Science Educator Visa Sponsorship Jobs in North Carolina
Science educator visa sponsorship jobs in North Carolina span K-12 schools, community colleges, and research institutions anchored by the Research Triangle, Charlotte-Mecklenburg Schools, and Wake County Public School System. Major employers include NC State University, UNC-Chapel Hill, and the North Carolina School of Science and Mathematics, a nationally recognized residential high school in Durham.
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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 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 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.
Science Educator Job Roles in North Carolina
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Search Science Educator Jobs in North CarolinaScience Educator Jobs in North Carolina: Frequently Asked Questions
Which visa types realistically fit science educator roles in North Carolina?
H-1B visa is the most common path for science educators, covering roles that require a bachelor's degree in a directly related field such as biology, chemistry, or physics education. J-1 visa is widely used for exchange teachers and research scholars at universities. F-1 students may work under OPT while completing degrees. Green card sponsorship through EB-2 or EB-3 is available from larger institutions, typically requiring PERM labor certification.
Which companies and institutions sponsor visas for science educators in North Carolina?
North Carolina's university systems are the most active sponsors, including UNC-Chapel Hill, NC State University, Duke University, and Wake Forest University. Public school districts such as Wake County Public School System and Charlotte-Mecklenburg Schools have sponsored H-1B and J-1 teachers in shortage subjects including science. The North Carolina School of Science and Mathematics and community college campuses affiliated with the NC Community College System also appear in federal filing records.
Which cities in North Carolina have the most science educator sponsorship jobs?
The Research Triangle area, covering Raleigh, Durham, and Chapel Hill, concentrates the highest number of sponsored science educator roles due to the density of research universities and biotech employers with education outreach programs. Charlotte is the second-largest market, driven by its large public school district and several private universities. Greensboro and Winston-Salem also show consistent hiring activity through UNCG, Wake Forest, and their surrounding school districts.
How to find science educator visa sponsorship jobs in North Carolina?
Migrate Mate lists science educator roles at North Carolina employers with verified visa sponsorship history, searchable by city and institution type. Because sponsorship for education roles depends heavily on the specific district, university, or organization rather than the broader sector, filtering by verified filing history saves significant time. Migrate Mate's database covers both H-1B and J-1 sponsoring employers across the state's K-12, higher education, and research sectors.
Are there state-specific factors that affect science educator visa sponsorship in North Carolina?
North Carolina designates science as a teacher shortage area, which increases the likelihood that school districts will pursue visa sponsorship for qualified candidates who cannot otherwise be hired locally. The Research Triangle's concentration of biotech, pharmaceutical, and university employers also creates demand for educators who can bridge industry and classroom settings. J-1 teacher exchange programs administered through state-approved sponsors are a common entry point for internationally trained science teachers targeting NC public schools.
What is the prevailing wage for sponsored science educator 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.