Jobs in Rocky%20Point, New York

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INSTRUCTIONAL ASSISTANT/BUS DRIVER

Pender County Schools Rocky Point, NC

Position Title Instructional Assistant/Bus Driver Working Title Instructional Assistant/Bus Driver School/Department Transportation Department and Instructional Department Location Cape Fear Elementary School Pay Grad e Teacher Assistant Salary Schedule FLSA Status Non- Exempt Reports To Principal Work Week Schedule Monday - Friday Work Hours 8:00 AM - 5:00 PM; some evenings Months/Yr 10 Position Purpose To drive a school bus as assigned To ensure the safety and care of students boarding, riding, and departing school buses To provide support to the teacher in the instruction of students Position Analysis Employees who occupy this position understand that their position contains two essential functions. Essential functions: 1. Driving a school bus and 2. Assisting teacher of record with instruction Minimum Qualification Standards Knowledge, Skills, and Abilities Possess or have the ability to obtain a Commercial Driver's License with passenger school bus endorsement and current Driver's Pocket Card Working knowledge of effective methods of working with children Working knowledge of the core subjects at the grade level(s) to which the employment assignment is made Knowledge of expected behavior of children and their stages of development Some knowledge of the school and its community Ability to comprehend the purpose of teacher-designed strategies as a fulfillment of instructional objectives Skill to make learning aids that will help strengthen lesson plans Ability to maintain confidentiality of student information Ability to accurately record and store data Ability to be impartial and consistently apply proper methods of recognition, reward, and consequences. Considerable knowledge of safe and efficient practices and procedures used in the operation of a school bus Considerable knowledge of traffic laws and school bus regulations Considerable knowledge of safety regulations and standards for school buses Ability to complete required reports Ability to exercise tact and courtesy in contact with parents/guardians or students, and with school personnel Ability to maintain discipline of students assigned to ride the school bus Education, Training, and Experience Associate's degree, or 48 semester hours of college credit, or High School Diploma with the ability to pass the WorkKeys Assessments in reading, writing, and mathematics Certification andLicense Requirements Valid Driver's License with a good driving record Commercial Driver's License with passenger school bus endorsement and current Driver's Pocket Card Special Requirements Valid North Carolina Drivers License Essential Duties and Responsibilities Driving a school bus as assigned Keeps bus clean and free of all debris which might present a safety problem Discharge students at authorized school or bus stop locations Observe all bus safety regulations Reports all accidents as required by the Transportation Department Performs all other duties as assigned by supervisor Provides individualized and/or group instruction as prescribed by the teacher Demonstrates various instructional activities Monitors work assigned by the teacher Keeps students on task Praises and reinforces the achievement of students Prepares visual aids Uses appropriate technology necessary to support instruction Distributes and collects instructional materials Supervises students in the classroom and other locations Promotes students' self-esteem Teaches citizenship, social skills, and respect Performs clerical duties in a timely and useful manner Administers routine first aid and requests assistance for all non-routine injuries and illnesses Reports discipline problems to teacher and principal Working Conditions Physical Demands Ability to operate a school bus Ability to climb, lift, and reach regularly Ability to sit, stand, stoop, kneel, and walk for extended periods Ability to operate small, medium-sized, or large-capacity vehicles Ability to operate a computer and other job-specific devices and tools Ability to visually inspect small defects and/or small parts Ability to observe general surroundings and activities Work Environment Must be able to work in classrooms and other public school environments and come in direct contact with staff and students DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time. Version Date(s) September 4, 2024

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TEACHER, ELEMENTARY MATH GRADE 4

Pender County Schools Rocky Point, NC

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. 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 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 necessitates 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.

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21st CCLC Tutor (Floater)

Pender County Schools Rocky Point, NC

POSITION TITLE 21st CCLC Tutor/Floater WORKING TITLE 21st CCLC Tutor SCHOOL/DEPARTMENT 21st CCLC After School Program LOCATION Rocky Point Elementary/Cape Fear Elementary PAY GRADE FLSA STATUS REPORTS TO After School Program Director/Principal WORK WEEK SCHEDULE Monday - Friday WORK HOURS 2:00PM - 6:00 PM MONTHS/YR 10 POSITION PURPOSE Responsible for overall 21st CCLC program support POSITION ANALYSIS The Tutor will adhere to Pender County School's policies to identify and assess the needs of identified at-risk youth, while coordinating interventions and supports to 21st Century After school population; and plan, coordinate, and support day-to-day operations of the 21st CCLC afterschool program. MINIMUM QUALIFICATION STANDARDS KNOWLEDGE, SKILLS, AND ABILITIES Demonstrated passion and commitment to students, families and the community Excellent verbal and written communication skills Strong project management skills Must be able to prioritize and handle multiple tasks, completing assignments in a thorough, accurate and timely manner EDUCATION, TRAINING, AND EXPERIENC E Bachelor's degree preferred, in education, social work, public administration, social services or related field is required. At least 2 years of applicable work experience in the education field. Sensitivity to and strong concern for the needs of children, youth and their families Technologically proficient in all office technology systems including developing spread sheets, word processing, email CERTIFICATION AND LICENSE REQUIREMENTS ESSENTIAL DUTIES AND RESPONSIBILITIES Collaborate with school staff to assess, identify and prioritize student needs based on academic, attendance, and behavioral data. Tutor groups of students in the content area of Reading or Math; utilizing scientifically researchbased materials and lessons Review student data to become knowledgeable of student strengths and needs. Plan and implement interventions based on grade level content. Plan and implement STEM & project based learning strategies to support student academic needs. Assist in developing students' cognitive capacity, increasing academic skill development, and respect for learning; foster students' self-esteem and motivation through positive interaction Monitor and document student progress Obtain and provide updates on student needs and progress Evaluate student progress Communicate with parents/guardians regarding student progress and performance Observe and respond to student needs, emergencies, and/or conflicts that may occur Maintain a positive attitude in your work and interaction with staff and students Always treat students with kindness and respect Maintain confidential information about children, families, and staff Set a positive example for the students in the Program Exhibit and practice courtesy, respect, and professional judgment in dealings with all students, parents, supervisors, colleagues, school administration and staff, etc. Maintain open lines of communication with other program staff, school staff, and parents/guardians WORKING CONDITIONS PHYSICAL DEMANDS Ability to perform required project tasks independently Ability to work in a team atmosphere Ability to work across teams and with multiple supervisors, both on and off-site Must be able to lift 20 pounds WORK ENVIRONMENT Must be able to work in office and public school environments and come into direct contact with staff and students Some travel may be required to schools DISCLAIMER : The above statements are intended to describe the general purpose and responsibilities assigned to this position. Theyarenot intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be requiredof theemployees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time. VERSIONDATE(S) 9/13/2023

TEACHER, SCIENCE 6-8

Pender County Schools Rocky Point, NC

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. 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 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 necessitates 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.

Jobs in Rocky Point