North Carolina General Statute Chapter 116, Article 29A (116-239.5) provided for the establishment of nine university laboratory schools with the mission of “improving student performance in local school administrative units with low-performing schools by providing an enhanced education program for students residing in those units and providing exposure and training for teachers and principals to successfully address challenges existing in high need school settings. The laboratory school shall provide an opportunity for research, demonstration, student support, and expansion of the teaching experience and evaluation regarding management, teaching, and learning.”
Moss Street Partnership School 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.
The University of North Carolina at Greensboro seeks enthusiastic, committed, and innovative special education teachers for the Moss Street Partnership School. The positions are eleven-month, full-time, EHRA non-faculty positions in the School of Education. Moss Street Partnership Teachers will be housed at Moss Street Partnership School, 419 Moss Street, Reidsville, NC. Moss Street Partnership School teachers report to the Principal of Moss Street Partnership School.
Bachelor’s degree; excellent oral and written communication skills; and evidence of skill in working with high needs student populations. Qualifying degrees must be conferred and received from appropriately accredited institutions. A current teaching license in special education or eligibility for professional educator licensure in special education in North Carolina is required.
Preferred candidate will possess:
qualifications as a clinical educator—licensure, three years of experience, proficient on most recent evaluation;teaching experience in diverse schools;commitment to creating caring classrooms and school relationships and culture;evidence of improving student performance in all subgroups;technologic proficiency;innovation and outcomes orientation;commitment to working collaboratively for the benefit of all students; andexperience supporting pre-service professional educators.The individual should be self-directed; organized with attention to detail; in possession of strong interpersonal relationship skills, including collaboration with community members, school personnel and university personnel; highly motivated and receptive to innovative practices/procedures; and willing to take the initiative to learn the duties/responsibilities/ expectations of the work and operations of the Partnership School.