Current Open Positions

• After School Program Teacher K-8th
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  Description:
  OVERVIEW Charlotte Preparatory School is seeking experienced teachers to join the After School Program team. This teacher will work with children grades K-8 grade completing hands-on after-school activities with children, for the 2023-2024 School Year.  ASP teachers are considered part-time employees, with a general schedule of 2:00 p.m. - 6:00 p.m. daily, with certain longer full-time days required. Ideal candidates will have experience in Elementary Education and/or Secondary Education (Middle School Grades). Ideal candidates also should possess 2 or more years working in an After School program.   Please submit an online application and your resume to Shirley Thompson.
  Requirements:
  Classroom Organize room and materials to respectfully co-exist in a shared space, leaving the space ready for class the next day Daily schedule will include: planning and prep of group activities, supervision of recess and snack, homework assistance as needed, leading group activities, organizing free play materials, and clean-up Provide as many opportunities for children to be engaged as possible, and provide a good range of popular, age-appropriate activities Advise Division Head and/or Director of After School Programs of needs regarding materials and supplies Keep student emergency forms and medications with you at all times, but keep in a place/ manner to ensure confidentiality Prepare monthly newsletters with highlights of activities/photos, etc. to share with families Prepare featured activities for full-care days Actively participate with the children, having them as the center of your focus at all times Follow Charlotte Prep Discipline Policy, including Technology Policy   Professional Qualifications Education Degree, or working toward, or degree/work toward a degree in a related field 1-year related experience with school-aged children in a group setting, and/or training; or equivalent combination of education and experience.   Personal Characteristics Team orientation – able to work effectively with other members of the school administrative team, other faculty members, parents, and students. Sees the school as an entire entity, rather than an isolated school division. Strong communication and organizational skills with high levels of attention to detail Positive, enthusiastic, and warm personality Strong work ethic, proactive, and success-oriented Demonstrates patience and respect for children and their natural development as inherent in best practices in education   Please submit your resume to [email protected].   Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs. Candidates from diverse cultural and ethnic backgrounds are strongly encouraged to apply.

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• Part-time Substitute Teachers
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  Description:
  A Substitute Teacher is hired on an as-needed basis, as a part-time, non-exempt employee. Applicants should specify for which division(s)/grade level(s) and/or special area classes they would like to be considered. The ideal candidate will be a dynamic, student-centered, success-oriented individual who embraces the mission of Charlotte Preparatory School and upholds the Four Pillars of Leadership - Respect, Integrity, Perseverance, and Courage. He or she will be responsible for establishing a positive, encouraging, appropriate relationship with students in which they are both held to high standards and supported in their attempts to meet them. He or she will work with other teachers and staff as a contributing team member to present a cooperative and positive work environment.   Apply for this position on CentrallyHR.
  Requirements:
  AREAS OF RESPONSIBILITY Supervise children in assigned classrooms to ensure their safety and continued learning experience throughout the day. Partner with existing teacher (where applicable) to learn the routine and expectations of the assigned classroom. Instruct lessons according to lesson plans left by the teacher whenever possible, and/or assist in implementing lesson plans if working with another teacher. Communicate concerns regarding students - academic, behavioral, social-emotional - to appropriate Division Head so that proper communication can be made with parents and other school personnel. Supervise students in out-of-classroom activities during the school day such as recess, lunch, or traveling to specials. PROFESSIONAL QUALIFICATIONS REQUIREMENTS Education and experience related to classroom teaching at the age/grade levels for which the substitute will be available. For Early School, Montessori experience is preferred, but not required.  For Lower/Middle School, a teaching degree/license is preferred, but not required.   PERSONAL CHARACTERISTICS Team orientation – able to work effectively with all members of the school, including the administrative team, other faculty members, parents, and students. Strong communication and organizational skills with high levels of attention to detail. Positive, enthusiastic, flexible, and warm personality. Strong work ethic, proactive, and success oriented. Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs. Candidates from diverse cultural and ethnic backgrounds are strongly encouraged to apply.

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• Learning Support Specialist Lower School
  Start Date: 08/01/2024
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  Description:
  OVERVIEW The Learning Support Specialist position is designed to further the academic success of Charlotte Preparatory School students by conducting observations of students, completing formative assessments, recommending more specialized evaluations, interpreting evaluation reports, developing learning plans, maintaining oversight of learning plan implementation, supporting faculty and staff in meeting the needs of all learners, and teaching individual and small group sessions. The person in this position should be sensitive to the unique characteristics of each child as they relate to their learning and development. This is a full-time position.   Charlotte Preparatory School is committed to sustaining a professional, inclusive, and collaborative environment where diversity in thought and culture is welcomed. The School is dedicated to the goal of building a culturally diverse faculty committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity.   Effective August 2024.
  Requirements:
  AREAS OF RESPONSIBILITY Duties of this job include, but are not limited to: Work collaboratively with lead teachers and division heads to identify students in need of support and/or extension in their learning. Perform formative assessments to better target instruction or to differentiate instruction. Instruct differentiated small group lessons through push-in or pull-out. Provide remediation, extension, and enrichment activities utilizing core curriculum resources as well as supplemental resources when needed. Manage the Student Referral process, which includes identifying targeted areas of need, appropriate interventions, goal-setting, implementation and progress-monitoring of interventions, and communication with student support team members regarding progress or further intervention. Collect data on student progress and communicate findings to lead teachers and division heads. Interpret and synthesize educational testing reports.  Develop specific, goal-oriented, measurable Student Success Plans for students with identified areas of need, ensure they are being followed by all teachers, and reevaluate the accommodations each trimester. Participate in parent-teacher conferences and maintain ongoing communications with parents regarding student’s level of support and progress toward goals, including written comments when appropriate. Work collaboratively with Learning Support Specialists, guidance counselors, and other team members to ensure consistency and continuity of the program across divisions. Coordinate learning activities and sessions with teachers and tutors. Assist with the admissions process by administering assessments, observing candidates, and serving on the admissions committee.   PROFESSIONAL QUALIFICATIONS REQUIREMENTS Bachelor’s or Master’s degree in Education or Special Education required. 3+ years of experience in learning support and/or classroom teaching required. Experience in an independent school setting strongly preferred.   PERSONAL CHARACTERISTICS Team orientation – able to work effectively with all members of the school, including the administrative team, faculty members, parents, and students. Strong communication and organizational skills with high levels of attention to detail. Positive, enthusiastic, flexible, and warm personality. Strong work ethic, proactive, and success-oriented. Growth-oriented, having an innate sense of creativity, and innovative in one’s approach to teaching, learning, and collaborating with all school constituencies.   SUPERVISION Directly reports to Division Heads.   Please direct resume, cover letter, and references to Ms. Megan Wright, Head of Lower School [email protected].   Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs. Candidates from diverse cultural and ethnic backgrounds are strongly encouraged to apply.

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• Long-Term Substitute Band Teacher
  Start Date: 08/12/2024
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  Description:
  OVERVIEW Charlotte Preparatory School seeks a passionate, energetic, and creative individual to hold a full-time, temporary leave replacement teaching position with instruction of band and music to Lower School and Middle School students.   Charlotte Preparatory School is committed to sustaining a professional, inclusive, and collaborative environment where diversity in thought and culture is welcomed. The School is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity.    Effective August 12 - November 15, 2024
  Requirements:
  AREAS OF RESPONSIBILITY Teach four sections of middle school band, one for each grade level: 5th - 8th grade Instruct two sections of 4th grade Alto Recorder Prepare 5th-8th grade for Winter Concert Lead sectional rehearsals Engage students in learning music reading and performance on brass, woodwind, and percussion band instruments Develop and implement a band curriculum that will enhance technical skill, music appreciation, and an understanding of the process of creating music Work collaboratively with the fine arts team and classroom teachers to effectively and purposefully implement band and music integration into grade level curriculums Maintain excellent communication with parents of band students regarding student growth, expectations, events, and calendar of events Sustain clear, complete grade records and communicate student needs clearly, regularly, and tactfully with band parents Inventory and store all band instruments, music, equipment, materials, and supplies Maintain an organized and neat classroom with school-owned instruments inventoried, accounted for, and in working order Prepare progress reports and report cards Supervise students in study periods and/or advisory   PROFESSIONAL QUALIFICATIONS REQUIREMENTS Abachelor’s degree in Music Education or Music Performance required; a Master's degree preferred  Teaching experience as a band teacher across multiple grade levels is preferred Knowledge of the elements and principles of music   PERSONAL CHARACTERISTICS Be approachable, accessible, and visible at campus fine arts events  Positive, enthusiastic, flexible, and warm personality Be a life-long learner who is committed to the success of the student Be compassionate with students at all levels of learning band and music Strong work ethic, proactive, and success-oriented Strong communication and organizational skills with high levels of attention to detail Team-oriented – able to work effectively with all members of the school, including the administrative team, other faculty members, parents, and students A strong desire to participate in the community of the school, and work with staff and parents on projects throughout the year The ability to build a strong rapport with colleagues and serve as a collaborative team player Utilize technology to support instruction and assessment when appropriate   Strong command of classroom management. Proven ability to establish and consistently follow through on classroom expectations to ensure safe and appropriate behavior. Ability to see the needs and growth potential of the band program  Ability to share his/her talent with the school community   SUPERVISION Reports directly to the Head of Middle School. Please direct resume, cover letter, and references to Mr. Chance Cook, Head of Middle School, [email protected]   Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs. Candidates from diverse cultural and ethnic backgrounds are strongly encouraged to apply.

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• Lower School Teacher
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  Description:
  OVERVIEW Lower School teachers maintain a learning environment that supports the Charlotte Preparatory School mission statement and upholds the four pillars of leadership - Respect, Integrity, Perseverance, and Courage. Charlotte Preparatory School is committed to sustaining a professional, inclusive, and collaborative environment where diversity in thought and culture is welcomed. The school is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity.  Effective August 2024
  Requirements:
  AREAS OF RESPONSIBILITY Duties of this job include, but are not limited to: To teach core subjects to students in a classroom, utilizing a course of study adopted by Charlotte Preparatory School. Instruct students in citizenship and character development. Develop lesson plans and instructional materials to provide differentiated and small group instruction in order to adapt the curriculum to the needs of each student and align with the diversity and inclusion mission. Use a variety of instructional strategies, such as inquiry, group discussion, lecture, discovery, etc to facilitate higher-level thinking. Establish and maintain standards of student behavior needed to achieve a functional and respectful community. Supervise students in out-of-classroom activities during the school day, such as recess, lunch, or traveling to specials. Evaluate students’ academic and social growth, keep appropriate records, and prepare narrative progress reports and report cards. Administer group standardized tests when applicable. Communicate with parents through conferences, phone calls, and e-mail to discuss students’ progress and interpret the school program. Identify student needs and collaborate with student support members in assessing and helping students solve health, learning, and behavioral problems. Create an effective environment for learning through functional and attractive displays, bulletin boards, interest centers, and the use of educational technology. Maintain professional competence through professional growth activities and collaboration. Engage in professional growth opportunities, as suggested by school leaders and/or of personal interest, that support the strategic growth and success of the school. Participate cooperatively with the Lower School Head to develop the method by which the teacher will be evaluated in conformance with guidelines. Maintain and modify pacing schedules as part of the curriculum mapping. Participate in grade level, divisional, and full faculty meetings and serve on faculty committees.  Attend divisional and school-wide required events (i.e. open houses, curriculum night, guest speakers, and others). Dress professionally as outlined in the faculty handbook. Present a positive image of Charlotte Preparatory School to the outside community, including social networking sites. Other duties as assigned by Head of Lower School or Head of School. PROFESSIONAL QUALIFICATIONS REQUIREMENTS Abachelor’s degree from an accredited university is required, and a master's degree in education is preferred. A minimum of 3 years of teaching experience in a lower school and independent school is preferred. PERSONAL CHARACTERISTICS Team orientation – able to work effectively with all members of the school, including the administrative team, other faculty members, parents, and students. Strong communication and organizational skills with high levels of attention to detail. Positive, enthusiastic, flexible, and warm personality. Strong work ethic, proactive, and success oriented. SUPERVISION Reports directly to the Head of Lower School. Please direct resume, cover letter, and references to Ms. Megan Wright, Head of Lower School; [email protected]. Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs. Candidates from diverse cultural and ethnic backgrounds are strongly encouraged to apply.

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• Early School Montessori Primary Lead Teacher
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  Description:
  OVERVIEW Early School teachers maintain a learning environment consistent with the Montessori philosophy and that supports the Charlotte Preparatory School mission statement and upholds the Four Pillars of Leadership: Respect, Integrity, Perseverance, and Courage.  The Lead Teacher instructs children in activities designed to promote social, physical, and intellectual growth in a developmentally appropriate manner by performing the following duties. This is a full-time, 10-month position.    Charlotte Preparatory School is committed to sustaining a professional, inclusive, and collaborative environment where diversity in thought and culture is welcomed. The School is dedicated to the goal of building a culturally diverse faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity.
  Requirements:
  AREAS OF RESPONSIBILITY Abide by all guidelines outlined in the school’s handbooks, policies, rules, and regulations, as adopted. Attend professional seminars and development programs as the school shall request from time to time, specific to Montessori philosophy when possible.  Acquire professional growth hours as required by your position.  Maintain certification in CPR and First Aid at all times. Conduct all classes and other educational activities in accordance with the methods and principles of education as outlined in the Montessori curriculum. Provide a “prepared environment” using natural materials exclusive to Montessori schools and designed to provide stimuli to the unique periods of the child’s learning, in accordance with the sequence of the Montessori lessons/materials in all areas of the classroom. Model and teach “grace and courtesy” in the classroom and throughout the school community. Design lessons/materials that introduce one concrete skill and/or abstract concept, are self-correcting, and foster the development of concentration, self-discipline, and an understanding of the world around them. Be present during the times scheduled for educational activities, teacher in-service and workdays, parent education nights, school social functions, admissions open houses, and other community events as requested or required. Foster productive dialogue with parents of students that will support the teacher’s efforts within the home. Communicate with parents through conferences, phone calls, and emails to discuss students’ progress and interpret the school program. Complete such student and other records and reports as the school may require, and maintain current observational records of the children’s work and progress. Keep the classroom, equipment and materials in good order and condition and make recommendations to the Head of Early School regarding material needs for the classrooms. Ensure the cleanliness of the classroom: daily cleaning of table tops/surfaces; weekly dusting of shelves/bookcases; disinfecting work daily; reporting to the custodian and Head of Early School in the event of daily cleaning needs not being met (i.e. vacuuming, mopping, bathrooms, etc.). Clean and refresh the Montessori “prepared environment” on a regular basis, rotating in new materials based on the needs of the children in the classroom. Interview prospective students prior to acceptance (Meet and Greet); participate generally in student recruitment activities, and facilitate and cooperate with efforts to allow prospective parents to observe the classrooms. Promote and participate in cross-divisional activities in an effort to strengthen attrition to Lower School. Work with Early School team to plan and prepare community-building activities, such as cultural celebrations and parent-education events. Participate in grade-level, divisional, and full-faculty meetings and serve on faculty committees. Present a positive image of CPS to the outside community, including social networking sites. PROFESSIONAL QUALIFICATIONS REQUIREMENTS Certification in Montessori Primary (AMI or AMS) Early Childhood through a MACTE-accredited program required Bachelor’s degree in Early Childhood and/or Education-related field Classroom teaching experience in a Montessori Early Childhood required Teaching experience in elementary grades is a plus, but not required PERSONAL CHARACTERISTICS Team orientation – able to work effectively with other members of the school administrative team, other faculty members, parents, students, and other school/Montessori community colleagues.  Sees the school as an entire entity, rather than an isolated Early School division. Strong communication and organizational skills with high levels of attention to detail Positive, enthusiastic, and warm personality Strong work ethic, proactive, and success-oriented Demonstrates patience and respect for small children and their natural development as inherent throughout the teachings and philosophy of Maria Montessori  SUPERVISION Reports directly to the Head of Early School Please direct resume, cover letter, and references to Mrs. Sharon Vanella, Head of Early School; [email protected]   Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs. Candidates from diverse cultural and ethnic backgrounds are strongly encouraged to apply.

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Equal Employment Opportunity

Charlotte Preparatory School is an equal opportunity employer. Charlotte Preparatory School ensures equal employment opportunity in its policies affecting recruiting and hiring; transfer, promotion, compensation, and benefit programs; social, recreational, and health programs; termination, etc. These will be executed without regard to race, creed, color, religious preference, national origin, gender, sexual orientation, age, disability, or veteran status.