orderly environment; 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 necessitated 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 a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job. #J-18808-Ljbffr