Frontline Applicant Tracking - Pitt County Schools

Openings as of 4/25/2025

Science Teacher: Innovation Early College High School (IECHS)

JobID: 6638

Position Type:
  High School Teaching/Science - HS


Date Posted:
  3/7/2025


Location:
  Innovation ECHS


  
Innovation Early College High School (IECHS) Science Teaching Position
Opening Date:          2025-2026 School Year                         
Closing Date:            Until Filled
Start Date:                 July 31, 2025
Reports To:               IECHS Principal

IECHS is looking for a Science teacher that can teach the following courses: Honors Biology, Honors Earth Science & STEAM. The canddiate should also be able to support our Science Olympiad Team as a coach.                                               
 
Primary Purpose
Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in a college environment.
 
Qualifications
Education/Certification:
• Bachelor's degree from accredited university
• Valid North Carolina teaching certificate with required endorsements for subject and level assigned
• Master’s degree and a minimum of 18 graduate hours in content area preferred, but not required
Special Knowledge/Skills:
• Knowledge of assigned content area (i.e. Math, Science, English, Social Studies)
• General knowledge of curriculum and instruction
• Knowledge of AVID
• Knowledge and understanding of the United Nations 17 Sustainable Goals
• Knowledge and understanding of Inquiry-based Teaching
• Knowledge and understanding of project-based learning practices
• Ability to instruct students and manage their behavior
• Strong organizational, communication, and interpersonal skills
• Success in preparing high school students for high school and college studies
Experience:
• At least three years of teaching experience
• Experience must be in assigned content area (i.e. Math, Science, English, Social Studies)
 
Major Responsibilities and Duties
Instructional Program:
1. Powerful teaching and learning.   Classroom instructional methods must be based on best practices as identified and proven by current research. Traditional didactic lecture and text-based homework-style teaching is to be kept to an absolute minimum, if used at all.  All learning events and activities must be designed to lift students’ level of understanding to the highest possible levels of Marzano’s “Learning Taxonomy.”  Learning events and activities must “emphasize depth over breadth” and “inquiry-based learning over rote memorization.”
 
2. Integrated curriculum.     All course objectives are to be developed in collaboration with the entire faculty (both high school and college) so that individual course curricula are integrated to the fullest extent possible, facilitating both intellectual transfer and creativity development.  Teachers must design learning events and activities that lead students to demonstrate an “understanding and appreciation of connections among disciplines and contextual relevance of study.”  Traditional classroom instructional methods often do not fit this requirement; teachers are required to develop methodology based on current research-based best practices. Adopt a school-wide literacy plan that involves all subject areas to increase or expand reading, writing and communication skills of all students. Possess knowledge of successful literacy strategies across the content areas.
 
3. Relevance.     Teachers are expected to design learning activities that actively demonstrate “greater relevance between the ‘work’ of students and adult work.”  “Readings are assigned, and projects designed that connect to students’ identities.”  In addition, assigned “projects and assessments ask students to make meaning of knowledge, apply it, and create or construct new knowledge.” 
 
4. Academic rigor.     All student coursework assignments are required to engage students in active, in-depth learning through sustained writing and revision in all subject areas, collaborative project-based learning, interdisciplinary curriculum integration, intellectual inquiry, Paideia-style seminars and discussions, and development of critical thinking and problem-solving skills.  In addition, all learning events and activities must be aimed at the “development of contextual, applied problem-solving ability” and the “development of academic skills and personal habits that lead to social competence and understanding of self in society.”
 
5. Technology use.     The use of technology as a tool in learning is not only encouraged, it is absolutely required.  Learning events and activities must be designed to facilitate as much student use of technology as possible, and to lead students to the highest possible level of familiarity and competence in such use.
 
6. Differentiated instruction.     Teachers are expected to actively solicit student input into the actual design of instruction and assessment to the extent that a significant portion of each student’s learning experiences is accomplished using activities and methods consistent with his/her individual learning style preferences. Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).
Student Growth and Development:
1. State accountability testing.     Regardless of other instructional and/or assessment components, whether mandated, locally required, or teacher-initiated, all students must take and pass the NC End-of-Course tests in those courses in which an EOC is given if credit is to be earned for the course.  Teachers should include just enough traditional testing in their assessment design to familiarize students with the format and enable them to feel comfortable using it to demonstrate knowledge.
 
2. Multiple assessment methods.     Students are to be subject to a variety of assessments to give every possible chance for them to demonstrate what knowledge and skills they’ve gained and/or developed.  Teachers are expected to design a significant portion of their learning events and activities so that students will have a choice of two or more assessment avenues by which to earn credit for those events and activities.
 
3. Authentic assessment.     Assessment events and activities will be designed to connect directly to the learning events and activities from which they are conceived.  In every case, active student engagement will be the standard.  Teachers will make use of showcase portfolios, career portfolios, both group and individual project presentations and oral defense, intensive writing and revision, and other interactive group learning activities, among others, to achieve the highest possible level of student engagement.  Authentic assessment can be partially defined as the development of work products acknowledging the relationships among disciplines and to career studies and must also demonstrate student ability to use all aspects of technology.
 
4. Rubrics.     Teachers will develop rubrics for all assessments that give students specific benchmarks of excellence to aim for.  Grade benchmarks will be used in all courses, specifying which rubric levels (in combination over the course of each grading period) will be necessary to attain which grades.  Revision of work products originally deemed marginal or worse is integral to this process and will be actively encouraged in all classes. 
 
5. Grading    Our focus will be on Mastery.  Students will be given opportunities to rework or re-do assignments as necessary to demonstrate mastery of the material.  Traditional tests which are designed to acquaint and train students with the testing format(s) used in state-mandated End-of-Course tests will be used.  All other grading will be based on rubrics, which designate level of subject mastery benchmarks.
 
6. Final course grades.     In every case, without exception, final course grades are required to be clear pictures of what the students know and can do in the subject area at the end of the semester, NOT merely averages of assessment grades accumulated during that time.  It is entirely conceivable that students can carry low “averages” in a given course but pass with high “A” grades, if they end the semester demonstrating “A” level course knowledge and skill.
 
7. Grading system.     IECHS grades are assigned according to the Pitt County Schools grading formula.
 
8. Student-led conferencing.     Once each quarter, all IECHS staff will participate in mandatory Quarterly Parent Meetings.  The second and fourth of these each year, falling at the end of the two semesters respectively, include student-led conferences wherein each student presents to his/her parent(s) his/her portfolio in each course, demonstrating knowledge and skills acquired over the course of the grading period.
Classroom Management and Organization:
1. Always put student needs ahead of teacher convenience or preference. Be a servant leader at all times.
2. Teach the whole child, not just academics.
3. Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
4. Manage student behavior in accordance with Student Code of Conduct and student handbook.
5. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
Communication:
1. Establish and maintain open lines of communication by conducting conferences with parents, students, principals, and other teachers.
2. Maintain a professional relationship with colleagues, students, parents, and community members.
3. Use effective communication skills to present information accurately and clearly.
4. Communicate weekly with parents and school stakeholders about student progress and upcoming events.
Other:
• Participate in staff development activities such as AVID conference, IECHS meetings, content specific and other professional development to improve job-related skills.
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal.
• Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Serve on school-wide committees, teams, and task forces as assigned.
• Desire to build and grow the culture, processes, and structures of IECHS.
• Daily attendance and punctuality at work are essential functions of the job
• Other duties as assigned.
 
Working Conditions
Mental Demands/Physical Demands/Environmental Factors:
• Maintain emotional control under stress.
• Frequent standing, stooping, bending, pulling and pushing. Move small stacks of textbooks, media equipment, desks, and other classroom equipment.
 
 
Other Important Information
Before continuing in the application / interview process, candidates must understand that we do not do things the way other high schools do them.  As part of the NC Cooperative Innovative High Schools Initiative, we are charged with designing and implementing instructional, assessment, and support systems that incorporate, as fully as possible, those “best practices” identified and proven by current research to most completely and effectively prepare students for college and the workplace. For that reason, it is crucial that IECHS staff know and embrace certain professional expectations prior to employment.  Please read the following sections carefully and make certain you can both agree with and enthusiastically incorporate these CIHS Principles in your performance as a staff member at IECHS.
 
CIHS Principles:
Schools that prepare all students for college, careers and life share more than high graduation rates. They share a set of expectations and effective practices captured by six essential principles, which guide our work and provide a foundation for effective change. These principles include:
• Believe in a common set of high standards and expectations that ensure every student graduates ready for college — schools maintain a common set of standards for all to eliminate the harmful consequences of tracking and sorting students.
• Uphold common standards for high quality, rigorous instruction that promote powerful teaching and learning.
• Demonstrate personalization — educators must know students well to help them achieve academically.
• Redefine professionalism, creating a shared vision so that all school staff takes responsibility for the success of every student.
• Work from a purposeful design where the use of time, space and resources ensure that best practices become common practice.
• Empower shared leadership embedded in a culture of high expectations and a collaborative work environment to ensure the success of each student.
 
NOTE: The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, or skills that may be required.
 




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