Carpentry TEACHER

Stokes County Schools•Danbury, NC

2d•Onsite

About The Position

This position is for a Carpentry Teacher for the 26-27 school year, starting on 8/5/26. The role is full-time, 10 months a year, with 7.5 hours per day, and includes benefits. The teacher will report to the Principal and may coordinate and direct the activities of teacher assistants. The primary purpose of this role is 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.

Requirements

Degree in education or a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.
Ability to constantly monitor the safety and well-being of students, particularly during inclusive activities.
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.
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.
Physical requirements are consistent with those for Light Work due to amount of time spent standing and/or walking.
Data Conception: Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things.
Interpersonal Communication: Ability to speak and/or signal people to convey or exchange information, including receiving instructions, assignments and/or directions from superiors.
Language Ability: Ability to read various correspondence, reports, handbooks, forms, lists, etc. Ability to prepare correspondence, simple reports, forms, instructional materials, etc., using a prescribed format.
Intelligence: Ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; interpret extensive technical instructions; and deal with abstract and concrete variables.
Verbal Aptitude: Ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages.
Numerical Aptitude: Ability to utilize mathematical formulas; add, subtract, multiply, and divide; utilize decimals and percentages; and apply principles of descriptive statistics, statistical inference, and statistical theory.
Form/Spatial Aptitude: Ability to inspect items for proper length, width, and shape.
Motor Coordination: Ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Ability to handle a variety of items such as office equipment and hand tools. Minimal levels of eye/hand/foot coordination required.
Color Discrimination: Ability to differentiate between colors and shades of color.
Interpersonal Temperament: Ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and in emergency situations.
Physical Communication: Ability to talk and hear. Must be able to communicate via telephone.

Responsibilities

Management of Instructional Time: Ensure materials, supplies, and equipment are ready for each lesson, start class quickly, get students on task quickly, and maintain a high level of student time-on-task.
Management of Student Behavior: Establish rules and procedures for routine administrative matters, student participation, movement in the classroom, and monitor and address inappropriate behavior promptly and consistently while maintaining student dignity.
Instructional Presentation: Begin lessons with a review, introduce new material and objectives, speak fluently and precisely, use understandable concepts and language, provide relevant examples and demonstrations, assign tasks with a high success rate, ask appropriate questions, conduct lessons at a brisk pace while adjusting for understanding, make smooth transitions, clarify assignments, and summarize main points.
Instructional Monitoring of Student Performance: Maintain clear, firm, and reasonable work standards and due dates, circulate to check student performance during class work, use various work products to check progress, and pose questions clearly and one at a time.
Instructional Feedback: Provide feedback on in-class work to encourage growth, regularly provide prompt feedback on out-of-class work, affirm correct responses, and provide sustaining feedback after incorrect responses or no response.
Facilitating Instruction: Have an instructional plan compatible with school and system-wide goals, use diagnostic information to develop and revise objectives/tasks, maintain accurate records, align objectives, learning strategies, assessment, and student needs, and use available resources to support the instructional program.
Interacting Within the Educational Environment: Treat all students fairly and equitably, and interact effectively with students, co-workers, parents, and the community.
Performing Non-Instructional Duties: Carry out assigned non-instructional duties, adhere to laws, policies, and regulations, and follow a plan for professional development.
Performs other related work as required.