Openings as of 6/10/2026
21st CCLC Afterschool Staff Job Description
2025-2026
Job Status: Hourly Position ($35 per hour for certified staff and $20 per hour for classified staff); Afterschool, 2:30 pm - 5:30 pm, Monday through Thursday
Description: The ACS 21st Century Community Learning Centers programs provide afterschool services to support elementary school student learning and development. Afterschool program activities include homework support, literacy and math activities, STEAM enrichment, cooperative play and physical activity. Social emotional learning (SEL) and family engagement are also key components of 21st CCLC afterschool programs.
Specific Duties and Responsibilities:
Develop literacy, math, STEAM enrichment, and cooperative play lessons appropriate for students in the afterschool program.
Lead literacy, math, STEAM enrichment, and cooperative play activities.
Provide homework support to students.
Communicate frequently with families in person, via phone and email, and using the Parent Square digital app.
Maintain contact with each child’s classroom school teacher on a monthly basis, in person or via telephone or email, to review literacy and math progress.
Support students in developing social emotional skills including self-confidence, working well with others, and positive interactions with adults and peers.
Ensure that confidentiality of records and information is maintained at all times.
Participate in required trainings.
Treat all students in a fair and equitable manner. Provide a culturally diverse learning environment that recognizes the value of every student.
Interact effectively and collaboratively with students, co-workers, parents, and community members.
Attend family engagement events coordinated by the afterschool program.
Perform other job-related duties as assigned by the Site Coordinator, School Principal, and Extended Learning Coordinator.
Asheville City Schools Job Description
Job Title: Head Girls' Cross Country Coach
Location: Asheville High School
Contact: Sonita.Warren-Dixon@acsgmail.net
Job Summary:
We are seeking a dedicated and knowledgeable Head Girls' Cross Country Coach to lead and develop our high school tennis program. The ideal candidate will have a passion for the sport, experience in coaching or collegiate track and field experience, and the ability to mentor student-athletes while promoting teamwork, sportsmanship, and personal growth.
Key Responsibilities:
Qualifications:
Preferred Qualifications:
Salary:
Based on experience and school district policies.
Job Title: Boys Assistant/Head JV Basketball Coach
We are seeking a dedicated and knowledgeable Assistant Boys Basketball Coach to help lead our basketball program. The assistant coach will be responsible for developing athletes both on and off the court, fostering teamwork, discipline, and sportsmanship while implementing effective coaching strategies. This role includes overseeing practices, game planning, and ensuring student-athletes meet academic and behavioral expectations.
Organize transportation, lodging, and logistics for away games.
Qualifications & Requirements:
Ability to work evenings, weekends, and travel for games/tournaments.
Ability to drive an activity bus and obtain necessary transportation certifications.
Compensation & Benefits:
Job Title: Girls Assistant/JV Basketball Coach
We are seeking a dedicated and knowledgeable Girls Assistant/JV Basketball Coach to help lead our basketball program. The junior varsity coach will be responsible for developing athletes both on and off the court, fostering teamwork, discipline, and sportsmanship while implementing effective coaching strategies. This role includes overseeing practices, game planning, and ensuring student-athletes meet academic and behavioral expectations.
We are seeking a dedicated and knowledgeable Girls Assistant Field Hockey Coach to help lead our field hockey program. The assistant coach will be responsible for developing athletes both on and off the court, fostering teamwork, discipline, and sportsmanship while implementing effective coaching strategies. This role includes overseeing practices, game planning, and ensuring student-athletes meet academic and behavioral expectations.
Job Title: Girls Indoor Track - Head Coach
We are seeking a dedicated and knowledgeable Indoor Track Coach to help lead our track program. The head coach will be responsible for developing athletes both on and off the track, fostering teamwork, discipline, and sportsmanship while implementing effective coaching strategies. This role includes overseeing practices, game planning, and ensuring student-athletes meet academic and behavioral expectations.
Job Title: Boys Indoor Track - Head Coach
Job Title: Girls Golf Coach
We are seeking a dedicated and knowledgeable Golf Coach to help lead our golf program. The head coach will be responsible for developing athletes both on and off the course, fostering teamwork, discipline, and sportsmanship while implementing effective coaching strategies. This role includes overseeing practices, game planning, and ensuring student-athletes meet academic and behavioral expectations.
Job Title: Boys Golf Coach
Job Title: Boys Outdoor Track - Head Coach
We are seeking a dedicated and knowledgeable Outdoor Track Coach to help lead our track program. The head coach will be responsible for developing athletes both on and off the track, fostering teamwork, discipline, and sportsmanship while implementing effective coaching strategies. This role includes overseeing practices, game planning, and ensuring student-athletes meet academic and behavioral expectations.
Job Title: Girls Outdoor Track - Head Coach
Job Title: Assistant Swim Coach
We are seeking a dedicated and knowledgeable Assistant Swim Coach to help lead our swim/dive program. The assistant coach will be responsible for assisting in the development of athletes both on and off the court, fostering teamwork, discipline, and sportsmanship while implementing effective coaching strategies. This role includes overseeing practices, meeting planning, and ensuring student-athletes meet academic and behavioral expectations.
Job Title: Girls' Basketball Head Coach
Location: Asheville Middle School
Contact: Blair.Johnston@acsgmail.net
Description: Looking to fill a position for a Middle School Girls' Basketball Head Coach
ESSENTIAL JOB FUNCTIONS: Any coach must possess the ability to perform these essential job functions and typical duties:
ADDITIONAL STAFF RESPONSIBILITIES:
Qualifications: High school (or higher level) playing/coaching experience, excellent communication and organization skills, and willingness to join affiliated coaching association
Working Conditions:
At Asheville Middle School, we prepare students for a lifetime of success. This begins with a challenging curriculum and a wide variety of extra-curricular activities. Our goal is not simply to prepare students to enter college; we equip them to achieve success once they get there. And, because life is filled with challenges beyond the classroom, we build up a foundation of strong moral character.
CTE Family and Consumer Sciences Education Teacher
Job Description
Position Title: CTE Family and Consumer Sciences Education Teacher
Reports To: Building Principal
Employment Status: Full-Time, Certified, 10-Month Position
Compensation: Based on State and Local Salary Schedules
Contact: Irvy.Cheeks@acsgmail.net
Position Summary
The CTE Family and Consumer Sciences Education Teacher provides engaging, standards-aligned instruction that prepares students for success in college, careers, and life. The teacher creates a safe, inclusive, and student-centered learning environment that promotes academic achievement, career readiness, leadership development, and technical skill attainment. Through hands-on learning experiences, industry-relevant instruction, and community partnerships, the teacher supports students in developing knowledge and skills in Family and Consumer Sciences pathways.
Minimum Qualifications
• Hold or be eligible for a North Carolina Family and Consumer Sciences teaching license (710, 712, 714, 716, or 718).• Bachelor's degree in a related field.• Relevant work experience as required by North Carolina licensure guidelines.• Ability to pass the Family and Consumer Sciences Education (5122) Praxis examination.• Completion of required educational coursework, teacher induction, and professional development requirements established by NCDPI.
Key Responsibilities
• Deliver high-quality Family and Consumer Sciences instruction using hands-on, project-based, and standards-aligned learning experiences.• Develop and implement lesson plans that address diverse learning needs and support student growth.• Assess student performance using a variety of formative and summative assessment strategies and adjust instruction accordingly.• Maintain accurate records of student achievement, attendance, and classroom activities.• Establish and maintain a safe, positive, and inclusive learning environment that supports student success.• Integrate employability skills, career exploration, and industry-relevant practices into classroom instruction.• Supervise laboratory, culinary, childcare, fashion, and other learning environments while ensuring adherence to all safety procedures.• Coordinate and support Career and Technical Student Organization (CTSO) activities, competitions, leadership events, and community service projects.• Collaborate with administrators, teachers, counselors, families, business partners, and community stakeholders to enhance student learning opportunities.• Manage instructional materials, equipment, supplies, and inventory in accordance with district procedures.• Participate in district meetings, professional learning communities, training sessions, and ongoing professional development.• Foster partnerships with local businesses, industries, and community organizations to strengthen career awareness and work-based learning opportunities.• Communicate effectively with students, parents, and stakeholders regarding academic progress, expectations, and student achievement.• Model professionalism, ethical conduct, and lifelong learning.• Perform other duties as assigned by the principal or district leadership.
Knowledge, Skills, and Abilities
• Strong knowledge of Family and Consumer Sciences curriculum and instructional best practices.• Ability to engage students through active learning and real-world applications.• Effective classroom management and student relationship-building skills.• Strong verbal, written, and interpersonal communication skills.• Ability to analyze student data and use results to improve instruction.• Proficiency with educational technology and digital learning tools.• Commitment to equity, diversity, and student-centered learning.
Working Conditions
Work is performed in the classroom, laboratory, and school-related settings. The position may require supervision of students during instructional activities, CTSO events, competitions, field experiences, and other school-sponsored activities.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk, and drive. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.
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 when using computers and other technology.
Manual Dexterity: Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
Position Type: CTE Health Careers Profession Teacher
Reports To Principal: Blair Johnston
Contact: Ivry.Cheeks@acsgmail.net
General Description
We are seeking a dedicated and experienced Health Careers Profession Teacher to join our Career and Technical Education (CTE) program at the middle school level. The successful candidate will play a crucial role in preparing students for future careers in the healthcare industry. Design and implement a comprehensive curriculum aligned with CTE Model Curriculum Standards and the local healthcare industry's job responsibilities.Teach students practical skills and techniques used in healthcare, such as taking blood pressure and other vital signsCollaborate with local healthcare businesses and industry professionals to create real-world learning experiences for studentsDevelop and maintain relationships with healthcare industry partners to ensure curriculum relevance and provide internship opportunitiesInstruct students in appropriate job-seeking and retention skills specific to the healthcare field. Establish and maintain a safe learning environment that promotes student growth and skill masteryGuide students in making career-related decisions within the healthcare industryMaintain accurate records of student progress and skill attainmentParticipate in professional development activities to stay current with healthcare industry trends and teaching methodologies.Minimum Required Qualifications:
An associate's or bachelor's degree is required. Preferred degree in Nursing. Must hold or be eligible for a North Carolina teaching license with a Career and Technical EducationEndorsement- Preferred endorsement in Health Science – Registered or Licensed Nurse (720, 721, or 722). Two years of experience as a nurse. Preferred prior classroom teaching experience.
Essential Duties & Responsibilities:
Knowledge, Skills & Abilities:
Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 40 pounds. Physical Communications: Requires the ability to see, talk, and hear.Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read and write complex text and data.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.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 Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply, and to understand and interpret complex statistical analysis.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 computers and other technology.Manual Dexterity: Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS
Career and Technical Education
Marketing Education Teacher
POSITION TYPE: Marketing Education Teacher (Licensure Areas 730)
DATE POSTED: May 6, 2026
JOB STATUS: Full-Time/10-Month
SCHOOL DATE AVAILABLE: August 13, 2026
CLOSING DATE: Until Filled
LOCATION: Asheville High School
Reports directly to: Building Level Administrator
Asheville High School is seeking an energetic and motivated Marketing Education Teacher to join our Career and Technical Education (CTE) department. The ideal candidate will provide engaging, career-relevant instruction to high school students in areas such as marketing, hospitality, and sports/event marketing. This position supports students in gaining essential 21st-century business skills and leadership development through project-based learning and Career and Technical Student Organizations (CTSOs) like DECA.
Minimum Required Qualifications:
Must hold or be eligible for a North Carolina teaching license with an endorsement in Marketing Education (730). Bachelor's degree in marketing from a regionally accredited institution, or an Associate Degree in a related field with four years of experience along with passing the Praxis exam in Marketing Education 5561. Prior teaching experience (preferred). Strong communication, organization, and classroom management skills. Commitment to preparing students for careers and post-secondary success.
SPECIFIC DUTIES AND RESPONSIBILITIES:
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.Interpersonal Communication: Requires the ability to speak and/or signal to people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas to add, subtract, divide, and multiply.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 when using computers and other technology.Manual Dexterity: Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
Multilingual Learner (ML) Teacher
Job Title: Multilingual Learner (ML) Teacher - Valid NC Licensure Required
Job Status: Full-Time/10-Month
Location: Lucy S. Herring Elementary & Isaac Dickson Elementary School
Contact: Shannon.Baggett@acsgmail.net
General Statement of Job
The Multilingual Learner (ML) Teacher position will support a caseload of multilingual learners in all aspects of their educational experience.
Essential Duties and Responsibilities:
JOB TITLE: STEAM Lead TeacherElementary STEAM (Science, Technology, Engineering, Arts, and Math) Lead Teacher
LOCATION: Hall Fletcher Elementary School
CONTACT: Shawn.Benfield@acsgmail.net
CERTIFICATION: NC Teacher Licensure and at least one of the following: Special Endorsement in Computer Education (079), Master of Instructional Technology (077), Master of Library Science (076), or Master of Education in a related field. Accomplished and distinguished teacher evaluation ratings are required.
GENERAL STATEMENT OF JOB
This individual provides instructional leadership to the staff on science, technology, engineering, art, and math integration into the curriculum through collaboration, coaching, and hands-on modeling. This individual assists in the development and implementation of the district and school-level plans to ensure that resources and training are aligned with the goals of the school. Reports to the Principal and Technology Director.
Focus Area 1: Promote and Model STEAM Education
Focus area 2: Digital Learning Leadership
Focus area 3: Teaching and Learning
Focus area 4: Learning Environments
Focus area 5: Professional Development
Focus area 6: Digital Citizenship
KNOWLEDGE, SKILLS, AND ABILITIES
STEAM Lead Teachers demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership, and are continuously deepening their knowledge and expertise.
Engages in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the ISTE and NC ITES standards.
Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice.
Regularly evaluates and reflects on their professional practice and disposition to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences.
Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.
Language Ability: Requires the ability to read and write complex text and data.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply, and to understand and interpret complex statistical analysis.
Job Title: SEL Related Arts Teacher - Valid NC Licensure Required
Location: Claxton Elementary School
Contact: Corey.Simons@acsgmail.net
Position Overview
The Student Wellbeing Specialist operates as a core "Related Arts" teacher (similar to Art, Music, or PE). In this role, you will see all elementary classes on a rotating schedule to deliver universal, Tier 1 Social-Emotional Learning (SEL) instruction. Using arts and literacy as a medium, this specialist builds student resilience, emotional literacy, self-regulation strategies, and peer connection. This position integrates the CASEL framework with restorative practices and Teaching for Justice Social Justice Standards to align with Claxton's core values.
Specific Duties and Responsibilities
Primary Responsibility: Tier 1 Specialist Instruction
Professionalism, Communication & School Operations
School Community Participation: Participate in required staff meetings, professional development, and school-wide community/family engagement events. Perform other duties as assigned by the School Principal.
ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or as needed. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.
MINIMUM TRAINING AND EXPERIENCEMust be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.
Language Ability: Requires the ability to read and write simple forms.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively both verbally and legibly in Standard English.
Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment and classroom supplies. Must have minimal levels of eye/hand/foot coordination.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: 1st Grade Teacher/ VALID NC LICENSURE REQUIRED JOB STATUS: Full-Time/10-MonthLOCATION: Claxton Elementary SchoolCONTACT: Corey.Simons@acsgmail.net
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task and engagement; makes every second count. The teacher manages time appropriately to meet deadlines. Management of Student Behavior: Has established a set of expectations and procedures that govern the handling of routine administrative matters. Has established a set of expectations and procedures that govern student verbal participation and talk during different types of activities, such as 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. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begin the lesson or instructional activity with learning targets that align with NC State Standards. Begins lesson or instructional activity with a review of previous materials. Speaks fluently and precisely. Utilizes checks for understanding throughout the lesson that align with the learning targets. 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 include a productive struggle. Conducts lesson or instructional activity at a brisk pace, making every second count, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Checks for understanding of the learning targets at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally responsive learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: 5th Grade Teacher / VALID NC LICENSURE REQUIRED JOB STATUS: 10-Month/Full-TimeLOCATION: Ira B. Jones Elementary SchoolCONTACT: Ruafika.Cobb@acsgmail.net
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: 4th Grade Teacher / VALID NC LICENSURE REQUIRED JOB STATUS: 10-Month/Full-TimeLOCATION: Ira B. Jones Elementary SchoolCONTACT: Joan.Bucy@acsgmail.net
JOB TITLE: Instructional AssistantJOB STATUS: Full-Time 10-MonthLOCATION: Hall Fletcher Elementary SchoolCONTACT: Shawn.Benfield@acsgmail.net
Ten-month position to work closely with the teacher to provide support for the teacher in the instruction of students. A wide variety of tasks are performed to support the teacher in the teaching-learning process for students. The work is performed under the supervision of the teacher and/or principal.
MINIMUM TRAINING AND EXPERIENCE
Graduation from high school and a two or four-year college degree or 48 semester hours of college credit from an accredited institution of higher education.
SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONS
Arranges, moves, and stacks classroom furnishings and equipment as necessary.
Prepares visual aids.
Duplicates materials.
Working knowledge of effective methods of dealing with children.
Working knowledge of the core subjects at the grade level to which the employment assignment is made.
Knowledge of established laws, rules, and regulations of Asheville City Schools and the Title I program.
Knowledge of the expected behavior of children, that is, basic characteristics of ages and developmental stages.
Skills necessary to make learning aids, which will strengthen lesson plans.
Ability to comprehend the purpose of teacher-designed strategies to fulfill the instructional objectives.
Ability to impart information on the child's level of comprehension.
Ability to impartially and consistently apply proper methods of recognition, reward, and punishment.
Ability to independently solve most minor problems.
Craft skills to assist students with activities, assemble materials, and put up bulletin board displays.
Coordinating skills to schedule lesson plans, organize materials for use with lesson plans, organize and maintain student records, develop schedules for remediation, organize physical fitness records, and track the number of students assigned to I.S.S. throughout the year.
Administrative skills to discipline students in the school.
Analytical skills to assist the teacher in student evaluations.
Communication skills to assist students in classrooms.
Leadership skills to motivate students toward positive behavior and to help them set realistic goals.
Planning skills to implement instructional presentation of lesson plans.
Manual skills for general housekeeping in the classroom.
Planning skills to plan daily activities with the teacher.
Mathematical skills to assist students with assignments.
Software/word processing skills to assist students in the computer lab and with classroom computer programs.
Ability to follow minimally detailed written and oral instructions without constant supervision.
Physical Requirements: Must be physically able to sit, stand, kneel, and walk for extended periods of time. Must be able to lift boxes up to 20 pounds. Physical demand requirements are for Medium Work.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Part-Time Math Interventionist (Elementary Schools)
Location: Asheville City Schools Elementary SchoolsReports To: Principal and/or DesigneeFLSA Status: ExemptEmployment Status: Part-Time (Hours Determined by Funding and School Needs)Salary: Based on Asheville City Schools Salary Schedule and Approved Funding Source
The Part-Time Math Interventionist provides targeted mathematics instruction and intervention services to elementary students who require additional academic support to achieve grade-level proficiency. The Interventionist works collaboratively with classroom teachers, instructional coaches, administrators, and support staff to identify students' needs, implement evidence-based interventions, monitor progress, and support student achievement in alignment with the North Carolina Standard Course of Study and Asheville City Schools' strategic goals.
This position plays a critical role within the school's Multi-Tiered System of Support (MTSS) framework by providing supplemental instruction designed to accelerate learning, close achievement gaps, and increase student confidence and success in mathematics.
Essential Duties and Responsibilities
Student Intervention and Instruction
Data Collection and Progress Monitoring
Collaboration and Support
Family Communication
Professional Responsibilities
The successful candidate will demonstrate:
Preferred Qualifications
Physical Requirements
Location: Isaac Dickson Elementary School
Contact: Joan.Bucy@acsgmail.net
Location: Ira B. Jones Elementary School
Contact: Ruafika.Cobb@acsgmail.net
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: K-5th Grade Teacher / VALID NC LICENSURE REQUIRED JOB STATUS: Full-Time/10-MonthLOCATION: Lucy S. Herring Elementary School
CONTACT: Julie.HaunFrank@acsgmail.net
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: K-5th Grade Teacher / VALID NC LICENSURE REQUIRED JOB STATUS: Full-Time/10-MonthLOCATION: Asheville City SchoolsGENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task and engagement; makes every second count. The teacher manages time appropriately to meet deadlines. Management of Student Behavior: Has established a set of expectations and procedures that govern the handling of routine administrative matters. Has established a set of expectations and procedures that govern student verbal participation and talk during different types of activities, such as 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. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begin the lesson or instructional activity with learning targets that align with NC State Standards. Begins lesson or instructional activity with a review of previous materials. Speaks fluently and precisely. Utilizes checks for understanding throughout the lesson that align with the learning targets. 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 include a productive struggle. Conducts lesson or instructional activity at a brisk pace, making every second count, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Checks for understanding of the learning targets at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally responsive learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.ADDITIONAL JOB FUNCTIONS
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Kindergarten Teacher/ VALID NC LICENSURE REQUIRED JOB STATUS: Full-Time/10-MonthLOCATION: Ira B. Jones Elementary SchoolCONTACT: Ruafika.Cobb@acsgmail.net
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Spanish Teacher - Valid NC licensure required JOB STATUS: Full-Time/10-MonthLOCATION: Lucy S. Herring Elementary SchoolCONTACT: Julie.HaunFrank@acsgmail.net
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern students' verbal participation and talk during various activities, such as whole-class instruction and small-group instruction. Has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson 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. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.
ADDITIONAL JOB FUNCTIONS Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or needed.Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Non-instructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.
MINIMUM TRAINING AND EXPERIENCEMust be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.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 when using computers and other technology.Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
JOB TITLE: Behavior Support AssistantLOCATION: Asheville Middle SchoolCONTACT: Holly.Sutter@acsgmail.net
GENERAL STATEMENT OF JOB: The Behavior Support Assistant, under the guidance and leadership of the Behavior Support Liaison, assists in implementing each child's Individual Education Program (IEP) goals and objectives, more specifically, students' behavior goals, and Behavior Intervention Plans (BIP). Assist in planning, preparing, and administering the practice of evidence-based interventions and social skill activities/lessons in a proactive manner. Providing behavior support to students using de-escalation strategies (CPI) as needed to help stabilize students experiencing escalated/disruptive behaviors. Conduct small group/individual social/emotional lessons with students on the behavior support caseload as assigned by the Behavior Support Specialist.
Provide direct support to staff by introducing and modeling research/evidence-based interventions. Works with the student(s) on academic tasks to support the instructional plan of the teacher.Coordinate with the Behavior Support Liaison and school staff to implement social/emotional curriculum.Coordinate with Behavior Support Liaison and Behavior Support Staff to develop intervention and crisis/safety plans.Moves among all schools in Asheville City Schools, based on caseload. Provide and document interventions to stabilize students experiencing acute behaviors. Establishes as fully as possible a supportive, positive relationship with the student(s) without fostering or encouraging dependence or intense emotional involvement.Maintains confidentiality in matters pertaining to the student(s) and the classes in which they are assigned.Comply with all safety policies, practices, and procedures; report all unsafe activities to the supervisor.Other duties assigned by the Executive Director of Exceptional Children's Program
KNOWLEDGE, SKILLS, AND ABILITIES: Participates in Individual Education Program/Behavior Intervention Plan meetings.Receives training and in-service pertinent to the job function.Experience with evidence-based instructional strategies and the ability to implement them effectively.Ability to perform on-the-spot data collection digitally and/or in paper form.Ability to follow written and oral directions.Ability to remain calm in various situations.Ability to accept differences in people.Ability to follow a schedule.
MINIMUM TRAINING AND EXPERIENCE: Graduation from high school with a preference for specialized training and a two or four-year college degree (or 48 hours of college credit), experience in education, or such alternatives to these as may be found appropriate.Minimum of two years' experience in the support of "at-risk" and/or "behaviorally challenged" students.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift mail and boxes up to 10 lbs. Must be able to sit at a computer for extended periods of time. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using a prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using a keyboard.Manual Dexterity: 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 minimal levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: EC Behavior Teacher - $5,000.00 Recruitment Incentive - Valid NC Licensure RequiredJOB STATUS: Full-Time/10-MonthLOCATION: Lucy S. Herring Elementary CONTACT: Holly.Sutter@acsgmail.net
Recruitment Incentive $5,000.00 - Half of this incentive ($2,500.00) will be paid at the end of the first year, and half ($2,500.00) at the end of the second year.
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Actively collaborates and plans with the students' general education teachers in order to support academic growth. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
Behavior Support Teacher is a licensed position that will assist teachers, staff, and school administration in developing systems, strategies, and plans to work with students who exhibit moderate to severe behavior problems, especially those that impede academic progress and performance. Required to complete Crisis Prevention Intervention
Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities, such as 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. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson 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. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or as needed.Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Non-Instructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers.Follows a plan for professional development and demonstrates evidence of growth.MINIMUM TRAINING AND EXPERIENCE
Must be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift mail and boxes up to 10 lbs. Must be able to sit at a computer for extended periods of time. Physical demand requirements are for Light Work. Complete and participate in Crisis Prevention Intervention Training.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using a keyboard.Manual Dexterity: 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 minimal levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: EC Teacher - $5,000.00 Recruitment Incentive - Valid NC Licensure RequiredJOB STATUS: Full-Time/10-MonthLOCATION: Asheville Middle SchoolCONTACT: Holly.Sutter@acsgmail.net
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities, such as 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. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson 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. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or as needed. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Non-Instructional and Extracurricular Duties of Teachers,s and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.MINIMUM TRAINING AND EXPERIENCEMust be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift mail and boxes up to 10 lbs. Must be able to sit at a computer for extended periods of time. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using a keyboard.Manual Dexterity: 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 minimal levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: EC TeacherJOB STATUS: Full-Time / 10-MonthLOCATION: Asheville High SchoolCONTACT: Holly.Sutter@acsgmail.net
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established 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. Has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson 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. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or as needed. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Non-Instructional and Extracurricular Duties of Teacher,s and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.MINIMUM TRAINING AND EXPERIENCEMust be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift mail and boxes up to 10 lbs. Must be able to sit at a computer for extended periods of time. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using a keyboard.Manual Dexterity: 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 minimal levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION JOB TITLE: EC Instructional Assistant JOB STATUS: Full-Time / 10-MonthLOCATION: District CONTACT: Holly.Sutter@acsgmail.net
GENERAL STATEMENT OF JOB:
To work closely with one or more students with Individual Education Programs (IEP) under the supervision of a licensed Special Education Teacher and/or Related Service Provider. The Instructional Assistant will provide assigned student(s) with the physical, educational, and/or emotional support they need to gain full access to the school setting—reports to the teacher of the classroom.
SPECIFIC DUTIES AND RESPONSIBILITIES:Carry out all physical care routines for students as indicated on their Health Plans and/or Individual Education Programs (IEPs), including, but not limited to, personal hygiene.Works with the student(s) on academic tasks to support the instructional plan of the teacher(s).
Collect and record student data. Provide individual and group instruction based on teacher plans.Create and maintain classroom materials. Demonstrate a basic level of computer proficiency needed to assist classroom teacher(s) and students.Set up and use assistive technology and augmentative communication devices to assist students with school-related activities.Provide close supervision in all school settings.Assist students with daily living skills (i.e., toileting, feeding, cleanliness, etc.).Assist in the organization and implementation of all school-related activities.Perform routine duties as required by teacher and/or administrator(s).Maintains confidentiality.Assists the student(s) to whom assigned in such physical tasks as putting on and taking off outerwear, moving from room to room, using the bathroom, and so on, if applicable. Serves as a resource person, when requested, to the student IEP team.Other duties and responsibilities as assigned by EC Director, School Administration, or designee.
KNOWLEDGE, SKILLS, AND ABILITIES:
Establishes a supportive relationship with the student(s) without fostering or encouraging dependence or intense emotional involvement.
Performs simple errands for the student(s).
Treat students and colleagues with dignity and respect at all times.
Ability to follow written and oral directions.
Ability to remain calm in stressful situations.
Ability to accept differences in people.
Ability to follow a schedule.
MINIMUM TRAINING AND EXPERIENCE:
Graduation from high school with a preference for specialized training and a two or four-year college degree (or 48 hours of college credit), experience in education, or such alternatives to these as may be found appropriate.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift mail and boxes up to 10 lbs. Must be able to sit at a computer for extended periods of time. Physical demand requirements are for Light Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants. Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using a keyboard. Manual Dexterity: 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 minimal levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: ART TEACHER / NC License Required LOCATION: Asheville High SchoolJOB STATUS: Full-Time/10-MonthCONTACT: Derek.Edwards@acsgmail.net
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities, such as 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. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson 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. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.
ADDITIONAL JOB FUNCTIONSPerforms related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.MINIMUM TRAINING AND EXPERIENCE Must be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.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 when using computers and other technology.Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: ENGLISH TEACHER / VALID NC LICENSURE REQUIREDJOB STATUS: FULL-TIME/10-MONTHLOCATION: School of Inquiry & Life Sciences at AshevilleCONTACT: Jermey.Gibbs@acsgmail.net
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or as needed. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.MINIMUM TRAINING AND EXPERIENCEMust be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.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 when using computers and other technology.Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Math Teacher- Valid NC Licensure RequiredJOB STATUS: Full-Time/10-MonthLOCATION: William Randolph CampusCONTACT: Sybil.Jefferson@acsgmail.net
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities, such as 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. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson 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. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points of view, foster respect for others, and give students the tools to prosper in today's global economy.ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or as needed. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.MINIMUM TRAINING AND EXPERIENCEMust be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.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 Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.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 when using computers and other technology.Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
JOB TITLE: Groundskeeper
JOB STATUS: Full Time
CONTACT: Tim.Shelton@acsgmail.net
The ACS groundskeeper is responsible for ensuring the overall cleanliness, safety, and aesthetic appeal of the school grounds. This includes maintaining lawns, gardens, athletic fields, and other outdoor areas. The groundskeeper plays a crucial role in creating a positive and welcoming environment for students, staff, and visitors.
Essential Job Functions:
Landscaping Maintenance:
Athletic Field Maintenance:
Grounds Cleaning and Waste Management:
Snow and Ice Removal:
Equipment Maintenance:
Collaboration:
Safety Compliance:
Emergency Response:
Additional Job Functions:
May lift and/or move furniture, equipment, and supplies for meetings and special school events.
***Other duties assigned by the Director or Asst. Director.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS:
Physical Requirements: Must be physically able to operate power tools and mechanical equipment. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently. Physical demand requirements are for Medium Work.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations. Also, D.D.C Controls and computer experience.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, with and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using tools.
Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.
Employee Signature_____________________________________
Date of employment____________________________________
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: ELA Teacher - Valid NC Licensure RequiredJOB STATUS: Full-Time/10-MonthLOCATION: Asheville Middle SchoolCONTACT: Blair.Johnston@acsgmail.net
GENERAL STATEMENT OF JOBTo 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. May coordinate and direct the activities of the teacher assistant. Reports to the principal.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONSManagement of Instructional Time: Has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities, such as 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. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson 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. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Make sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work 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.Instructional Feedback: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides 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, repeating the question, giving clues, or allowing more time.Facilitating Instruction: Has an instructional plan that 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/or tasks. Maintains accurate records to document student performance. Has ian nstructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and the community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points-of-view, foster respect for others, and give students the tools to prosper in today's global economy.ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived. Adheres to established laws, policies, rules, and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers, and Policy 7931, Professional Standards of Conduct and Performance for Teachers. Follows a plan for professional development and demonstrates evidence of growth.MINIMUM TRAINING AND EXPERIENCEMust be a graduate from a 4-year accredited college education program or have alternative qualifications approved by the State Board of Education.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.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 when using computers and other technology.Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Math Teacher - Valid NC Licensure RequiredJOB STATUS: Full-Time/10-MonthLOCATION: Asheville Middle SchoolCONTACT: Blair.Johnston@acsgmail.net
Reading and Math Interventionist (Full-Time)
Location: Asheville Middle School (Grades 6–8)Reports To: Principal and/or DesigneeFLSA Status: ExemptEmployment Term: 10-Month Certified PositionSalary: According to the Asheville City Schools Teacher Salary Schedule and applicable local supplement
The Reading and Math Interventionist provides targeted academic support to middle school students who require additional assistance in literacy and mathematics. Working collaboratively with classroom teachers, instructional coaches, administrators, and support staff, the Interventionist designs and implements evidence-based interventions that accelerate student learning, close achievement gaps, and support students in meeting grade-level standards.
The Interventionist uses student data to identify learning needs, monitor progress, and adjust instruction accordingly. This position serves as a key member of the school's Multi-Tiered System of Support (MTSS) framework and is responsible for helping ensure equitable access to academic success for all students.
Instructional Support and Intervention
Data Analysis and Progress Monitoring
Collaboration and Consultation
Family and Community Engagement
Performance Responsibilities
Performance of this position will be evaluated annually in accordance with the North Carolina Educator Evaluation System, Asheville City Schools policies, and district expectations.
Asheville City Schools Mission
Asheville City Schools is committed to creating learning environments where every student is known, valued, and supported. The Reading and Math Interventionist plays a critical role in ensuring that all students receive the academic support necessary to achieve success and reach their full potential.
Equal Opportunity Employer
Asheville City Schools does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, veteran status, or any other legally protected status in its educational programs, activities, or employment practices.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Science Teacher - Valid NC Licensure RequiredJOB STATUS: Full-Time/10-MonthLOCATION: Asheville Middle SchoolCONTACT: Blair.Johnston@acsgmail.net
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Social Studies Teacher - Valid NC Licensure RequiredJOB STATUS: Full-Time/10-MonthLOCATION: Asheville Middle SchoolCONTACT: Blair.Johnston@acsgmail.net
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Preschool Instructional AssistantJOB STATUS: Full-Time / 10-Month - Current School Year OnlyLOCATION: Ira B. Jones Elementary SchoolCONTACT: Susanna.Smith@acsgmail.netGENERAL STATEMENT OF JOBTeacher assistants may perform any of a wide range of duties depending on where and with whom they work. One of the major responsibilities of the teacher assistant is to work alongside the teacher to provide more interaction time for children and to visually supervise children at all times. When an assistant is in the classroom, she/he is expected to talk with children, ask questions, play with them, and take care of their needs as well as to keep them safe.Since the assistant's foremost responsibility is to follow the teacher's direction, it is important to determine, to some extent, the nature of duties to be performed. Suggestions for these duties may be found on the following pages. They are not designed to limit the role of the assistant or to infringe upon the responsibility of the teacher. Instead, it is hoped they will serve as a stimulus for other activities. Child care assistants are responsible for carrying out the teacher's plans before and after regular school hours. He/she should report to the teacher the effectiveness of the plans and work with the teacher to change plans as needed.TEACHER ASSISTANT GENERAL DUTIESA. Perform clerical responsibilities.1. Keep abreast of plans to see that materials are available. 2. Record and transfer data as instructed by the teacher.3. Receive any fees and keep records of the same.4. Obtain and organize supplies and materials.5. Operate media equipment.6. Check attendance.7. Be responsible for the care of materials and equipment. B. Render assistance in large group activities1. Assist with physical education activities, both indoors and out.2. Help with field trips and supervise children for their safety.3. Assist in serving meals and snacks.4. Strive to make mealtime a learning experience.5. Assist with all classroom activities. 6. Read or tell stories to groups of children.7. Assist/participate in circle time activities.8. Supervise students closely in the classroom and on the playground. C. Work with small groups and individuals.1. Give special attention to children who have been absent.2. Attend to any children who become ill.3. Observe and monitor student activities.4. Engage children in conversations related to play and learning5. Ask open-ended questions to encourage thinking and inquiry skillsD. Check physical conditions of the room.1. Assist in arranging or rearranging furniture.2. Assist with displaying student work.3. Help keep centers neat/organized. 4. Keep tables and counters clean. E. Assist in building pupils' self-concept - developing wholesome feelings.
F. End of day responsibilities.
TEACHER ASSISTANT JOB EXPECTATIONS1. Support and assist with the implementation of our School Improvement Plan. 2. Be supportive of the ACSP's staff both at work and in the community. 3. Be professional, positive, enthusiastic, persuasive, self-confident, committed, and concerned. 4. Adhere to the rules and regulations of the Asheville City Schools and ACSP. 5. Comply with the code of ethics of the teaching profession, particularly in matters dealing with confidential information. 6. Work in any special area assigned by the administrators, child care specialist, or office staff. 7. Work closely and continuously with students on an individual or small group basis as suggested by the teacher. 8. Use materials as suggested in a planning session with the teacher. 9. Initiate steps to improve the learning environment.10. Gain each student's confidence and establish trust; work to enhance each child's self-esteem.11. Demonstrate knowledge of activities, materials, and student needs by being able to plan, implement, and evaluate learning experiences.12. Determine the student's degree of interest and acquire techniques for teaching students that will be meaningful, non-threatening, and comfortable.13. Possess the ability to motivate.14. All assistants are required by child-care licensing to secure additional training through classes, workshops, and conferences. It is the responsibility of the assistant to investigate the number of hours required and to obtain appropriate training.TEACHER ASSISTANT QUALIFICATIONSMinimum Job Qualifications:
1. Two years of college required. 2. Evidence of previous successful work experiences with children is desirable. 3. Knowledge of child growth, development, and behavioral characteristics. 4. Interest in and willingness to work with children. 5. Ability to take and follow directions. 6. Ability and willingness to maintain confidentiality of information, including child behaviors. 7. Manners and dress appropriate to the school setting. 8. Ability to relate well to people. 9. Punctuality and dependability.10. Willingness to study, cooperate, and support school activities.11. Ability to demonstrate effective written and oral expression.12. A positive attitude, a willing spirit, and team commitment.13. Hold a CDA credential or be willing to obtain one if required by the program.14. Hold an AA degree in Early Childhood, or be willing to obtain one if required by the program.15. Pass a criminal background check.16. Secure at least three positive employment/character references.17. Pass all medical requirements. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to operate power tools and mechanical equipment. Must be able to exert up to 25 pounds frequently. Physical demand requirements are for Medium Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.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 when using tools.Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION JOB TITLE: Preschool Instructional Assistant JOB STATUS: Part-Time 29 hours per week LOCATION: Hall Fletcher Elementary School CONTACT: Susanna.Smith@acsgmail.net GENERAL STATEMENT OF JOB Teacher assistants may perform any of a wide range of duties depending on where and with whom they work. One of the major responsibilities of the teacher assistant is to work alongside the teacher to provide more interaction time for children and to visually supervise children at all times. When an assistant is in the classroom, she/he is expected to talk with children, ask questions, play with them, and take care of their needs as well as to keep them safe. Since the assistant's foremost responsibility is to follow the teacher's direction, it is important to determine, to some extent, the nature of duties to be performed. Suggestions for these duties may be found on the following pages. They are not designed to limit the role of the assistant or to infringe upon the responsibility of the teacher. Instead, it is hoped they will serve as a stimulus for other activities. Child care assistants are responsible for carrying out the teacher's plans before and after regular school hours. He/she should report to the teacher the effectiveness of the plans and work with the teacher to change plans as needed. TEACHER ASSISTANT GENERAL DUTIES A. Perform clerical responsibilities. 1. Keep abreast of plans to see that materials are available. 2. Record and transfer data as instructed by the teacher. 3. Receive any fees and keep records of the same. 4. Obtain and organize supplies and materials. 5. Operate media equipment. 6. Check attendance. 7. Be responsible for the care of materials and equipment. B. Render assistance in large group activities 1. Assist with physical education activities, both indoors and out. 2. Help with field trips and supervise children for their safety. 3. Assist in serving meals and snacks. 4. Strive to make mealtime a learning experience. 5. Assist with all classroom activities. 6. Read or tell stories to groups of children. 7. Assist/participate in circle time activities. 8. Supervise students closely in the classroom and on the playground. C. Work with small groups and individuals. 1. Give special attention to children who have been absent. 2. Attend to any children who become ill. 3. Observe and monitor student activities. 4. Engage children in conversations related to play and learning 5. Ask open-ended questions to encourage thinking and inquiry skills D. Check physical conditions of the room. 1. Assist in arranging or rearranging furniture. 2. Assist with displaying student work. 3. Help keep centers neat/organized. 4. Keep tables and counters clean. E. Assist in building pupils' self-concept - developing wholesome feelings.
Learn and call children by name.
Encourage children to try again when failure is met.
Give reassurance with a smile or friendly look.
Give praise or admiration for achievement
Give comfort, reassurance, and fair treatment when mishaps occur.
Learn something about the children to help you identify with them.
Encourage creative play.
Recognize the importance of each child's family by learning about the child's family and including family names during activities with the child.
Ask open-ended questions as opposed to questions requiring one-word answers.
Close windows.
Straighten the room and sanitize toys.
Turn off the air conditioner.
Turn off the lights.
Turn off the radio, computers, etc.
Make sure the outside door is locked.
Make sure the playground area is cleaned up.
TEACHER ASSISTANT JOB EXPECTATIONS 1. Support and assist with the implementation of our School Improvement Plan. 2. Be supportive of the ACSP's staff both at work and in the community. 3. Be professional, positive, enthusiastic, persuasive, self-confident, committed, and concerned. 4. Adhere to the rules and regulations of the Asheville City Schools and ACSP. 5. Comply with the code of ethics of the teaching profession, particularly in matters dealing with confidential information. 6. Work in any special area assigned by the administrators, child care specialist, or office staff. 7. Work closely and continuously with students on an individual or small group basis as suggested by the teacher. 8. Use materials as suggested in a planning session with the teacher. 9. Initiate steps to improve the learning environment. 10. Gain each student's confidence and establish trust; work to enhance each child's self-esteem. 11. Demonstrate knowledge of activities, materials, and student needs by being able to plan, implement, and evaluate learning experiences. 12. Determine the student's degree of interest and acquire techniques for teaching students that will be meaningful, non-threatening, and comfortable. 13. Possess the ability to motivate. 14. All assistants are required by child-care licensing to secure additional training through classes, workshops, and conferences. It is the responsibility of the assistant to investigate the number of hours required and to obtain appropriate training. TEACHER ASSISTANT QUALIFICATIONS Minimum Job Qualifications:
At least a two-year college degree or 48 hours of college credit in EARLY CHILDHOOD EDUCATION within the last 5 years.
1. Two years of college required. 2. Evidence of previous successful work experiences with children is desirable. 3. Knowledge of child growth, development, and behavioral characteristics. 4. Interest in and willingness to work with children. 5. Ability to take and follow directions. 6. Ability and willingness to maintain confidentiality of information, including child behaviors. 7. Manners and dress appropriate to the school setting. 8. Ability to relate well to people. 9. Punctuality and dependability. 10. Willingness to study, cooperate, and support school activities. 11. Ability to demonstrate effective written and oral expression. 12. A positive attitude, a willing spirit, and team commitment. 13. Hold a CDA credential or be willing to obtain one if required by the program. 14. Hold an AA degree in Early Childhood, or be willing to obtain one if required by the program. 15. Pass a criminal background check. 16. Secure at least three positive employment/character references. 17. Pass all medical requirements. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to operate power tools and mechanical equipment. Must be able to exert up to 25 pounds frequently. Physical demand requirements are for Medium Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants. Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply. 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 when using tools. Manual Dexterity: Requires the ability to handle a variety of items, such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors or shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Infant/Toddler Instructional AssistantJOB STATUS: Full-Time / 10-Month LOCATION: Lucy S. Herring Elementary SchoolCONTACT: Susanna.Smith@acsgmail.netGENERAL STATEMENT OF JOBTeacher assistants may perform any of a wide range of duties depending on where and with whom they work. One of the major responsibilities of the teacher assistant is to work alongside the teacher to provide more interaction time for children and to visually supervise children at all times. When an assistant is in the classroom, she/he is expected to talk with children, ask questions, play with them, and take care of their needs, as well as to keep them safe.Since the assistant's foremost responsibility is to follow the teacher's direction, it is important to determine, to some extent, the nature of duties to be performed. Suggestions for these duties may be found on the following pages. They are not designed to limit the role of the assistant or to infringe upon the responsibility of the teacher. Instead, it is hoped they will serve as a stimulus for other activities. Child care assistants are responsible for carrying out the teacher's plans before and after regular school hours. He/she should report to the teacher the effectiveness of the plans and work with the teacher to change plans as needed.TEACHER ASSISTANT GENERAL DUTIESA. Perform clerical responsibilities.1. Keep abreast of plans to see that materials are available. 2. Record and transfer data as instructed by the teacher.3. Receive any fees and keep records of the same.4. Obtain and organize supplies and materials.5. Operate media equipment.6. Check attendance.7. Be responsible for the care of materials and equipment. B. Render assistance in large group activities1. Assist with physical education activities, both indoors and out.2. Help with field trips and supervise children for their safety.3. Assist in serving meals and snacks.4. Strive to make mealtime a learning experience.5. Assist with all classroom activities. 6. Read or tell stories to groups of children.7. Assist/participate in circle time activities.8. Supervise students closely in the classroom and on the playground. C. Work with small groups and individuals.1. Give special attention to children who have been absent.2. Attend to any children who become ill.3. Observe and monitor student activities.4. Engage children in conversations related to play and learning5. Ask open-ended questions to encourage thinking and inquiry skillsD. Check physical conditions of the room.1. Assist in arranging or rearranging furniture.2. Assist with displaying student work.3. Help keep centers neat/organized. 4. Keep tables and counters clean. E. Assist in building pupils' self-concept - developing wholesome feelings.
Preschool Teacher - NC Teaching license required, B-K or Pre-K add-onSalary Range: NC Licensed Teacher Pay ScaleImmediate Supervisor: Preschool Director
Contact: Susanna.Smith@acsgmail.net
Job Description: An early learning/preschool teacher provides developmentally appropriate learning experiences for children under the age of five years old. The teacher is responsible for facilitating teaching and learning during the majority of the day. The teacher is expected to use a variety of information and data to inform planning for each individual child as well as the whole group. Additional responsibilities include parent-teacher conferences, home visits, parent events, and participation in school improvement efforts.Desired Job Qualifications:• NC teaching license• Birth-Kindergarten certification or certification in a related area• Valid driver's license and access to a reliable personal vehicle• CPR/First Aid Certification or must obtain• Must adhere to ethical standards outlined by the Asheville City School Board• Experience working with families and children from diverse cultural and socioeconomic backgrounds• When applicable, fluency in language(s) spoken by families served by program• Ability to use all technology as needed by the jobChild Development• To implement an early childhood curriculum based on the individual needs of children• To arrange the classroom in a manner that reflects the curriculum• To implement curriculum using developmentally appropriate materials and activities• To incorporate the culture of the school community within the curriculum• To continually assess the present level of each child's development and make appropriate teaching adaptations to enhance development
• To keep on-going records of each child's development through regular screenings and formative assessment processes through the use of Teaching Strategies Gold Plus• To refer any children with developmental concerns to local agencies for further evaluation and specialized services• To implement parent-teacher conferences and home visits as a means of creating a strong home-school connection, honoring developmentally appropriate practices and the family's wishes for their child.• To plan for the preschool transition with families• To assist families in promoting child health through regular physicals, screenings, immunizations, and follow-up for any health issues identified• To maintain a clean, safe, and orderly classroom based on NC Child Care Licensing Standards and enhanced standards, and anyother relevant regulations (e.g., Sanitation, fire code, Head Start, NC Pre-K, etc.)• To collaborate with any exceptional children's service providers, embedding appropriate plans within the teaching and learning plansFamily Development• To offer two parent-teacher conferences per year, and more as needed• To offer at least one home visit per year to learn more about the child and family, and more as needed• To discuss program philosophy with families upon enrollment• To support families in participating in parent involvement opportunities• To collaborate with families regarding regular attendance and timely arrival• To enter records of home visits, parent contacts, and other pertinent child and family information into ChildPlus in a timely and professional manner• To fulfill Asheville City Schools' commitment to diversity through respectful interactions with all familiesProfessional Learning
Additional Responsibilities
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using the prescribed format.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.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 when using computers and other technology.Manual Dexterity: Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJob Title: AIG Teacher - Valid NC Licensure Required Location: Asheville Middle SchoolJob Status: Full-Time/10-Month Contact: Blair.Johnston@acsgmail.net
GENERAL STATEMENT OF JOBThe AIG Teacher performs a variety of tasks to provide appropriate direct services for Academically and Intellectually Gifted students at the assigned schools. This position includes record-keeping assistance related to the district's plan for Academically and Intellectually Gifted students. The AIG Teacher attends staff development to maintain a rigorous curriculum. S/he serves as a direct link of communication with administrators, staff, parents, and the community. The AIG Teacher is also responsible for direct services to Academically and Intellectually Gifted students and for collaboration with school staff members to foster the potential of other high-performing students.
ESSENTIAL JOB FUNCTIONS
EDUCATION AND EXPERIENCE
Required:
Preferred:
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 20 pounds. Physical demands are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.Leadership: Requires the ability to assess effective implementation of AIG program standards, in accordance with the current local AIG plan. Provides technical assistance to staff in a manner that supports continuous improvement.Interpersonal Communications: Requires the ability to communicate with a solution-based approach. Is able to work closely with other certified support staff to make recommendations for the following: student scheduling, student placement, and appropriate services for gifted learners, professional development for staff concerning meeting the needs of gifted learners, and other collaborative decisions made to promote holistic growth and development of gifted children.Language Ability: Communicate, in understandable terms, individual student progress to professional colleagues who need access to the information.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.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 Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply. Requires the ability to understand mathematical concepts necessary to teach children problem-solving skills.Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and space.Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.Manual Dexterity: Requires the ability to handle a variety of items, such as the maintenance of 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 average levels of stress.
Asheville City Schools Job DescriptionJOB TITLE: School Counselor - Valid NC Licensure RequiredJOB STATUS: Full-Time/11-MonthLOCATION: Asheville High SchoolCONTACT: Derek.Edwards@acsgmail.net or Kimberly.Robinson@acsgmail.net
GENERAL STATEMENT OF JOBUtilizing leadership, advocacy, and collaboration, school counselors promote student success, provide preventive services, and respond to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students.The major functions of the school counselor job description incorporate the North Carolina State Board of Education's guiding mission that every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the twenty-first century.SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONS1. MAJOR FUNCTION: DEVELOPMENT AND MANAGEMENT OF A COMPREHENSIVE SCHOOL COUNSELING PROGRAM 1.1 Discuss the comprehensive school counseling program with the school administrator.1.2 Develops and maintains a written plan for effective delivery of the school counseling program based on the NC Comprehensive School Counseling Standard Course of Study and current individual school data.1.3 Communicates the goals of the comprehensive school counseling program to education stakeholders (i.e., administrators, teachers, students, parents, and community/business leaders). 1.4 Maintains current and appropriate resources for education stakeholders.1.5 Uses the majority of time providing direct services through the Guidance Curriculum, Individual Student Planning and Preventive and Responsive Services, and most remaining time in program management, system support, and accountability (National standards recommend 80% of time in Guidance Curriculum, Individual Student Planning, and Preventive and Responsive Services and 20% of time in program management, system support, and accountability (American School Counselor Association, 2005).1.6 Uses data to develop comprehensive programs that meet student needs.2. MAJOR FUNCTION: DELIVERY OF A COMPREHENSIVE SCHOOL COUNSELING PROGRAMGuidance Curriculum2.1 Provides leadership and collaborates with other educators in the school-wide integration of the State Guidance Curriculum Standard Course of Study.2.2 Implements developmentally appropriate and prevention-oriented group activities to meet student needs and school goals.2.3 Incorporates into their programs the life skills that students need to be successful in the twenty-first century.Individual Student Planning2.4 Assists all students, individually or in groups, with developing academic, career, and personal/social skills, goals, and plans.2.5 Accurately and appropriately interprets and utilizes student data.2.6 Collaborates with parents/guardians and educators to assist students with educational, career, and life planning.Preventive and Responsive Services2.7 Provides individual and group counseling to students with identified concerns and needs.2.8 Consults and collaborates effectively with parents/guardians, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs.2.9 Implements an effective referral and follow-up process as needed.2.10 Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services.System Support2.11 Provides appropriate information to school personnel related to the comprehensive school counseling program.2.12 Assists teachers, parents/guardians, and other stakeholders in interpreting and understanding student data.2.13 Participates in professional development activities to improve knowledge and skills.2.14 Uses available technology resources to enhance the school counseling program.2.15 Adheres to laws, policies, procedures, and ethical standards of the school counseling profession.3. MAJOR FUNCTION: ACCOUNTABILITY3.1 Conducts a yearly program audit to review the extent of program implementation and effectiveness.3.2 Collects and analyzes data to guide program direction and emphasis.3.3 Measures results of the comprehensive school counseling program activities and shares results as appropriate with relevant stakeholders.3.4 Monitors student academic performance, behavior, and attendance and facilitates appropriate interventions.MINIMUM TRAINING AND EXPERIENCETo possess or be eligible to receive a North Carolina license as a school counselor. The completion of an approved program in school counseling at the Master's level or above. KNOWLEDGE, SKILLS, AND ABILITIES MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar 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 giving instructions, assignments, or directions to subordinates or assistants.Language Ability: Requires the ability to read and write complex text and data.Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply, and to understand and interpret complex statistical analysis.Form/Spatial Aptitude: Requires the ability to inspect items for proper length, with and shape.Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using computers and other technology.Manual Dexterity: Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors or shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONJOB TITLE: Student Support SpecialistJOB STATUS: Full-TimeLOCATION: Asheville High SchoolCONTACT: Kim.Robinson@acsgmail.net
REPORTS TO: School-Based Administrators/Mental Health Liaison
GENERAL STATEMENT OF JOB: Identifies triages and co-manages students with social-emotional health problems within the school-based setting. Provides responsive and preventative behavior support to students through using de-escalation strategies, providing check-in/check-outs, in-class support, lunch groups, teaching various social-emotional strategies, etc.
Job Title: Media and Technology Assistant
Job Status: Full-Time/11-Month
Contact: Derek.Edwards@acsgmail.net or Ashley.Wallat@acsgmail.net
SCHOOL-BASED MEDIA AND TECHNOLOGY ASSISTANT
11 month - NC06 Clerical
NATURE OF WORK
An employee in this class performs tasks to aid in the ongoing support of teachers and students using the school libraries and computers. The employee provides support to the school Media Coordinator in library processes such as shelving books, book checkout, inventory management, clerical duties, as well as technology hardware and software support for faculty, staff, and students. Tasks include troubleshooting problems such as logging on to computer systems, password assistance, printing malfunctions, and responding to routine error messages. In some cases, the employee will research appropriate manuals to find answers. District technology staff will provide training and support to the Media and Technology Assistant.
ILLUSTRATIVE EXAMPLES OF WORK
SUGGESTED TRAINING AND EXPERIENCE
REPORTS TO
Location: Central Office
Contact: Matt.Whiteside@acsgmail.net
MEDIA AND TECHNOLOGY ASSISTANT
Salary Grade NC06
Label devices, carts, and books
Shelve books
Assist students with circulation
Assist with student technology use
Assist with lessons in the school library
Inventory
Clerical support
Make copies
Ensure equipment is working properly
Provide timely resolution of computer problems by providing solutions or referrals
Install and configure software
Communicate with users to troubleshoot and determine needs
Communicate with the appropriate technical staff
Work collaboratively with media and technology staff
Maintain accurate records
Prioritize technology help requests within a ticket system
Document work within a ticket system
Other technology duties as assigned by the IT Director or the Senior Network Administrator
General knowledge of computers and libraries
Ability to communicate with users to determine the nature of problems
Ability to communicate effectively with users who may not be adept at clarifying problem situations
Ability to assist users with applications
Ability to establish and maintain effective working relationships
Ability to comprehend the purpose of teacher-designed strategies as a fulfillment of the instructional objectives
Ability to solve most minor problems independently
Graduation from high school and two years of experience in the use of computers
An equivalent combination of training and experience that provides the required knowledge, skills, and abilities for the position.
District Director of Instructional Technology and Media Services
21st Century Afterschool Driver (CDL Holder)
Asheville City Schools is seeking a qualified CDL (Commercial Driver’s License) holder to provide safe, reliable transportation for the district’s 21st Century Community Learning Center afterschool programs. The driver will ensure students are transported to and from program locations in a timely and professional manner, following all North Carolina public school transportation regulations.
This part-time position supports the district’s commitment to student safety and access to enrichment opportunities through dependable transportation services.
Compensation and Hours:
Rate: $30.00 per hour
Schedule: Monday, Tuesday, and Thursday, 4:30 p.m. – 6:30 p.m. (2-hour minimum daily) Wednesdays, 2:30 p.m. - 6:30 p.m.
No holidays or Friday work
Position Duration: Through May 28, 2026
Benefits: This position is not benefits-eligible
Additional opportunities to increase driving, if available.
Primary Responsibilities:
Safely operate a North Carolina public school bus or district vehicle to transport students participating in 21st Century afterschool programs.
Perform pre-trip and post-trip vehicle inspections according to North Carolina Department of Public Instruction (NCDPI) standards.
Maintain accurate student rosters and ensure proper documentation of all routes.
Communicate effectively with the Transportation Director, 21st Century Bus Coordinator, and school site staff.
Adhere to all state laws, district transportation policies, and safety regulations governing school bus operation.
Report promptly any concerns regarding mechanical issues, student behavior, or route logistics.
Promote a safe, respectful environment for all students during transport.
Must possess a valid North Carolina Class B Commercial Driver’s License (CDL) with Passenger (P) and School Bus (S) endorsements.
Must be at least 21 years of age.
Must have an acceptable driving record and successfully pass a criminal background check.
Familiarity with North Carolina school transportation safety standards required.
Prior experience driving for public schools or similar organizations is preferred.
Minimum Training and Experience
Minimum Qualifications of Standards Required to Perform Essential Job Functions
Physical Requirements: Must be physically able to sit, stand, walk, and drive. Must be able to lift boxes up to 50 pounds. Physical demand requirements are for Heavy Work.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.
Work occurs during the afternoon and early evening hours, Monday through Thursday.
Position runs through May 28, 2026, with no work on holidays or Fridays.
Outdoor driving is required in various weather conditions.
Position is part-time and not benefits-eligible (no leave accrual or paid holidays).
Reports To:
Transportation Director
21st Century Bus Coordinator
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION JOB TITLE: Bus Driver JOB STATUS: 6 to 8 Hours LOCATION: District CONTACT: Amanda.Rigsby@acsgmail.net GENERAL STATEMENT OF JOB To assist in providing safe transportation so that students may enjoy the fullest possible advantage from the school's curriculum and extracurricular program. SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS
Reports to school principal/assistant principal.
Operates a school bus on assigned route(s) and schedules in order to provide safe, reliable and efficient transportation of students to and from school.
Conducts pre-post trip inspections of the bus and reports defects.
Obeys all traffic laws, school bus regulations and school system policies and procedures while operating the bus.
Maintains respect and control of passenger.
Responsible for care and cleanliness of bus.
Submits required reports in a timely and accurate manner.
Required to submit to random drug and alcohol screening.
MINIMUM TRAINING AND EXPERIENCE Must have or be eligible to obtain NC school bus driver license and Asheville City Schools pocket card and also receive TSA certification. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to sit, stand, walk and drive. Must be able to lift boxes up to 50 pounds. Physical demand requirements are for Heavy Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar 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 giving instructions, assignments or directions to subordinates or assistants. Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations. 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 Standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply. 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 computers and other technology. Manual Dexterity: Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors or shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress. Physical Communications: Requires the ability to see, talk and hear.
Activity Bus Driver – Contracted Position Asheville City Schools | Transportation Department Contact: Amanda.Rigsby@acsgmail.net
Asheville City Schools seeks a qualified and reliable Activity Bus Driver (Contracted Position) to support student transportation for field trips, athletic events, and extracurricular programs.
Safely transport students to and from scheduled activities.
Maintain order and ensure student safety during transit.
Follow designated routes and time schedules.
Conduct pre-trip and post-trip vehicle inspections.
Communicate with staff and transportation supervisors regarding schedules, delays, and concerns.
Valid North Carolina CDL with Passenger & School Bus Endorsements.
Clean driving record and background check.
Previous bus driving experience preferred.
Must be punctual, dependable, and demonstrate strong communication skills.
Must be 18 years of age.
A pre-employment DOT Drug Test is required.
A pre-employment Criminal/DMV check is required.
Physical Standards Test and all legal requirements of the NC DMV and Asheville City Schools, ability to lift up to 50 lbs
Clear criminal background check
Safe driving record
Must register with the Federal Motor Carrier
Safety Administration (FMCSA) Clearinghouse.
Contracted Position – paid per trip/hourly rate. $18.90-$20.86 based on experience
Flexible scheduling based on district activity needs.
May be eligible for inter-district driver support.
Please submit your interest and credentials to the ACS Transportation Department, Attn. Amanda Rigsby, at amanda.rigsby@acsgmail.net, as soon as possible. Due to high demand, we are hiring immediately.
ASHEVILLE CITY SCHOOL JOB DESCRIPTION
JOB TITLE: Transportation Safety Assistant
JOB STATUS: Full-Time
LOCATION: District
CONTACT: Amanda.Rigsby@acsgmail.net
Job Goals: Assist in the safe transportation of students with special needs.
Job Summary: Performs work, including but not limited to seating and restraining all students needing to be restrained; maintains bus discipline and cleanliness, loads and unloads students on the bus; and prepares school records.
QUALIFICATIONS:
1. High School or Equivalent
2. TSA Certification
PERFORMANCE RESPONSIBILITIES:
Seats and restraints are needed for all students who need to be restrained. Seats students to minimize discord among them; follows student restraining procedures contained in the Asheville City Schools' Bus Driver/TSA Handbook and inspects restraining harnesses, straps, and seat belts to ensure safe and comfortable transport of students.
Loads and unloads students on the bus. Follows established Asheville City Schools procedures for loading and unloading wheelchair students; assists students needing assistance to board and depart from the the bus; ensureensure that all students picked up are unloaded at school; ascertainascertain that all students picked up in the morning are on the bus for the return trip; exit students from a a bus on the the return trip at morning pick-up points; and inspects the bus at the last bus stop to verify that all students have departed the bus.
Maintains bus discipline and cleanliness. Monitors student behavior; takes actions to prevent disruptions among students; establishes and enforces bus rules of conduct; controls bus noise levels; responds to special needs of students; and makes immediate clean-ups of student-caused body discharges during transport.
Prepare school records. Generates student incident reports of inappropriate bus behavior; assists a bus driver in completing transportation reports and payroll time sheets.
Physical Requirements: Must be physically able to sit, stand, walk, and drive. Must be able to lift up to 50 pounds. Physical demand requirements are for Heavy Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (similar 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. This includes giving instructions, assignments, This includes giving instructions, assignments, or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using a prescribed format.
Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas to add, subtract, divide, and multiply.
Motor Coordination: Requires the ability to rapidly and accurately coordinate hands and eyes using computers and other technology.
Manual Dexterity: Must have minimal eye/hand/foot coordination levelseye/hand/foot coordination levels.
