Teacher, Pre-K / 26-27
Young World Physical Education, Charlotte, NC, United States
Teacher, Pre‑K / 26‑27
Job Details
Job ID:
5658214
Application Deadline:
Jun 23, 2026 4:59 AM (UTC)
Posted:
Yesterday
Starting Date:
Immediately
Salary/Status:
Certified Schedule/ Full‑time, 10 months
Reports To:
Principal
Place of Work:
The normal place of work is on the premises used by Charlotte‑Mecklenburg Schools. Charlotte‑Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.
Job Description
General Definition of Work
The pre‑k teacher, under moderate supervision, performs intermediate‑level work with limited decision‑making discretion, providing an appropriate classroom learning environment according to early childhood best practices. The pre‑k teacher plans and implements learning activities that encourage cognitive, physical, language, and literacy development of all children while differentiating to meet the needs of all. The teacher is responsible for supervising students, maintaining appropriate records as they relate to the Pre‑K program, and communicating with parents, colleagues, and community members in professional ways. Employee performs school‑based work to carry out Board of Education policies under the direction of the principal.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Assist school administration in implementing all policies and rules governing student life and conduct. Develop reasonable rules of classroom behavior and procedure. Maintain order in the classroom in a fair and just manner
Create a culture of effectiveness by setting high standards and expectations for all students
Plan and implement a program of study in Pre‑K education that meets the needs, interests, and abilities of assigned students
Utilize a variety of assessment strategies to determine skill levels of students
Instruct students individually and in groups using various teaching methods
Apply a comprehensive understanding of student learning and child development to establish a positive classroom culture, effective behavior management, and a supportive environment that encourages student self‑regulation
Collaborate with colleagues, families, community members, and stakeholders to enhance and continuously improve students’ educational experiences
Integrate appropriate and innovative technology into instructional practices to enhance teaching and learning outcomes
Create a classroom environment that provides for student engagement in the learning process and enables students to achieve learning objectives
Guide the learning process toward the achievement of curriculum goals and in accordance with goals established by the district and establish clear objectives for all lessons, units, projects and communicate these objectives to students
Prepare for assigned classes and show written evidence of preparation upon request
Diagnose the learning challenges of students on a regular basis, seeking the assistance of central office staff as required. Maintain accurate records as required for Individual Education Plans (IEPs) and 504 Plans
Provide an instructional program to meet the needs of all students including students with disabilities and limited English proficiencies
Prepare materials and classrooms for class activities
Encourage students to explore learning opportunities and persevere through challenges
Use appropriate techniques and strategies which promote critical, creative, and evaluative thinking capabilities of students
Observe and assess students’ performance, behavior, social development, and physical needs on a regular basis
Meet with parents/guardians to discuss student progress, determine priorities and resource needs, and encourage parent involvement. Confer with parents/guardians, counselors, and administrators to resolve students’ behavioral and academic challenges
Attend Professional Learning Community (PLC) and staff meetings for data analysis and instructional planning
Participate in professional development focused on acquiring and improving skills and knowledge
Perform safety functions/drills to maintain a safe instructional environment
Perform related work as assigned or required
Knowledge, Skills and Abilities
Comprehensive knowledge of the principles, standards, and expectations of Pre‑K curriculum
Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students
Knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies
Skilled in computers and software including Microsoft Office and Google Workspace
Skilled in organization and time management with the ability to meet deadlines
Skilled in developing lesson objectives in alignment with established curriculum standards
Skilled in communication, both verbal and written
Skilled in integrating technology effectively into curriculum and instruction
Ability to analyze and use multiple data points to inform instruction
Ability to demonstrate attentiveness to student safety and well‑being
Ability to motivate, inspire, and engage students
Ability to manage classroom behavior and use positive discipline techniques
Ability to maintain accurate records, documentation, and student files
Ability to collaborate and build positive working relationships with administrators, colleagues, school‑based staff, students, parents/guardians, and the broader community
Education and Experience
Bachelor’s degree in education with NC Birth‑Kindergarten (B‑K) continuing license preferred
If applicant does not hold an NC B‑K license, they must be working toward a NC B‑K Continuing License OR a North Carolina Department of Public Instruction (NCDPI) B‑K/Pre‑K/K Add‑on License if the undergraduate degree does not provide B‑K licensure. Teachers working toward the required education and license shall meet one of the following requirements:
NC B‑K Initial License
NC Lateral Entry B‑K License
NC Residency B‑K License
NC Emergency B‑K License as determined by the Early Educator Support, Licensure, and Professional Development (EESLPD) Unit
Another NC educator’s license and a Provisional B‑K/Pre‑K/K License
Bachelor’s degree and be eligible for a NC Residency B‑K License
Equivalent combination of education and experience
Contact Information
CMS Staff
600 E. Fourth Street
Fifth Floor
Charlotte, North Carolina 28202
Phone: 980‑343‑1900
Email: maxtntp@gmail.com
#J-18808-Ljbffr
Job Details
Job ID:
5658214
Application Deadline:
Jun 23, 2026 4:59 AM (UTC)
Posted:
Yesterday
Starting Date:
Immediately
Salary/Status:
Certified Schedule/ Full‑time, 10 months
Reports To:
Principal
Place of Work:
The normal place of work is on the premises used by Charlotte‑Mecklenburg Schools. Charlotte‑Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.
Job Description
General Definition of Work
The pre‑k teacher, under moderate supervision, performs intermediate‑level work with limited decision‑making discretion, providing an appropriate classroom learning environment according to early childhood best practices. The pre‑k teacher plans and implements learning activities that encourage cognitive, physical, language, and literacy development of all children while differentiating to meet the needs of all. The teacher is responsible for supervising students, maintaining appropriate records as they relate to the Pre‑K program, and communicating with parents, colleagues, and community members in professional ways. Employee performs school‑based work to carry out Board of Education policies under the direction of the principal.
Essential Functions
Adhere to all state, federal, and local laws, policies, and procedures
Assist school administration in implementing all policies and rules governing student life and conduct. Develop reasonable rules of classroom behavior and procedure. Maintain order in the classroom in a fair and just manner
Create a culture of effectiveness by setting high standards and expectations for all students
Plan and implement a program of study in Pre‑K education that meets the needs, interests, and abilities of assigned students
Utilize a variety of assessment strategies to determine skill levels of students
Instruct students individually and in groups using various teaching methods
Apply a comprehensive understanding of student learning and child development to establish a positive classroom culture, effective behavior management, and a supportive environment that encourages student self‑regulation
Collaborate with colleagues, families, community members, and stakeholders to enhance and continuously improve students’ educational experiences
Integrate appropriate and innovative technology into instructional practices to enhance teaching and learning outcomes
Create a classroom environment that provides for student engagement in the learning process and enables students to achieve learning objectives
Guide the learning process toward the achievement of curriculum goals and in accordance with goals established by the district and establish clear objectives for all lessons, units, projects and communicate these objectives to students
Prepare for assigned classes and show written evidence of preparation upon request
Diagnose the learning challenges of students on a regular basis, seeking the assistance of central office staff as required. Maintain accurate records as required for Individual Education Plans (IEPs) and 504 Plans
Provide an instructional program to meet the needs of all students including students with disabilities and limited English proficiencies
Prepare materials and classrooms for class activities
Encourage students to explore learning opportunities and persevere through challenges
Use appropriate techniques and strategies which promote critical, creative, and evaluative thinking capabilities of students
Observe and assess students’ performance, behavior, social development, and physical needs on a regular basis
Meet with parents/guardians to discuss student progress, determine priorities and resource needs, and encourage parent involvement. Confer with parents/guardians, counselors, and administrators to resolve students’ behavioral and academic challenges
Attend Professional Learning Community (PLC) and staff meetings for data analysis and instructional planning
Participate in professional development focused on acquiring and improving skills and knowledge
Perform safety functions/drills to maintain a safe instructional environment
Perform related work as assigned or required
Knowledge, Skills and Abilities
Comprehensive knowledge of the principles, standards, and expectations of Pre‑K curriculum
Comprehensive knowledge of how to utilize appropriate data and information to make instructional decisions for students
Knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies
Skilled in computers and software including Microsoft Office and Google Workspace
Skilled in organization and time management with the ability to meet deadlines
Skilled in developing lesson objectives in alignment with established curriculum standards
Skilled in communication, both verbal and written
Skilled in integrating technology effectively into curriculum and instruction
Ability to analyze and use multiple data points to inform instruction
Ability to demonstrate attentiveness to student safety and well‑being
Ability to motivate, inspire, and engage students
Ability to manage classroom behavior and use positive discipline techniques
Ability to maintain accurate records, documentation, and student files
Ability to collaborate and build positive working relationships with administrators, colleagues, school‑based staff, students, parents/guardians, and the broader community
Education and Experience
Bachelor’s degree in education with NC Birth‑Kindergarten (B‑K) continuing license preferred
If applicant does not hold an NC B‑K license, they must be working toward a NC B‑K Continuing License OR a North Carolina Department of Public Instruction (NCDPI) B‑K/Pre‑K/K Add‑on License if the undergraduate degree does not provide B‑K licensure. Teachers working toward the required education and license shall meet one of the following requirements:
NC B‑K Initial License
NC Lateral Entry B‑K License
NC Residency B‑K License
NC Emergency B‑K License as determined by the Early Educator Support, Licensure, and Professional Development (EESLPD) Unit
Another NC educator’s license and a Provisional B‑K/Pre‑K/K License
Bachelor’s degree and be eligible for a NC Residency B‑K License
Equivalent combination of education and experience
Contact Information
CMS Staff
600 E. Fourth Street
Fifth Floor
Charlotte, North Carolina 28202
Phone: 980‑343‑1900
Email: maxtntp@gmail.com
#J-18808-Ljbffr