J-1 Visa Expanded Functions Dental Assistant Jobs
Expanded Functions Dental Assistant roles in the U.S. typically qualify for J-1 sponsorship under the Trainee or Intern program category, depending on your education and experience level. A State Department-designated sponsor organization issues your DS-2019, while your dental practice or clinic serves as the host employer.
See All Expanded Functions Dental Assistant JobsOverview
Showing 5 of 5+ Expanded Functions Dental Assistant jobs
Have you applied for this role?
Have you applied for this role?
Have you applied for this role?
Have you applied for this role?
Have you applied for this role?
See all 5+ Expanded Functions Dental Assistant jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Expanded Functions Dental Assistant roles.
Get Access To All JobsGeneral Definition of Work
The Expanded Impact Teacher 3 (EIT3), under moderate supervision, with the support of a Multi-Classroom Leader, expands their reach to impact more students by accomplishing at least 3 additional instructional leadership responsibilities above that of a typical teacher position, in alignment with student outcomes listed in the School Improvement Plan. The EIT3 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. This position requires a coaching caseload of 1-2 teachers. The EIT3 works closely and collaboratively with a team of teachers and other staff members to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child. 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. Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT3.
Salary/Status
Certified Schedule/ Full-time, 10 months
Non-Title I School: $6,750 supplemental
Title 1 School: $9,000 supplemental
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
- Adhere to the North Carolina Professional Teaching Standards
Planning and Preparation:
- Set high expectations of achievement that are ambitious and measurable for students
- Backwards plan to align all lessons, activities, and assessments in designated subject(s)
- Design instruction that is enriched addressing appropriate Depth of Knowledge questioning and personalized (reflecting learning levels and interests of individual students)
- Design assessments that accurately assess student progress
- Use student data to design interventions that improve achievement across multiple classrooms
Classroom Environment:
- Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable. Develop the capacity of their coached teacher(s) to do the same
- Create classroom environments that are conducive to collaborative and individual learning. Develop the capacity of their coached teacher(s) to do the same
- Establish a culture of respect, enthusiasm, and rapport. Develop the capacity of their coached teacher(s) to do the same
Leadership:
- Design or lead schoolwide initiatives
- Serve on curriculum development or assessment committees
- Partner with parents, community organizations to extend student learning opportunities
- Develop cross-curricular projects that connect multiple subjects and/or grade levels
Instruction:
- Hold students accountable for ambitious, measurable standards of academic achievement. Develop the capacity of their coached teacher(s) to do the same
- Identify and address learning needs of individual students. Develop the capacity of their coached teacher(s) to do the same
- Support the development of students' organizational and time-management skills. Develop the capacity of their coached teacher(s) to do the same
- Use a variety of strategies to invest students in their learning. Develop the capacity of their coached teacher(s) to do the same
- Incorporate leveled questioning and discussion in student learning. Develop the capacity of their coached teacher(s) to do the same
- Tailor small group and individual instruction to meet the needs of all students. Develop the capacity of their coached teacher(s) to do the same
- Monitor and analyze student assessment data. Develop the capacity of their coached teacher(s) to do the same
- Create structures to communicate with students and keep them informed of their progress
- Develop the capacity of their coached teacher(s) to do the same
Professional Responsibilities:
- Maintain high growth with students assigned to EIT3
- Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction
- Solicit and eagerly receive feedback from supervisors, coached teacher(s), and team members to improve professional skills
- Maintain regular communication with families and work collaboratively with them. Develop the capacity of their coached teacher(s) to do the same
- Collaborate with other teachers and staff responsible for the same students' learning and development
- Participate in professional development opportunities at school, in the district, and for the program
- Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school.
Must choose 3: Additional Formal Instructional Leadership Responsibility options. Combination based on school data and determined by supervisor:
- Lead PLC
- Lead data analysis and responsive planning
- Instruct additional small groups of students
- Serve as a model classroom for other teachers to observe
- Beginning Teacher Mentor
- Committee Lead (ILT, SIT)
- Leads whole staff and team PD
- MTSS
- Other duties as assigned by supervisor and approved by the Department of Teacher Leadership
Knowledge, Skills, Abilities
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated 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
- Knowledge of the subject matter being taught
- Technology proficiency and knowledge of digital learning may be required for certain assignments
- Excellent computer and reporting skills
- Ability to effectively lead/coach other adults to improve student achievement
- Ability to set challenging goals and reach a high standard of performance despite barriers
- Ability to plan ahead in order to reach goals and avoid problems
- Ability to set clear expectations and hold others accountable for performance
- Ability to adapt one's approach to the requirements of a situation and to change tactics
- Ability to apply logical thinking or reasoning to define and administer effective lesson plans and course objectives
- Ability to interpret technical instructions and school system policies and procedures
- Ability to maintain curriculum guidelines or requirements as established by the State and school system
- Ability to effectively interact with principals, co-workers, students, and parents
- Ability to solve problems involving sensitivity or conflict
- Ability to use and apply methods of effective instruction, including lectures and demonstrations
- Ability to interpret and use assessment results
- Ability to work confidentially and with discretion
- Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and successfully bring closure to projects
Education and Experience
- Bachelor's degree required
- At least 3 years of prior teaching experience with at least 2 years of demonstrated evidence of high-growth student outcomes in relevant subjects required
- NC Professional Educator's License in the subject area and grade level appropriate to the school's needs required
- Evidence of initiative and leadership of adults required
- Equivalent combination of education and experience
Desired
- Determined by talent pool screening rubrics
Special Requirements
- Note: This position must coach 1-2 teachers and have release time on a weekly basis that is dedicated to coaching their caseload. This position must be teacher of record for a classroom and teach at least 50% of the day
- Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school
- Possess and maintain a valid driver's license or ability to provide own transportation
- Travel to school district buildings and professional meetings
of Jobs 1.00
Minimum Educational Requirements Bachelors
Term 10 Month
General Definition of Work
The Expanded Impact Teacher 3 (EIT3), under moderate supervision, with the support of a Multi-Classroom Leader, expands their reach to impact more students by accomplishing at least 3 additional instructional leadership responsibilities above that of a typical teacher position, in alignment with student outcomes listed in the School Improvement Plan. The EIT3 is responsible for planning, preparing, and delivering instruction and monitoring student progress to determine instructional needs. This position requires a coaching caseload of 1-2 teachers. The EIT3 works closely and collaboratively with a team of teachers and other staff members to review student progress and adjust instruction to ensure progress and increased learning outcomes for every child. 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. Must be in the CMS Teacher Leader Pathway Talent Pool as an EIT3.
Salary/Status
Certified Schedule/ Full-time, 10 months
Non-Title I School: $6,750 supplemental
Title 1 School: $9,000 supplemental
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
- Adhere to the North Carolina Professional Teaching Standards
Planning and Preparation:
- Set high expectations of achievement that are ambitious and measurable for students
- Backwards plan to align all lessons, activities, and assessments in designated subject(s)
- Design instruction that is enriched addressing appropriate Depth of Knowledge questioning and personalized (reflecting learning levels and interests of individual students)
- Design assessments that accurately assess student progress
- Use student data to design interventions that improve achievement across multiple classrooms
Classroom Environment:
- Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable. Develop the capacity of their coached teacher(s) to do the same
- Create classroom environments that are conducive to collaborative and individual learning. Develop the capacity of their coached teacher(s) to do the same
- Establish a culture of respect, enthusiasm, and rapport. Develop the capacity of their coached teacher(s) to do the same
Leadership:
- Design or lead schoolwide initiatives
- Serve on curriculum development or assessment committees
- Partner with parents, community organizations to extend student learning opportunities
- Develop cross-curricular projects that connect multiple subjects and/or grade levels
Instruction:
- Hold students accountable for ambitious, measurable standards of academic achievement. Develop the capacity of their coached teacher(s) to do the same
- Identify and address learning needs of individual students. Develop the capacity of their coached teacher(s) to do the same
- Support the development of students' organizational and time-management skills. Develop the capacity of their coached teacher(s) to do the same
- Use a variety of strategies to invest students in their learning. Develop the capacity of their coached teacher(s) to do the same
- Incorporate leveled questioning and discussion in student learning. Develop the capacity of their coached teacher(s) to do the same
- Tailor small group and individual instruction to meet the needs of all students. Develop the capacity of their coached teacher(s) to do the same
- Monitor and analyze student assessment data. Develop the capacity of their coached teacher(s) to do the same
- Create structures to communicate with students and keep them informed of their progress
- Develop the capacity of their coached teacher(s) to do the same
Professional Responsibilities:
- Maintain high growth with students assigned to EIT3
- Informally mentor and lead peers, providing leadership in instructional planning and differentiating instruction
- Solicit and eagerly receive feedback from supervisors, coached teacher(s), and team members to improve professional skills
- Maintain regular communication with families and work collaboratively with them. Develop the capacity of their coached teacher(s) to do the same
- Collaborate with other teachers and staff responsible for the same students' learning and development
- Participate in professional development opportunities at school, in the district, and for the program
- Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school.
Must choose 3: Additional Formal Instructional Leadership Responsibility options. Combination based on school data and determined by supervisor:
- Lead PLC
- Lead data analysis and responsive planning
- Instruct additional small groups of students
- Serve as a model classroom for other teachers to observe
- Beginning Teacher Mentor
- Committee Lead (ILT, SIT)
- Leads whole staff and team PD
- MTSS
- Other duties as assigned by supervisor and approved by the Department of Teacher Leadership
Knowledge, Skills, Abilities
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated 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
- Knowledge of the subject matter being taught
- Technology proficiency and knowledge of digital learning may be required for certain assignments
- Excellent computer and reporting skills
- Ability to effectively lead/coach other adults to improve student achievement
- Ability to set challenging goals and reach a high standard of performance despite barriers
- Ability to plan ahead in order to reach goals and avoid problems
- Ability to set clear expectations and hold others accountable for performance
- Ability to adapt one's approach to the requirements of a situation and to change tactics
- Ability to apply logical thinking or reasoning to define and administer effective lesson plans and course objectives
- Ability to interpret technical instructions and school system policies and procedures
- Ability to maintain curriculum guidelines or requirements as established by the State and school system
- Ability to effectively interact with principals, co-workers, students, and parents
- Ability to solve problems involving sensitivity or conflict
- Ability to use and apply methods of effective instruction, including lectures and demonstrations
- Ability to interpret and use assessment results
- Ability to work confidentially and with discretion
- Ability to manage time, meet deadlines, prioritize projects, plan starting and ending deadlines, and successfully bring closure to projects
Education and Experience
- Bachelor's degree required
- At least 3 years of prior teaching experience with at least 2 years of demonstrated evidence of high-growth student outcomes in relevant subjects required
- NC Professional Educator's License in the subject area and grade level appropriate to the school's needs required
- Evidence of initiative and leadership of adults required
- Equivalent combination of education and experience
Desired
- Determined by talent pool screening rubrics
Special Requirements
- Note: This position must coach 1-2 teachers and have release time on a weekly basis that is dedicated to coaching their caseload. This position must be teacher of record for a classroom and teach at least 50% of the day
- Required to teach at least 20% more students than other classrooms of the same grade level or subject area at the same school
- Possess and maintain a valid driver's license or ability to provide own transportation
- Travel to school district buildings and professional meetings
of Jobs 1.00
Minimum Educational Requirements Bachelors
Term 10 Month
See all 5+ Expanded Functions Dental Assistant jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Expanded Functions Dental Assistant roles.
Get Access To All JobsTips for Finding J-1 Visa Sponsorship as an Expanded Functions Dental Assistant
Align your credentials to EFDA scope
State dental boards define Expanded Functions Dental Assistant duties differently. Before applying, confirm your foreign dental training maps to the specific expanded functions your target state permits, since sponsor organizations evaluate clinical fit when approving training plans.
Distinguish Intern from Trainee eligibility
The Intern category requires current enrollment in a post-secondary dental assisting program. If you've already graduated, you qualify only under Trainee, which requires at least one year of prior dental assisting experience outside the U.S.
Prepare a structured training plan early
Your designated sponsor organization, such as Cultural Vistas or AIPT, requires a detailed training plan before issuing your DS-2019. Map each clinical rotation, competency objective, and supervision arrangement to the specific expanded functions your host practice will teach.
Target group dental practices and DSOs
Dental service organizations with multiple locations are more familiar with hosting J-1 Trainees than solo practices. Use Migrate Mate to identify U.S. dental employers actively listing roles compatible with J-1 program requirements before approaching them about host agreements.
Verify host employer supervision capacity
Your sponsoring organization will assess whether your host dental office has a licensed dentist available to supervise the expanded functions you'll perform. Confirm the dentist-to-trainee ratio and their willingness to sign the training evaluation reports required throughout your program.
Clarify home residency requirement exposure
J-1 Trainees funded by a foreign government or whose skills appear on the Exchange Visitor Skills List for their home country may face a two-year home residency requirement after the program ends. Check with your sponsor and confirm before accepting any host offer.
Expanded Functions Dental Assistant jobs are hiring across the US. Find yours.
Find Expanded Functions Dental Assistant JobsExpanded Functions Dental Assistant J-1 Visa: Frequently Asked Questions
Which J-1 program category covers Expanded Functions Dental Assistant roles?
Most Expanded Functions Dental Assistant exchange visitors participate under the Trainee category if they have a dental assisting credential and at least one year of post-graduation work experience. Current dental assisting students may qualify under the Intern category instead. The correct category determines your maximum program duration: 18 months for Trainee and 12 months for Intern, with a possible extension for Trainees.
Who actually sponsors my J-1 visa in a dental assistant placement?
A U.S. Department of State-designated sponsor organization, not your dental employer, sponsors your J-1 visa. Organizations such as AIPT, Cultural Vistas, or CIEE review your training plan, issue the DS-2019 form, and monitor your program compliance. Your host dental practice or clinic is a separate entity from the visa sponsor and signs the training agreement but does not file immigration paperwork on your behalf.
How do I find U.S. dental employers open to hosting a J-1 Trainee?
Most dental offices are unfamiliar with the J-1 host employer process, so identifying receptive employers is the practical challenge. Migrate Mate lets you filter for U.S. dental roles and employers that align with J-1 sponsorship, helping you build a targeted outreach list before contacting a designated sponsor organization to confirm program eligibility.
Can I perform all expanded functions during my J-1 program, or are there state restrictions?
You can only perform the expanded functions authorized under the dental practice act of the state where your host employer is located. Each state defines EFDA scope differently. Some states permit coronal polishing, pit-and-fissure sealants, and certain restorative procedures, while others have narrower lists. Your training plan must specify only those functions legally permitted at your host site, and your sponsor organization will review this before approving your DS-2019.
Does the two-year home residency requirement apply to dental assisting Trainees?
It may. The two-year home residency requirement applies if your J-1 program is funded by your home government, if the U.S. government funds your exchange, or if your home country lists dental assisting on the Exchange Visitor Skills List. If it applies, you must return home for two years before changing to most other U.S. visa categories. Confirm your exposure with your designated sponsor organization before accepting a host placement.
See which Expanded Functions Dental Assistant employers are hiring and sponsoring visas right now.
Search Expanded Functions Dental Assistant Jobs