Charlotte Mecklenburg Schools Jobs Hiring Now

General Definition of Work

The pre-k teacher, under moderate supervision, performs intermediate-level work with limited decision-making discretion providing an appropriate classroom learning environment according to early childhood best practices. The pre-k teacher plans and implements learning activities that encourage cognitive, physical, language, and literacy development of all children while differentiating to meet the needs of all. The teacher is responsible for supervising students, maintaining appropriate records as they relate to the Pre-K program, and communicating with parents, colleagues, and community members in professional ways. Employee performs school-based work to carry out Board of Education policies under the direction of the principal.

Qualifications

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

Salary/Status

Certified Schedule/ Full-time, 10 months

Reports To

Principal

Place of Work

The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.

Essential Functions

• Adhere to all state, federal, and local laws, policies, and procedures
• Assist school administration in implementing all policies and rules governing student life and conduct. Develop reasonable rules of classroom behavior and procedure. Maintain order in the classroom in a fair and just manner

• Create a culture of effectiveness by setting high standards and expectations for all students
• Plan and implement a program of study in Pre-K education that meets the needs, interests, and abilities of assigned students

• Utilize a variety of assessment strategies to determine skill levels of students
• Instruct students individually and in groups using various teaching methods
• Apply a comprehensive understanding of student learning and child development to establish a positive classroom culture, effective behavior management, and a supportive environment that encourages student self-regulation
• Collaborate with colleagues, families, community members, and stakeholders to enhance and continuously improve students' educational experiences
• Integrate appropriate and innovative technology into instructional practices to enhance teaching and learning outcomes

• Create a classroom environment that provides for student engagement in the learning process and enables students to achieve learning objectives
• Guide the learning process toward the achievement of curriculum goals and in accordance with goals established by the district and establish clear objectives for all lessons, units, projects and communicates these objectives to students
• Prepare for assigned classes and show written evidence of preparation upon request
• Diagnose the learning challenges of students on a regular basis, seeking the assistance of central office staff as required. Maintain accurate records as required for Individual Education Plans (IEPs) and 504 Plans
• Provide an instructional program to meet the needs of all students including students with disabilities and limited English proficiencies

• Prepare materials and classrooms for class activities
• Encourage students to explore learning opportunities and persevere through challenges
• Use appropriate techniques and strategies which promote critical, creative, and evaluative thinking capabilities of students
• Observe and assess students' performance, behavior, social development, and physical needs on a regular basis
• Meet with parents/guardians to discuss student progress, determine priorities and resource needs, and encourage parent involvement. Confer with parents/guardians, counselors, and administrators to resolve students' behavioral and academic challenges
• Attend Professional Learning Community (PLC) and staff meetings for data analysis and instructional planning
• Participate in professional development focused on acquiring and improving skills and knowledge
• Perform safety functions/drills to maintain a safe instructional environment
• Perform related work as assigned or required

Knowledge, Skills and Abilities:

• Comprehensive knowledge of the principles, standards, and expectations of Pre-K curriculum
• Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students
• Knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies
• Skilled in computers and software including Microsoft Office and Google Workspace
• Skilled in organization and time management with the ability to meet deadlines
• Skilled in developing lesson objectives in alignment with established curriculum standards
• Skilled in communication, both verbal and written
• Skilled in integrating technology effectively into curriculum and instruction
• Ability to analyze and use multiple data points to inform instruction
• Ability to demonstrate attentiveness to student safety and well-being
• Ability to motivate, inspire, and engage students
• Ability to manage classroom behavior and use positive discipline techniques
• Ability to maintain accurate records, documentation, and student files
• Ability to collaborate and build positive working relationships with administrators, colleagues, school-based staff, students, parents/guardians, and the broader community

Education and Experience

• Bachelor's degree in education with NC Birth-Kindergarten (B-K) continuing license preferred
• If applicant does not hold an NC B-K license, they must be working toward a NC B-K Continuing License OR a North Carolina Department of Public Instruction (NCDPI) B-K/Pre-K/K Add-on License if the undergraduate degree does not provide B-K licensure. Teachers working toward the required education and license shall meet one of the following requirements:
  • NC B-K Initial License
  • NC Lateral Entry B-K License
  • NC Residency B-K License
  • NC Emergency B-K License as determined by the Early Educator Support, Licensure, and Professional Development (EESLPD) Unit
  • Another NC educator's license and a Provisional B-K/Pre-K/K License
  • Bachelor's degree and be eligible for a NC Residency B-K License
• Equivalent combination of education and experience