Residency Licensure Instructor

The Residency Licensure Instructor/Coach provides instruction in the Educator Preparation Program (EPP) and conducts field supervision, using individualized reinforcement of learning to promote best teaching practices through a reflective model. The goal is to strengthen student knowledge in the areas of subject content and pedagogy for teacher candidates.

• Provide effective instruction in teaching assigned course(s) through use of innovative instructional strategies and new technology appropriate for courses and learners
• Use methods of evaluation that measure students’ attainment of stated competencies,
• Review with students the evaluation of their performance,
• Maintain a safe and orderly instructional environment in class, lab, shop, and/or clinical settings,
• Submit reports in an accurate and timely manner as required, maintain academic, attendance, and student records,
• Participate in the achievement of the College’s Purpose and Goals,
• Meet the educational and licensure requirements established by NCCCS and NCDPI,
• Complete required initial and system wide trainings from NCCCS, collaborate with and meet regularly with the program director, college faculty, teacher candidate, and school-based mentor to discuss progress,
• Advise students in the certificate program area
• Perform a minimum of two (2) on-site observations per semester for teacher candidates being coached,
• Maintain and report observation evaluation data on each teacher candidate,
• Individualize coaching strategies to ensure all teacher candidates’ progress,
• Provide meaningful support and feedback to teacher candidates as they work toward becoming a highly accomplished beginning teacher,
• Track progress of RLCP teacher candidate checklist,
• Assist learners in obtaining proficiency standards of edTPA, Pearson Reading test and Praxis Math test for initial licensure
• Provide EPP Coordinator with recommendations for teacher candidate licensure
• Participate in professional development activities including conferences, workshops, training sessions, and independent study
• Participate in college activities, including faculty and department meetings and faculty orientation
• Perform other related duties as assigned.

• Every role contributes to student success.
• We treat one another with respect and work together as one team.
• We embrace creativity, adaptability, and new ideas to stay relevant.
• We act with integrity, accountability, and responsible stewardship.
• We put students first, designing programs and services that help them thrive in college, career and life.

• Master's degree in education (18 graduate semester hours in the teaching area)
• At least 8 years of teaching experience, with classroom experience within the last five (5) years
• Leadership, mentoring, and coaching experience with beginning teachers
• Must be familiar and proficient with the edTPA portfolio process for licensure candidates and knowledgeable with licensure testing and the licensure process
• Language Essentials for Teachers of Reading and Spelling (LETRS) Certification to teach EDU 279
• NC Teaching Certification in K-12 or to be eligible to renew certification
• Valid driver's license to be able to use campus fleet vehicles

Instructional and field-based settings, including college classrooms, partner K–12 school sites, and virtual environments. The role involves frequent interaction with teacher candidates, school-based mentors, faculty, and program staff. The work environment is professional, collaborative, and student-centered, with an emphasis on coaching, mentoring, and instructional support. The position may require local travel to school sites for classroom observations and coaching sessions.

• Ability to sit or stand for extended periods while working at a computer, attending meetings, or conducting activities.
• Regular travel to visit classrooms, labs, teaching sites.
• Occasional lifting or moving of materials, files, or equipment weighing up to 20–25 pounds, such as presentation materials or instructional supplies.
• Sufficient visual and auditory capacity to participate in meetings, observe program activities, review detailed documents, and engage in discussions in both small and large group settings.
• Occasional bending, reaching, or repositioning to access files, equipment, or instructional spaces.

Full-time, 9-month, faculty position. Teaching assignments may include daytime, evening, hybrid, and online courses depending on program needs;
Office hours are required for student advising, course prep, committee participation, etc. Occasional evenings or weekends may be required for outreach activities, program support or professional development.