Employment

Upper Elementary Assistant Teacher (Grades 4-6)

Sterling Montessori is seeking an Upper Elementary Assistant who is dedicated to the vision and mission of the school. We are looking for a motivated individual willing to work under the guidance of a Montessori Lead Teacher to help carry out the developmental and learning goals of the Montessori program. They must be able to build genuine and respectful relationships with each child and family, maintain a
positive, professional attitude and implement strong classroom management skills.

Professional Skills/Responsibilities:

• Montessori is an approach that values the human spirit and the development of the whole child-physical, social, emotional, and cognitive. When situations or conflicts arise with students, adults act as mediators and provide opportunities for conversations, reflection, and learning. Assistants follow the Positive Discipline model and refer to the Multi-Tiered System of Support (MTSS) when needing to implement supplemental or intensive support.
• With guidance from the Lead Teacher, maintain classroom routines and expectations to develop and ensure a nurturing Montessori learning environment that is healthy, safe, clean, orderly, and inviting (inside and outside).
• Willing to work with, and adapt to the needs of students with a variety of learning styles
• Demonstrates excellent skills in organization, classroom management, problem-solving skills and attention to detail
• Has strong oral communication skills
• Is open to participating in ongoing professional development

Qualifications:

• Two years of college (preferred)
• Experience working with children ages 9-12 (preferred)
• Experience working in a Montessori setting (preferred)

Job Type: Full-time

Schedule:

• 8 hour shift/ Monday to Friday

Work Location: In person

Children's House Lead Guide

Job Description: Lead Teacher 

Contracted: 10 month 

Purpose: Lead Teacher will use the AMS Montessori scope and sequence, lessons, and materials that are aligned with the NC standard course of study benchmarks, as the basis and foundation of their work with students. 

Professional Skills/Responsibilities: 

• All lead teachers (General Ed., EC, Specials, and Specialists) will adhere to the Sterling mission, vision, guiding principles, code of ethics, and standards of behavior as outlined in the Employee Policies and Procedures Handbook. 
• Responsible for the welfare, safety, and educational achievements of students.
• Respect student confidentiality by not discussing students with anyone other than their families and those faculty and staff members who work with them directly, under state and federal law. 
• Demonstrates excellent skills in organization, classroom management, problem-solving skills, and attention to detail. 
• Able to prepare a differentiated, nurturing Montessori learning environment that demonstrates an understanding of the development of the 3-6-year-old student and meets the needs of ALL students. 
• Will work with students of various abilities, including those with diagnosed learning differences; the teacher may be required to participate in meetings, planning, and training to fully serve each child’s needs. Keep updated and follow student IEP, 504, EL, Behavioral Intervention Plan (BIP), and Functional Behavioral Assessment (FBA).
• Maintain a clean, orderly, and attractive classroom environment (inside and outside). Report all maintenance requests or damage in classrooms, playgrounds, and campus-wide.
• The Lead Teacher shall attend any staff meetings, professional development training, parent engagement evenings, and annual open house outside of standard working hours as requested by the Executive Director. 
• When situations or conflicts arise with students, teachers act as mediators and provide opportunities for conversations, reflection, and learning. Teachers follow the Positive Discipline model and refer to the Multi-Tiered System of Support (MTSS) when needing to implement supplemental or intensive support. 
• Responsible for training, supervision, weekly meetings, goals, and evaluation of assistant/associate teachers. 
• Must be able to collaborate with teachers, colleagues, parents, and administration to develop and ensure a healthy, safe, and inviting environment in which all community members are free to learn and work. 
• Maintain inventory annually of materials and furniture. Responsible for tracking classroom budget and filling out purchase orders for required and approved materials. Supplement the classroom with teacher-made materials as needed. All materials made at Sterling shall be inventoried and property of Sterling. 
• Has strong oral and written communication skills: Must complete and maintain record keeping, progress reports, assessments/evaluations, MTSS documentation, and grades (if applicable) promptly as required by the school. Responsible for parent conferences, parent email communications (within 48 hours), bi-monthly newsletters, and communicating problems and concerns with all parents/guardians of students in your care. 
• Responsible for completion and cost of all licensing requirements (CEUs).
• Inform the Section Director of all administrative-level concerns or problems as they relate to relations with the school, students, parents, or staff. 
• Participate and implement in annual goal setting, evaluation reviews, and professional development for career growth. Our work requires being coachable, an ongoing desire to learn, and a sense of egoless-ness.
• Is skilled in using email, Microsoft Word, PowerPoint, and Google Drive.

Qualifications: 

• Bachelor’s degree from a four-year accredited University (required)
• State License (or willing to pursue NC licensure) 
• AMS/AMI Primary Montessori Certification (required) 
• Experience working with 3-6 year old children 
• Experience working in a Montessori Setting (preferred) Job Type: Full-time 

Benefits: 

• Dental insurance 
• Flexible spending account 
• Health insurance 
• Life insurance 
• Retirement plan 
• Vision insurance 

Schedule: 8-hour shift 

Work Location: In person

Exceptional Children’s Lead Teacher

Sterling Montessori is seeking a full time Exceptional Children’s teacher who has experience working with students with disabilities, grades K-8, in a cross-categorical resource separate setting, effective August 2024. Candidates must have an undergraduate degree and EC licensure. Ideal candidates have Montessori experience or a desire to learn the Montessori philosophy and method. The hours are from 8-4 and pay is on par with the Wake County pay scale along with full insurance benefits and 403b retirement. Sterling Montessori has a strong and collegial EC department which includes five full time special education teachers, a behavioral specialist, as well as related service personnel.

Purpose:

EC teachers, using the Montessori Method, will implement engaging instruction and adapt lessons to meet the needs of students, develop Individualized Education Plans (IEP), collaborate with the general education teachers and directors for push in and pull out services, and prepare documents and reports necessary to facilitate parent-teacher IEP meetings.

Duties and Responsibilities to Students/Parents/Staff

All lead teachers (General Ed., EC, Specials, and Specialists) will:

• Adhere to the Sterling mission, vision, guiding principles, code of ethics and standards of behavior as outlined in the Employee Policies and Procedures Handbook.
• Attend any staff meetings, professional development, training, parent workshops, annual open house, and other activities outside of standard working hours as requested by the Executive Director.
• Work in partnership with grade level Section Directors to support students and families assigned to each section.
• Ensure the safety, wellbeing and sound education of students.
• Supervise and manage a team of 3 to 5 Exceptional Children Program Assistants depending on students needs.
• Follow the Positive Discipline model. Montessori is an approach that values the human spirit and the development of the whole child-physical, social, emotional, and cognitive. When situations or conflicts arise with students, adults act as mediators and provide opportunities for conversations, reflection, and learning.
• Monitor student behavior; maintain discipline in the classroom; deescalate inappropriate behavior; teach students appropriate behavioral strategies, restrain students when necessary; record and report restraints.
• Provide research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Monitor and assess student progress and determine the need for additional reinforcement or adjustments to instructional techniques.
• Employ various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
• Communicate with parents regarding their child’s educational progress via periodic written progress reports.
• Serve as case manager for assigned students; serves as conduit between general education and special education.
• Maintain student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with state and federal education.
• Train, supervise, schedule weekly meetings, establish goals and assist in the evaluation of assistant/associate teachers (when applicable).
• Complete and maintain record keeping, progress reports, assessments/evaluations, documentation, and grades (if applicable) in a timely manner as required by the school.
• Responsible for parent conferences, meetings, parent email communications (within 48 hours), communicating problems and concerns with all parent/guardians of students in your care.
• Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves.
• Maintain current teaching license, including licensing requirements (CEUs) and costs.
• Inform Section Director of all administrative level concerns or problems as they relate to relations with school, students, parents, or staff.
• Participate in field trips (when necessary), including overnights when appropriate to the level, and act in a supervisory capacity. Follow all field trip guidelines as stated in the Employee Handbook (EHB).
• Respect student confidentiality by not discussing students with anyone other than their families and those faculty and staff members who work with them directly, in accordance with state and federal law.
• Participate in and implement annual goal setting, evaluation reviews and professional development for career growth. Our work requires being coachable, an ongoing desire to learn, and a sense of egoless-ness.

Qualifications:

• Bachelor’s degree from a four-year accredited University (required)
• Exceptional Children (EC) State License (required)
• AMS Montessori Trained (preferred)
• Experience working with K-8 students (preferred)
• Experience working in a Montessori Setting (preferred)
• Nonviolent Intervention Training (preferred)

Please submit your cover letter, resume and 2-3 references to echr@sterlingmontessori.org.

Upper Elementary Lead Guide

Job Description: Lead Teacher

Contracted: 10 month

Purpose: Lead Teacher will use the AMS Montessori scope and sequence, lessons and materials that are aligned with the NC standard course of study benchmarks, as the basis and foundation of their work with students.

Duties and Responsibilities to Students/Parents/Staff:

• All lead teachers (General Ed., EC, Specials, and Specialists) will adhere to the Sterling mission, vision, guiding principles, code of ethics and standards of behavior as outlined in the Employee Policies and Procedures Handbook.
• Lead Teacher shall attend any staff meetings, professional development, trainings, parent workshops, and annual open house outside of standard working hours as requested by the Executive Director.
• Montessori is an approach that values the human spirit and the development of the whole child-physical, social, emotional, and cognitive. When situations or conflicts arise with students, adults act as mediators and provide opportunities for conversations, reflection, and learning. Teachers follow the Positive Discipline model and refer to the Multi-Tiered System of Support (MTSS) when needing to implement supplemental or intensive support.
• Responsible for training, supervision, weekly meetings, goals and evaluation of assistant/associate teachers.
• Responsible for the welfare, safety, and educational achievements of students.
• Maintain a clean, orderly, and attractive classroom environment (inside and outside). Report all maintenance requests or damage in classrooms, playgrounds, and campus-wide.
• Maintain inventory annually of materials and furniture. Responsible for tracking classroom budget and filling out purchase orders for required and approved materials. Supplement the classroom with teacher-made materials as needed. All materials made at Sterling shall be inventoried and property of Sterling.
• Complete and maintain record keeping, progress reports, assessments/evaluations, MTSS documentation, and grades (if applicable) in a timely manner as required by the school.
• Responsible for parent conferences, meetings, parent email communications (within 48 hours), communicating problems and concerns with all parent/guardians of students in your care.
• Responsible for completion and cost of all licensing requirements (CEUs).
• Inform Section Director of all administrative level concerns or problems as they relate to relations with school, students, parents, or staff.
• Work with students of various abilities, including those with diagnosed learning differences; the teacher may be required to participate in meetings, planning, and training to fully serve each child’s needs. Keep updated and follow student IEP, 504, EL, Behavioral Intervention Plan (BIP), Functional Behavioral Assessment (FBA).
• Participate in class field trips, including overnights when appropriate to the level, and act in a supervisory capacity. Follow all field trip guidelines as stated in the Employee Handbook (EHB).
• Respect student confidentiality by not discussing students with anyone other than their families and those faculty and staff members who work with them directly, in accordance with state and federal law.
• Participate and implement in annual goal setting, evaluation reviews and professional development for career growth. Our work requires being coachable, an ongoing desire to learn, and a sense of egoless-ness.

Job Type: Full-time

Benefits:

• Dental insurance
• Flexible spending account
• Health insurance
• Life insurance
• Retirement plan
• Vision insurance

Schedule:

• 8 hour shift
• Day shift
• Monday to Friday

Work Location: In person

Lower Elementary Assistant Guide

Job Description: LE Teacher Assistant  

Contracted: 10 month 

Reports To: Lead Teacher and Section Director  

Purpose: Reinforce lessons and expectations as presented by the lead teacher using the Montessori  Method.  

Responsibilities:  

• All assistants (General Ed., EC, Specials, and Specialists) will adhere to the Sterling mission,  vision, guiding principles, code of ethics and standards of behavior as outlined in the  Employee Policies and Procedures Handbook.  
• Assistants shall attend any staff meetings, professional development, trainings, parent  workshops, and annual open house outside of standard working hours as requested by the  Executive Director. 
• Montessori is an approach that values the human spirit and the development of the whole  child-physical, social, emotional, and cognitive. When situations or conflicts arise with  students, adults act as mediators and provide opportunities for conversations, reflection, and  learning. Assistants follow the Positive Discipline model and refer to the Multi-Tiered  System of Support (MTSS) when needing to implement supplemental or intensive support.  
• Responsible for the welfare and safety of students.  
• With guidance from the lead teacher, maintain classroom routines and expectations to  develop and ensure a healthy, safe, clean, orderly, and inviting classroom environment  (inside and outside).  
• Follow all sanitation procedures for the school. 
• Report all maintenance requests or damage in classrooms, playgrounds, and campus-wide.  8. Complete Incident/Accident reports when necessary. 
• Respond to email communications (within 48 hours). 
• Responsible for completing mandatory trainings by the state or as requested by the  Executive Director.  
• Inform lead teacher with concerns or problems as they relate to relations with school,  students, parents, or staff.  
• Work with students of various abilities, including those with diagnosed learning differences;  follow student IEP, 504, EL, Behavioral Intervention Plan (BIP), Functional Behavioral  Assessment (FBA).  
• Participate in all class field trips, including overnights when appropriate to the level, and act  in a supervisory capacity. Follow all field trip guidelines as stated in the Employee Handbook  (EHB). 
• Respect student confidentiality by not discussing students with anyone other than their  families and those faculty and staff members who work with them directly, in accordance  with state and federal law.  
• Participate and implement in annual goal setting, evaluation reviews and professional  development for career growth. Our work requires being coachable, an ongoing desire to  learn, and a sense of egoless-ness.

Qualifications

• Two years of college (preferred)
• Experience working with children ages 6-9 (preferred)
• Experience working in a Montessori setting (preferred)

Exceptional Children Program Assistant (ECPA)

Position: Exceptional Children Program Assistant (ECPA) School/Department: Sterling Montessori Academy and Charter School

Reports To: EC Director/Executive Director

Work Week Schedule: Monday-Friday, 8:00a.m. - 4:00p.m.

Work Hours Per Week: 40

Number of Months Per Year: 10 

Nature of Work: The EC Program Assistant (ECPA) provides support to the classroom teacher and other professionals in the supervision, instruction, social emotional and positive behavior support of students with disabilities, ages 3-14 years, in a variety of settings, including classroom, recreational and community to achieve established goals and objectives, including personal care and mobility.  The ECPA provides individual assistance with academics, behavioral problems, personal care and mobility, and may lead small group activities as directed. The ECPA assists the teacher with general housekeeping and clerical duties as needed.

Knowledge, Skills and Abilities:

• General knowledge of the varying needs of students with disabilities
• General knowledge of the practices, methods and techniques used in the teaching of the exceptional children population
• General knowledge of the activities performed by the lead teacher
• General knowledge of the daily routines of the classroom 
• General knowledge of student handbook rules and regulations
• General knowledge of procedures to follow in an emergency
• General knowledge of Montessori philosophy, teachings, and practices
• General knowledge of the curriculum for the assigned grade(s)
• General knowledge of Positive Discipline 
• General knowledge and understanding of behavior strategies/interventions
• 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 respond appropriately in emergency situations and to remain calm in stressful situations
• Ability to operate necessary equipment (adaptive, audio visual, computer, etc.)
• Ability to maintain files and information
• Ability to take direction from lead teacher and director
• Ability to understand and follow oral and written instructions
• Ability to establish and maintain effective professional relationships with teachers, colleagues, parents, students, and administrators 
• Ability to adapt to individual needs of teachers and students and work with interruptions
• Ability to understand, manage and relate to students who have may behavioral problems, cognitive and physical disabilities
• Strong classroom management skills to assist in maintaining order and discipline in the classroom
• Skills to assist with data collection
• Competency in basic skills such as reading, math, spelling and grammar
• Has punctual and dependable attendance
• Has good decision making skills
• CPI trained (Required to have or willing to be trained)

Essential Duties and Responsibilities:

• Assist with the delivery of special services for students
• Assist classroom teacher with performing specific duties assigned or undertaking specialized tasks to achieve and enhance instructional and behavioral objectives
• Work with individual students, small groups or large groups as assigned by the teacher
• Assist with behavior modifications as requested by the teacher
• Lift, move and operate equipment
• Assist students with personal care tasks, including but not limited to, bathroom, clothing, hygiene, diapering, toileting, and wash-up routines
• Escort, monitor and maintain supervision of students as assigned within a variety of school environments such as to and from events,  classes, lunch, and other activities as needed according to the IEP and approved policies and procedures students as assigned by teacher or administrator
• Assist students with mobility needs (ex., lifting and positioning, assisting in and out of wheelchair, loading and unloading from transportation, navigating in and around the school and on field trips)
• Monitor students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive learning environment
• Report student concerns directly and expeditiously to the teacher and assist with student resolution as deem appropriate
• Assist with breakfast, lunch, snack, including clean-up if needed
• Maintain various confidential records and files
• Participate in trainings, meetings, and other professional development activities as directed by the school or department
• Perform additional duties as requested by the teacher or administrator

Behavioral Support (1:1 and small group)

• Assist teacher with preparing the environment for activities; greet students upon arrival; assist students with belongings; supervise activities, escort students to transportation upon dismissal
• Provide direct behavior intervention support across settings as needed
• Reinforce learning in small groups; provide one-to-one individual assistance; supervise small groups; assist students with independent lessons and projects
• Constantly monitor the behavior of the students and employ strategies as necessary to mitigate behavioral issues; respond to inappropriate behavior as instructed by the teacher; supervise play time and situations where the classroom teacher is out of the room
• Collaborate with the teacher to incorporate information outlined in the IEP or provided by parents, doctors, therapists, counselors, etc. in order to understand the needs of and provide for appropriate services for students.
• Assist teacher in performing general housekeeping duties to ensure the learning environment is prepared daily (i.e., set up various equipment each morning; put equipment away at the end of the day, sanitize mats, toys, equipment with wipes; ensure student equipment is in proper working condition)
• Coordinate with teachers, specialists, administrators, other assistants and staff as directed by the teacher
• Engage in crisis intervention techniques as a last resort to maintain the safety and security of the student and others
• Collects and charts progress monitoring data for IEP goals (academic and behavioral), BIPs or contracts as assigned by the teacher

Working Conditions and Physical Demands:

Work is considered medium physical work requiring the exertion of up to 40 pounds of force.  Position entails significant walking, bending, standing, stooping, kneeling, crouching, reaching, some pushing and/or pulling, climbing and balancing, running short distances, and possible interventions in order to maintain a safe learning environment.  Assignment may require the ability to physically move students or equipment, position students in specialized equipment and assist with toileting needs or bathroom supervision.

Work Environment:

Employees in this position are required to work in indoor and outdoor environments, and come into direct contact with staff, students and the public.

Experience:

• High School Diploma or GED required
• Experience working with exceptional children
• Training and/or experience in utilizing specialized instructional techniques such as behavior intervention strategies, picture exchange communication systems, and social stories preferred.

Disclaimer:

This is a list of general duties and responsibilities of this position.  This is not an exhaustive list and should not be considered as an inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position.  This list can be revised by the supervisor, with HR review and approval at any time.

Part-Time Aftercare Teacher

Sterling Montessori is seeking qualified Aftercare Teachers who have experience working with students ages 3 to 6 years old, or elementary-aged students. Ideal candidates have Montessori experience, or desire to learn the Montessori Method. Candidates will work 3:00-6:00 pm under the guidance of the Aftercare Supervisor.

This person should possess the following qualities:

• A love and passion for working with children
• Strong classroom management skills
• Ability to build strong professional relationships with the staff and parents at Sterling Montessori.
• Punctual and dependable in attendance
• Good judgment and decision-making skills

Please send a cover letter, resume and three references to hr@sterlingmontessori.org. 

Substitute Teachers

Sterling Montessori Academy and Charter School is always interested in adding substitute teachers to our on-call list. We use this list to provide coverage in our classrooms (Children’s House – Middle School) when a teacher is out.

The first step towards becoming a substitute at Sterling is to view our Substitute Presentation for more information and requirements.  We look forward to hearing from you.