AIG & ML (Multilingual) Teacher Position Available In Martin, North Carolina

AIG & ML

(Multilingual) Teacher 3.9 3.9 out of 5 stars Williamston, NC 27892 Martin County Schools is currently accepting applications for a Teacher of the Academically/Intellectually Gifted and Multilingual Learners. (

Start Date:

August 15, 2025.) The specific worksite(s) is/are to be determined. See the job description below for more information. While this position requires the Teacher to be licensed in both AIG and ESL, candidates currently licensed in one of these areas will be considered as long as they are willing to add the other license area.

GRADE:

State Salary Scale FLSA:

Exempt

REPORTS TO

Principal

SUPERVISES

Teacher Assistant(s) (if applicable)

TERMS OF EMPLOYMENT

10 months

QUALIFICATIONS

Bachelor’s degree from a regionally-accredited college or university; Master’s degree, preferred. North Carolina Professional Educator’s License in the areas of English as a Second Language (00110) and Academically Gifted Education (88087). Minimum of five years successful classroom teaching experience, preferred.

NATURE OF WORK

Under general supervision, this teacher plans, organizes and presents instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. This employee will support the district’s instructional program by identifying students of limited English proficiency, planning an appropriate developmental program for them and implementing instruction in accordance with state law and regulation as well as district curriculum. The employee will also promote advanced learning opportunities for all students and collaborate with school personnel to ensure differentiation for all Academically/Intellectually Gifted learners is administered.

KNOWLEDGE, SKILLS, AND ABILITIES

Demonstrates exemplary teaching techniques and effective interpersonal skills with students, administrators, colleagues, and parents. Ability to monitor student performance and to meet the needs of all learners. Ability to manage instructional time and student behavior. Ability to consult with parents, teachers and the community to enhance the learning of students. Ability to conduct professional development for teachers and administrators. Ability to disaggregate, interpret, and analyze assessment data. Experience in the education of gifted students. Understands the growth and development of assigned students. Understands the process of second language acquisition. Understands and implements content-based instruction. Considerable knowledge of district and school board policies, procedures, and standards regarding K-12 education.

ESSENTIAL DUTIES AND RESPONSIBILITIES

include the following. This list is meant to be representative, not exhaustive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee is required to follow all board policies and procedures and to comply with the instructions and/or directives from his/her supervisor(s). Teacher of Academically/Intellectually Gifted (AIG) Serves AIG students in grades 4-8 assigned to various elementary or middle schools throughout the district. Consults with elementary school teachers on differentiation of instructional strategies and curriculum for gifted students. Serves as a liaison with administrators and counselors regarding gifted needs and services. Completes all AIG paperwork and shares at subsequent AIG team meetings and parent conferences. Teacher of English Language Learners (ELL) Serves ELL students in a variety of grade levels and schools throughout the district. Identifies students with limited English proficiency in accordance with state law and regulation as well as district policy by evaluation of available tests and observational data, by consultation with staff members, by reviewing relevant registration forms and by recommendations made by other personnel. Uses appropriate standardized test instruments, informal diagnostic tasks, and observations to assess the academic strengths and weaknesses of students referred for services. Diagnoses the English needs of pupils and selects or develops the appropriate materials to meet their needs. Teaches Language Arts to non-native English speaking pupils utilizing courses of study adopted by the Board of Education as well as other appropriate learning activities. Instructs pupils in basic communication skills to facilitate their transition into the regular instructional program. Provides individualized and small group instruction in order to adapt the curriculum to the needs of each pupil to the extent possible. General Establishes and maintains standards of student control required to achieve effective participation in all activities. Evaluates academic and social growth of students and keeps appropriate records. Communicates with parents through a variety of means. Creates an effective environment for learning through functional and attractive displays such as bulletin boards, interest centers, electronic means, etc. Maintains professional competence through in-service education activities provided by the district and/or professional growth activities and university courses. Selects appropriate instructional materials and media to achieve the goals and objectives specified for each student under his/her care. Provides individual and group instruction designed to meet individual needs and motivate students. Provides appropriate instruction and activities for students to meet school/district policies, goals, and objectives. Participates in faculty and/or district committees and the sponsorship of student activities. Performs other duties as assigned by supervisor.

PHYSICAL AND COGNITIVE REQUIREMENTS

The major physical and cognitive requirements listed below are applicable to the Teacher of Academically/Intellectually Gifted and English Language Learners job classification within Martin County Schools.

Physical Requirements:

Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects. Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, and equipment for children with special needs, etc.

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. and 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 education 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 level 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. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors. The noise level in the work environment is usually minimal. The work is performed in the school.