8th Grade Math/Math I Teacher

POSITION DESCRIPTION

8th Grade/Math I Teacher

Camden Middle School

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

QUALIFICATIONS: Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

LICENSURE: Applicants must hold or be eligible to hold a NC Teaching License in Middle Grades Math (6-9) or a NC Teaching License that qualifies them to teach the subject and grade level.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

• Plans and implements a program of instruction that adheres to district philosophy, goals, and objectives outlined in the North Carolina Standards.
• Makes purposeful and appropriate lesson plans that provide for effective teaching strategies and maximize time on task.
• Plans and implements a program of study designed to meet the individual needs of students.
• Encourages student enthusiasm for learning and the development of good study habits.
• Consistently uses hands-on, exploratory practices with students.
• Provides students with activities that require them to think through and solve problems.
• Teaches lessons appropriate to the maturity and interests of middle grade students.
• Establishes clear objectives for all lessons, units, and projects, and communicates them to students.
• Employs a variety of instructional techniques that guide the learning process towards academic achievement and curriculum goals.
• Fosters discovery and problem-solving skills, along with an inquiry-based approach through real-world hands-on tasks.
• Keeps up-to-date on knowledge of subject matter and learning theory, and shares this knowledge to continually improve the school's curriculum.
• Assists in the ongoing curriculum revision process.
• Works with principals, subject matter specialists, and teachers to use test data to improve curriculum content and delivery.
• Develops and consistently applies reasonable rules of classroom behavior and appropriate classroom management techniques in accordance with district and school guidelines.
• Takes necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Shares responsibility for the supervision of students in all areas of the school during the school day.
• Provides for the supervision of assigned students when circumstances require a brief absence.
• Maintains a safe and orderly classroom environment.
• Attends all staff, department, and committee meetings, as required.
• Continues professional growth through attendance at workshops, seminars, conferences, and/or advanced coursework.
• Provides progress and other reports as required.
• Makes appropriate adjustments in the instructional program as required.
• Respects the confidentiality of records and information regarding students, parents, and teachers.
• Utilizes multiple instructional technologies to engage students and enhance instruction.
• Implements best practices for the district's 1:1 initiative related to technology use.
• Maintains regular and consistent attendance and punctuality.
• Upholds and enforces Board of Education policy, administrative procedures, and school rules and regulations.
• Maintains appropriate work habits, including appropriate use of conference and planning time.
• Plans and prescribes purposeful assignments for teacher assistants, tutors, and volunteers as needed.
• Performs other duties and responsibilities as assigned by supervisors.

OTHER DUTIES & RESPONSIBILITIES:

MAJOR FUNCTION: Management of Instructional Time

The 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.

MAJOR FUNCTION: Management of Student Behavior

The teacher 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; 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.

MAJOR FUNCTION: Instructional Presentation

The teacher 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; 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.

MAJOR FUNCTION: Instructional Monitoring of Student Performance

The 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.

MAJOR FUNCTION: Instructional Feedback

The teacher 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 a clue, or allowing more time.

MAJOR FUNCTION: Facilitating Instruction

The teacher 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 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.

MAJOR FUNCTION: Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.

MAJOR FUNCTION: Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS:

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

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 a variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

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 office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES:

Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitated by work assignments.

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Term of Employment: 10 Months

FLSA Status: Exempt

Salary Grade: NC Teacher Salary plus Local Supplement

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DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

For more information regarding this position, please contact Ms. Amber Davis, Assistant Superintendent at (252) 335-0831, ext. 103 or by email at adavis@camden.k12.nc.us

April 2026

Camden County Board of Education, Camden, NC 27921