Posting Details

Position Information

Position NumberN99776Functional TitleMoss Street Partnership School Substitute TeacherPosition TypeMoss Street Partnership SchoolPosition EclassET - EHRA Temporary (Not Faculty)University Information

UNC Greensboro, located in the Piedmont Triad region of North Carolina, is 1 of only 57 doctoral institutions recognized by the Carnegie Foundation for both higher research activity and community engagement. Founded in 1891 and one of the original three UNC System institutions, UNC Greensboro is one of the most diverse universities in the state with 20,000+ students, and 3,000+ faculty and staff members representing 90+ nationalities. With 17 Division I athletic teams, 85 undergraduate degrees in over 125 areas of study, as well as 74 master’s and 32 doctoral programs, UNC Greensboro is consistently recognized nationally among the top universities for academic excellence and value, with noted strengths in health and wellness, visual and performing arts, nursing, education, and more. For additional information, please visit uncg.edu and follow UNCG on Facebook, Twitter, and Instagram.

Primary Purpose of the Organizational Unit

The Moss Street Partnership School is part of an exciting, innovative initiative by North Carolina’s General Assembly improve student learning. UNCG is one of nine campuses selected by the state to develop new elementary schools in low-performing districts. UNCG has partnered with Rockingham County Schools and the Moss Street Community to transform Moss Street Elementary into the new Moss Street Partnership School to provide students with the best education possible.

Through this partnership, students will benefit from hands-on projects that incorporate science, technology, engineering, visual and performing arts mathematics (STEAM), as well as counseling and nutritional programs to support the students’ health, social development and emotional well-being.

Moss Street Partnership School will also serve as an educator-preparation and professional learning site for teachers, administrators, school librarians, school counselors and school social workers.

Moss Street is a special place, where students can participate in special science events like Science Everywhere, take advantage of state-of-the-art resources — a 3-D printer, fully-stocked library, musical instruments, tablet computers, and even a national radio podcast competition! We’re looking for special teachers to help us become a national model for how an elementary school can transform the lives of students, their families, and the community.

The Moss Street Partnership School is an active, innovative teaching and learning environment for K-5 children; their parents and families; teachers, administrators, librarians, and other school staff; and professional education preparation students where ALL students learn to be contributors to their families and communities and to pursue their dreams and aspirations. To this end, the Moss Street Partnership School has a fully inclusive, collaborative culture that is learner-centered and learner-led.

GUIDING PRINCIPLES

• Inclusive: Fully inclusive school culture that ensures that all students thrive.
• Collaborative: Faculty, staff, and students collaborate with families, the community, and the University to ensure that children receive high-quality instruction, support, and services in a caring learning environment.
• Experiential: Values learning experientially, empowering students through authentic learning experiences.
• Interdisciplinary: Embraces an interdisciplinary approach to teaching and learning.
• Reflective: Faculty, staff, and students engage in reflective practices that cultivate and extend their learning.

The Partnership School emphasizes three primary instructional approaches to increase academic achievement:

1. Experiential learning actively engages students in exploring big ideas, thinking critically, experimenting, solving problems, making meaning, and reflecting on their learning. Students participate in hands-on projects, service-learning, and collaborative activities that support them in becoming self-directed, solving problems, and understanding connections among subjects.
2. Interdisciplinary units provide opportunities for students to explore relevant issues of specific interest that provide hands-on learning experiences, real-world application of knowledge, and authentic opportunities to contribute to their school and broader community.
3. Creative Arts & Physical Education (CAPE) is a vital component of a child’s complete educational experience. We are committed to providing our students creative and artistic exploration through a full arts-based and movement-based program, including music, theatre, dance, visual arts, and physical education.

Position Summary

Temporary Staffing

Moss Street Partnership School substitute teachers will work with K-5 students, other faculty of the Partnership School, professional education program faculty at UNCG, relevant personnel from Rockingham County Schools, and external agency personnel with the mission of improving teaching and learning for students at the Partnership School. Teachers will work collaboratively to plan for, teach, and assess all students in their classrooms to achieve the mission of the school. Teachers will cultivate a culture of innovation that supports effective instructional practices/strategies to promote academic and personal success for all students and adults in the school. Teachers will work collaboratively with the Principal and UNCG faculty/staff to support the successful social, emotional, physical, and academic growth of the students at the Partnership School.

Minimum Qualifications

Must have earned an associate’s degree or higher or 48 semester hours of college coursework with a 2.0 GPA or passing Work Keys test scores and 6 semester hours of college coursework.

Additional Required Certifications, Licensures, and CertificatesPreferred Qualifications

Bachelors degree in education or a related field and teacher licensure.

Special Instructions to Applicants

Those interested in becoming Substitute Teachers for the MSPS need to apply here. All Substitute Teachers selected for hire are required to be checked by the Department of Public Safety. A fingerprint screening will be conducted by the UNCG Police Department. Applicant will need to provide any additional information required by the Department of Public Safety.

IMPORTANT NOTICE TO APPLICANT:
This posting will remain active until the end of this calendar year. On the closing date, this posting will close and the application will be cancelled. Candidates still interested in becoming Substitute Teachers for rest of the academic year (2020), will need to re-apply to the newly active posting.

Please be advised the salary range has been updated

Recruitment Range$80 - $103 / Day. Update to salary range is effective 12/5/2019. New salary range is $90 - $120 / DayOrg #-DepartmentMoss Street Partnership School - 12022Job Open Date09/27/2019For Best Consideration Date12/31/2019Job Close Date12/31/2019Open Until FilledNoFTEVaries by positionType of AppointmentTemporaryIf time-limited, please specify end date for appointment.Number of Months per Year11FLSAExemptKey Responsibilities

Key Responsibilities

Percentage Of Time40%Key Responsibility

Management of Instructional Time

Essential Tasks

The substitute teacher 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.

Key Responsibilities

Percentage Of Time45%Key Responsibility

Management of Student Behavior

Essential Tasks

The substitute teacher enforces established rules and procedures that govern the handling of routine administrative matters; follows established set of rules
and procedures that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.; follows established set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors the behavior of all students during whole- class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains
the dignity of the student.

Key Responsibilities

Percentage Of Time5%Key Responsibility

Instructional Presentation

Essential Tasks

The substitute teacher facilitates the lesson or instructional activity according to the teacher or Principal’s instructions/lesson plans; 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; asks appropriate levels of questions 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; makes sure that the assignment is clear; summarizes the main
point(s) of the lesson at the end of the lesson or instructional activity.

Key Responsibilities

Percentage Of Time5%Key Responsibility

Instructional Monitoring of Student Performance

Essential Tasks

The substitute teacher 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.

Key Responsibilities

Percentage Of Time5%Key Responsibility

Instructional Feedback

Essential Tasks

The substitute teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; 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 a clue, or allowing more time.

ADA Checklist

ADA Checklist

R for Rare (0-30%), O for Occasional (30-60%), F for Frequent (60-90%), C for Constant (90-100%).

Physical EffortHand Movement-Repetitive Motions - f, Hand Movement-Grasping - f, Holding - f, Finger Dexterity - f, Vision-Skilled Trades - f, Reading - f, Writing - f, Eye-hand coordination - f, Vision-Visual inspection - f, Hearing - f, Talking - f, Standing - f, Sitting - f, Walking - f, Lifting-0-30 lbs. - f, Pushing/Pulling - f, Bending - f, Squatting - fWork EnvironmentInside - F, Outside - FApplicant DocumentsRequired Documents

1. Resume/CV
2. Cover Letter
3. List of References

Optional Documents

1. Reference Letter 1
2. Reference Letter 2

Supplemental Questions

Required fields are indicated with an asterisk (*).

1. * Please indicate how you learned of the vacant position for which you are applying:
   • SpartanTalent Website
   • Piedmont Triad Area Newspaper
   • The Chronicle of Higher Education
   • Inside Higher Ed
   • Other professional journal / website
   • NCWorks.gov
   • UNC School System Job Board
   • Personal Networking
   • Facebook
   • Twitter
   • Indeed.com
   • NorthCarolinaDiversity.com
   • Other
2. If you selected "Other", please provide the name of the resource here.

   (Open Ended Question)