Kindergarten Teacher

Beaufort County Schools•Pinetown, NC

2d•Onsite

About The Position

Employment in this position is effective August 13, 2026. Candidate must be eligible for a teaching license in NC. Licensure information can be found here: www.dpi.nc.gov/educators/educators-licensure. Candidates should contact Paula Sherman, Principal, at [email protected] or 252-943-6545. To be considered for this position, you must have a completed BCS application online and contact the Principal listed above. The application is found at www.beaufort.k12.nc.us under the Employment section.

Requirements

Eligible for a teaching license in NC.
Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.
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 (whether similar to or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.
Language Ability: Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.
Intelligence: Ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; interpret an extensive variety of technical instructions in mathematical or diagrammatic form; deal with several abstract and concrete variables.
Verbal Aptitude: Ability to record and deliver information, explain procedures, follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal and counseling terminology.
Numerical Aptitude: Ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; apply the 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. Must have minimal levels of eye/hand/foot coordination.
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 when confronted with emergency situations.
Physical Communication: 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.
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 necessitated by work assignments.

Nice To Haves

May coordinate and direct the activities of teacher assistants.

Responsibilities

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.
Management of Instructional Time: Have materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; get the class started quickly; get students on task quickly at the beginning of each lesson; maintain a high level of student time-on-task.
Management of Student Behavior: Establish a set of rules and procedures that govern the handling of routine administrative matters; establish 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.; establish a set of rules and procedures that govern student movement in the classroom during different types of instructional and noninstructional activities; frequently monitor the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stop inappropriate behavior promptly and consistently, yet maintain the dignity of the student.
Instructional Presentation: Begin lesson or instructional activity with a review of previous materials; introduce the lesson or instructional activity and specific learning objectives when appropriate; speak fluently and precisely; present the lesson or instructional activity using concepts and language understandable to the students; provide relevant examples and demonstrations to illustrate concepts and skills; assign tasks that students handle with a high rate of success; ask appropriate levels of questions that students handle with a high rate of success; conduct lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; make transitions between lessons and between instructional activities within lessons efficiently and smoothly; make sure that the assignment is clear; summarize the main point(s) of the lesson at the end of the lesson or instructional activity.
Instructional Monitoring of Student Performance: Maintain clear, firm and reasonable work standards and due dates; circulate during class work to check all students’ performance; routinely use oral, written, and other work products to check student progress; pose questions clearly and one at a time.
Instructional Feedback: Provide feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provide prompt feedback on assigned out-of-class work; affirm a correct oral response appropriately, and move on; provide sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.
Facilitating Instruction: Have an instructional plan which is compatible with the school and systemwide curricular goals; use diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintain accurate records to document student performance; have instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; use available human and material resources to support the instructional program.
Interacting Within the Educational Environment: Treat all students in a fair and equitable manner; interact effectively with students, co-workers, parents, and community.
Performing Non-Instructional Duties: Carry out non-instructional duties as assigned and/or as need is perceived; adhere to established laws, policies, rules, and regulations; follow a plan for professional development and demonstrate evidence of growth.
Perform other related work as required.