K-6 Instructional Facilitator Position Available In Catawba, North Carolina

K-6 Instructional Facilitator
Catawba County Schools
District Wide – Newton, North Carolina This job is also posted in Catawba County Schools, and North Carolina School Jobs
Job Details

Job ID:

5238525

Application Deadline:

Posted until filled

Posted:

Jun 16, 2025

Starting Date:

Immediately
Job Description

JOB TITLE

INSTRUCTIONAL

FACILITATOR

FLSA STATUS:

EXEMPT

SALARY:

NC SALARY SCHEDULE + 10

%

LOCAL SUPPLEMENT

Contract Term:

10 Months

GENERAL STATEMENT OF JOB

The Instructional Facilitator role supports teachers in a dynamic environment in delivering high-quality, engaging instruction by emphasizing collaboration in lesson planning, fostering strong relationships, promoting effective classroom management, Modeling effective inspirational strategies, and maintaining high expectations for all students. The Instructional Facilitator will work as a mentor, coach, and resource provider to ensure teachers and students thrive in an optimal learning environment.

DUTIES AND RESPONSIBILITIES

Lesson Planning and Instructional Support:

Collaborate with teachers to design and implement rigorous and standards-aligned lesson plans. Collaborate with principals on instructional leadership of the school.
Facilitate professional development sessions focused on curriculum design, differentiation, and innovative teaching strategies.
Provide feedback and support for lesson delivery through observations and coaching.
Assist in utilizing engaging and culturally responsive instructional materials.
Assist teachers in recognizing and responding to the multiple needs of the diverse learners without reducing expectations.
Support teachers to adopt reflective practices and actively engage in instructionally focused conversations.

Building Relationships:

Foster strong, collaborative relationships with teachers, staff, students, and parents to create a positive school culture.
Act as a liaison between administration and instructional staff, ensuring clear communication and shared goals.
Mentor new teachers and provide ongoing professional growth opportunities for all staff members.
Demonstrate concern for the well-being of students and teachers.

Classroom Management:

Guide teachers in implementing effective classroom management strategies to maximize instructional time.
Provide coaching on student engagement techniques and proactive behavioral interventions.
Assist in analyzing classroom data to identify trends and develop targeted support plans.
High Expectations for

Student Success:

Promote a culture of high expectations for all students, encouraging academic achievement and personal growth.
Support teachers in designing assessments that challenge students and measure progress effectively.
Provide strategies to close achievement gaps and ensure equity in learning outcomes.
Interpret and share data to enhance student learning and inform instructional practices used by teachers.
Promote school improvement through the modeling of engaging, research-based academic and behavioral practices.

Qualifications:

Bachelor’s degree in Elementary Education (Master’s degree preferred).
Minimum of 7 years of teaching experience with demonstrated effectiveness in the classroom preferred.
Proven expertise in curriculum development, lesson planning, instructional strategies including technology tools, and classroom management.
Strong interpersonal skills and the ability to build relationships with diverse stakeholders.
Knowledge of current educational trends, including culturally responsive teaching and data-driven instruction.
Experience mentoring or coaching teachers is preferred.
Demonstrated ability to inspire and mentor teachers to achieve professional excellence.

Additional Duties and Responsibilities:

Effectively communicate accurate and up-to-date information to teachers in a way that enhances student learning. Manage time and resources appropriately. Create a positive atmosphere that promotes cooperation with administration, parents, coworkers, and students. Demonstrate concern for students’ and teachers’ well being. Maintain a familiarity with current educational issues. Use current technology for instruction and management purposes. Be available for consult with parents, students, administration, and peers outside the school day, as needed. Spend time beyond the school day preparing and planning instruction and professional development. Disaggregate and analyze data to target instruction, enhance student learning, and inform teacher practice. Perform all other duties as assigned by immediate supervisor or superintendent.

MINIMUM STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements:

Must be able to use a variety of equipment such as computers, copiers, and a variety of audiovisual equipment etc. Must be able to exert up to 20 pounds of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Light Work usually requires walking, standing and bending to a significant degree.

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, newsletters, journals, procedures, 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 standard English.

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 and audiovisual equipment.

Manual Dexterity:

Requires the ability to handle a variety of items such as office and audiovisual equipment. Must have minimal levels of eye/hand/foot coordination.

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.

Work Environment:

Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment without direct supervision. After hour work may be required. Must be able to work under stressful conditions.

DISCLAIMER

This job description is designed to indicate the general nature and level of work performed by employees within the classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees in this job. It is not a contract or guarantee of employment, salary or benefits.

Position Type:

Full-Time