Cherokee County Schools Jobs Hiring Now
Cherokee County Schools is hiring for 5 open roles on Migrate Mate as of July 16, 2026. Migrate Mate updates Cherokee County Schools's live openings daily. Cherokee County Schools is a public school district serving students across Cherokee County, North Carolina, with positions ranging from classroom teachers to student support specialists.
Find Cherokee County Schools JobsOverview
Cherokee County Schools hiring data on Migrate Mate, as of July 16, 2026.
- Open jobs
- 5
- Seniority
- Across all levels
- Work type
- 0% remote or hybrid
- Top location
- Murphy
Open Roles at Cherokee County Schools
Showing 5 of 5+ Cherokee County Schools jobs
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.
DUTIES AND RESPONSIBILITIES
A. MAJOR FUNCTION: Management of Instructional Time
The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; creates lessons based on the North Carolina Standard Course of Study (NCSCOS); 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.
B. 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.; 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.
C. MAJOR FUNCTION: Instructional Presentation
The teacher begins a lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
GCS, Rev. 2/06
D. MAJOR FUNCTION: 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 student progress; poses questions clearly and one at a time.
E. MAJOR FUNCTION: 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 a correct oral response appropriately and moves on; provides sustaining feedback after an incorrect response or no response by repeating, cueing responses, or allowing more time or the question.
F. MAJOR FUNCTION: Facilitating Instruction
The teacher has an instructional plan which is compatible with the school and system-wide curricular goals; uses data-informed instructional practices and 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; uses available human and material resources to support the instructional program.
G. MAJOR FUNCTION: Interacting Within the Educational Environment
The teacher treats all students fairly and equitably; interacts effectively with students, co-workers, parents, and the community.
H. MAJOR FUNCTION: Performing Non-Instructional Duties
The teacher carries out non-instructional duties as assigned and/or as needed or perceived; adheres to established laws, policies, rules, and regulations; develops and 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 various 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 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 (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 a 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: The ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages, including medical, legal, and counseling terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and 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 various 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 emergencies.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas using spoken words. Hearing: perceiving the nature of sounds by ear). Must be able to communicate via email and 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. Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom. Ability to operate standard office machines.
Ability to maintain essential 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 designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.
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.
DUTIES AND RESPONSIBILITIES
A. MAJOR FUNCTION: Management of Instructional Time
The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; creates lessons based on the North Carolina Standard Course of Study (NCSCOS); 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.
B. 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.; 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.
C. MAJOR FUNCTION: Instructional Presentation
The teacher begins a lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
GCS, Rev. 2/06
D. MAJOR FUNCTION: 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 student progress; poses questions clearly and one at a time.
E. MAJOR FUNCTION: 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 a correct oral response appropriately and moves on; provides sustaining feedback after an incorrect response or no response by repeating, cueing responses, or allowing more time or the question.
F. MAJOR FUNCTION: Facilitating Instruction
The teacher has an instructional plan which is compatible with the school and system-wide curricular goals; uses data-informed instructional practices and 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; uses available human and material resources to support the instructional program.
G. MAJOR FUNCTION: Interacting Within the Educational Environment
The teacher treats all students fairly and equitably; interacts effectively with students, co-workers, parents, and the community.
H. MAJOR FUNCTION: Performing Non-Instructional Duties
The teacher carries out non-instructional duties as assigned and/or as needed or perceived; adheres to established laws, policies, rules, and regulations; develops and 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 various 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 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 (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 a 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: The ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages, including medical, legal, and counseling terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and 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 various 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 emergencies.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas using spoken words. Hearing: perceiving the nature of sounds by ear). Must be able to communicate via email and 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. Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom. Ability to operate standard office machines.
Ability to maintain essential 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 designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.
Working at Cherokee County Schools
Cherokee County Schools's 5 open roles are across all levels, and about 0% are remote or hybrid. Cherokee County Schools is a public K-12 school district operating elementary, middle, and high schools in western North Carolina. The district employs classroom teachers across core subjects, exceptional children's educators, and support staff to serve its student population. Most Cherokee County Schools roles are based in Murphy.
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Browse jobs by roleCherokee County Schools Jobs: Frequently Asked Questions
How many jobs is Cherokee County Schools hiring for right now?
Cherokee County Schools is hiring for 5 open roles on Migrate Mate as of July 16, 2026, updated daily. Openings span classroom instruction at the elementary, middle, and high school levels, including positions in core academic subjects and exceptional children's education. Migrate Mate refreshes the listing count each day as new roles are posted or filled.
What kinds of roles does Cherokee County Schools hire for?
Cherokee County Schools posts openings for classroom teachers across subjects such as math, social studies, and general elementary instruction, as well as specialized roles in exceptional children's education. Positions cover teaching staff at multiple school levels, from elementary through high school. Most postings are across all levels, reflecting the district's need for credentialed educators.
Are Cherokee County Schools jobs remote or in-person?
Mostly on-site. About 0% of Cherokee County Schools's open roles on Migrate Mate are remote or hybrid as of July 16, 2026, with the rest based in Murphy. Each Cherokee County Schools listing shows its work location so you can filter before applying.
How do I apply to a job at Cherokee County Schools?
Find a Cherokee County Schools role on Migrate Mate, then follow the listing directly to Cherokee County Schools' own application portal, where the district manages its hiring process. Cherokee County Schools reviews applications and contacts candidates on its own timeline. Migrate Mate does not collect applications or forward resumes on your behalf.
Does Cherokee County Schools hire entry-level?
Most of Cherokee County Schools's open roles on Migrate Mate are across all levels as of July 16, 2026. Check individual Cherokee County Schools listings for stated experience requirements.
Where is Cherokee County Schools hiring?
Most Cherokee County Schools roles are based in Murphy, and about 0% offer remote or hybrid work as of July 16, 2026. Migrate Mate shows the location on each listing.