Professor of English Visa Sponsorship Jobs in North Carolina
Professor of English visa sponsorship jobs in North Carolina are concentrated at major research universities and liberal arts colleges, including UNC Chapel Hill, Duke University, NC State University, and Davidson College. The Research Triangle and Charlotte metro areas anchor most hiring activity, with positions spanning composition, literature, rhetoric, and linguistics across tenure-track and visiting faculty lines.
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Get Access To All JobsREPORTS 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; 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 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.
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 probing, repeating the question, giving a clue, or allowing more time.
F. MAJOR FUNCTION: Facilitating Instruction
The 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.
G. MAJOR FUNCTION: Interacting Within the Educational Environment
The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.
H. MAJOR FUNCTION: Performing Non-Instructional Duties
The teacher carries out non-instructional duties as assigned and/or as need is perceived; 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 High School English 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 be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to 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 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: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.
Numerical Aptitude: 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.
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 a variety of 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 emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to constantly monitor the safety and well-being of students, particularly when 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 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 designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to 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; 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 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.
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 probing, repeating the question, giving a clue, or allowing more time.
F. MAJOR FUNCTION: Facilitating Instruction
The 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.
G. MAJOR FUNCTION: Interacting Within the Educational Environment
The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.
H. MAJOR FUNCTION: Performing Non-Instructional Duties
The teacher carries out non-instructional duties as assigned and/or as need is perceived; 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 High School English 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 be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to 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 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: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.
Numerical Aptitude: 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.
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 a variety of 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 emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to constantly monitor the safety and well-being of students, particularly when 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 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 designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.
Professor of English Job Roles in North Carolina
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Search Professor of English Jobs in North CarolinaProfessor of English Jobs in North Carolina: Frequently Asked Questions
Which visa types realistically fit professor of english roles in North Carolina?
H-1B visa is the most common path for international English professors, as the role qualifies as a specialty occupation requiring a directly related advanced degree. J-1 visa exchange visitor status suits visiting scholars and lecturers sponsored through a designated program. Canadian and Mexican citizens may qualify for TN visa status under the USMCA Teacher category, provided they hold the required degree. OPT can bridge recent F-1 graduates into short-term instructional appointments while longer-term sponsorship is arranged.
Which universities and colleges sponsor visas for professors of english in North Carolina?
Active sponsors of English faculty in North Carolina include UNC Chapel Hill, Duke University, NC State University, Wake Forest University, Elon University, Appalachian State University, and East Carolina University. Larger research institutions file H-1B petitions most frequently and often have dedicated international faculty HR units, while smaller liberal arts colleges may sponsor selectively depending on the department's needs and institutional resources.
Which cities in North Carolina have the most professor of english sponsorship jobs?
Chapel Hill, Durham, and Raleigh form the Research Triangle, which concentrates the highest volume of English faculty positions in the state. Charlotte supports additional hiring through UNC Charlotte and Queens University. Greensboro has activity through UNC Greensboro and Guilford College, while Boone and Greenville offer opportunities at Appalachian State and East Carolina University respectively. The Triangle remains the strongest cluster for tenure-track and visiting faculty lines.
How to find professor of english visa sponsorship jobs in North Carolina?
Migrate Mate lists professor of english positions in North Carolina filtered by employers with verified visa sponsorship history, making it straightforward to identify which institutions are actively hiring international faculty. Searching by role and state on Migrate Mate surfaces tenure-track, visiting, and lecturer postings at universities across the Research Triangle, Charlotte, Greensboro, and beyond, so you can focus your applications on institutions that have already demonstrated willingness to sponsor.
What state-specific factors should international English professors consider when targeting North Carolina?
North Carolina's concentration of R1 research universities in the Research Triangle gives international English scholars strong access to institutions experienced with H-1B and J-1 sponsorship for faculty. Many UNC System schools have established international faculty HR processes. Visiting assistant professor and postdoctoral teaching fellow positions are common entry points. TN applicants from Canada or Mexico should confirm the institution classifies the role under the university Teacher category before applying.
What is the prevailing wage for sponsored professor of english jobs in North Carolina?
U.S. employers sponsoring a visa must pay at least the prevailing wage, which is what workers in the same role, area, and experience level typically earn. The Department of Labor sets this rate to make sure companies aren't hiring foreign workers simply because they'd accept lower pay than a U.S. worker. It varies by job title, location, and experience. You can look up current prevailing wage rates for any occupation and location using the OFLC Wage Search page.