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Job ID:

5932598\n

Application Deadline:

Oct 31, 2026 11:59 PM (Eastern Standard Time)\n

Posted:

Yesterday\n

Starting Date:

Oct 21, 2026\nJob Description\n

REPORTS TO

Principal\n

SUPERVISES

May coordinate and direct the activities of teacher assistants.\n

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.\n

DUTIES AND RESPONSIBILITIES

\nA.

MAJOR FUNCTION

Management of Instructional Time\nThe teacher has materials, supplies, and equipment for each lesson ready at the start of the study or instructional activity; gets the class started quickly; gets students on task soon at the beginning of each lesson; maintains a high level of student time-on-task.\n

B. MAJOR FUNCTION

Management of Student Behavior\nThe teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and guidelines 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 transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.\n

C. MAJOR FUNCTION

Instructional Presentation\nThe teacher begins the lesson or instructional activity with a review of previous materials; introduces the study 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 take 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 classes and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the address at the end of the class or instructional activity.\nGCS, Rev. 2/06\nD.

MAJOR FUNCTION

Instructional Monitoring of Student Performance\nThe teacher maintains clear, firm, and reasonable work standards and due dates; circulates during classwork 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.\n

E. MAJOR FUNCTION

Instructional Feedback\nThe teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly offers 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 and repeating the question, giving a clue, or allowing more time.\n

F. MAJOR FUNCTION

Facilitating Instruction\nThe 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 tasks; maintains accurate records to document student performance; has an instructional plan that matches/aligns goals, learning strategies, assessment, and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.\n

G. MAJOR FUNCTION

Interacting Within the Educational Environment\nThe teacher treats all students fairly and equitably; interacts effectively with students, co-workers, parents, and the community.\n

H. MAJOR FUNCTION

Performing Non-Instructional Duties\nThe teacher carries out non-instructional duties as assigned and, as needed, perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development; and demonstrates evidence of growth.\n

ADDITIONAL JOB FUNCTIONS

\nPerforms other related work as required.\n

MINIMUM TRAINING AND EXPERIENCE

\nDegree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.\n

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements:

Must be able to use various equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, 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 the amount of time spent standing and walking, physical requirements are consistent with those for Light Work.\n

Data Conception:

Requires the ability to compare and judge the readily observable, functional, structural, or composite characteristics (similar to or divergent from apparent standards) of data, people, or things.\n

Interpersonal Communication:

Requires the ability to speak and signal people to convey or exchange information. Includes receiving instructions, assignments, and directions from superiors.\n

Language Ability:

Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple words, shapes, instructional materials, etc., using a prescribed format.\n

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 various technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.\n

Verbal Aptitude:

Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions. Must communicate effectively and efficiently in various technical or professional languages, including medical, legal, and counseling terminology.\n

Numerical Aptitude:

Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; use decimals and percentages; and apply the principles of descriptive statistics, statistical inference, and statistical theory.\n

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width, and shape.\n

Motor Coordination:

Requires the ability to rapidly and accurately coordinate hands and eyes in office equipment.\n

Manual Dexterity:

Requires handling items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.\n

Color Discrimination:

Requires the ability to differentiate between colors and shades of paint.\n

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 emergencies.\n

Physical Communication:

Requires the ability to talk and hear: (

Talking:

expressing or exchanging ideas using spoken words.

Hearing:

perceiving the nature of sounds by ear). Must be able to communicate via the telephone.\n

KNOWLEDGE, SKILLS, AND ABILITIES

\nAbility to constantly monitor the safety and well-being of students, mainly when a student participates in an inclusive activity.\nAbility to motivate students.\nAbility to maintain a clean and orderly environment. Ability to perform general clerical duties.\nAbility to maintain order and discipline in a classroom. Ability to operate standard office machines.\nAbility to maintain essential files and records.\nAbility to understand and follow oral and written instructions.\nAbility to establish and maintain effective working relationships as necessitated by work assignments.\n

DISCLAIMER

\nThe preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.\n

Position Type:

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9-12 Science Teacher

Burke County Schools

Draughn High School - Valdese, North Carolina This job is also posted in Burke County Schools , and North Carolina School Jobs

Job Details

Job ID:

5932598

Application Deadline:

Oct 31, 2026 11:59 PM (Eastern Standard Time)

Posted:

Yesterday

Starting Date:

Oct 21, 2026

Job Description

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

MAJOR FUNCTION

Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the study or instructional activity; gets the class started quickly; gets students on task soon 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 guidelines 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 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 the lesson or instructional activity with a review of previous materials; introduces the study 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 take 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 classes and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the address at the end of the class or instructional activity.

GCS, Rev. 2/06

MAJOR FUNCTION

Instructional Monitoring of Student Performance

The teacher maintains clear, firm, and reasonable work standards and due dates; circulates during classwork 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 offers 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 and 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 tasks; maintains accurate records to document student performance; has an instructional plan that matches/aligns goals, 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 fairly and equitably; interacts effectively with students, co-workers, parents, and the community.

H. MAJOR FUNCTION

Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and, as needed, 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:

Data Conception:

Requires the ability to compare and judge the readily observable, functional, structural, or composite characteristics (similar to or divergent from apparent standards) of data, people, or things.

Interpersonal Communication:

Requires the ability to speak and signal people to convey or exchange information. Includes receiving instructions, assignments, and directions from superiors.

Language Ability:

Intelligence:

Verbal Aptitude:

Numerical Aptitude:

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination:

Requires the ability to rapidly and accurately coordinate hands and eyes in office equipment.

Manual Dexterity:

Requires handling 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 paint.

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 emergencies.

Physical Communication:

Requires the ability to talk and hear: (

Talking:

expressing or exchanging ideas using spoken words.

Hearing:

perceiving the nature of sounds by ear). Must be able to communicate via the telephone.

KNOWLEDGE, SKILLS, AND ABILITIES

Ability to constantly monitor the safety and well-being of students, mainly when a student participates 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 standard office machines.

Ability to maintain essential 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 intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.

Position Type:

Full-Time

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Find & Apply For Science Teacher Jobs in Valdese, North Carolina

9-12 Science Teacher

9-12 Science Teacher