Securing Your Teaching Position
Our Summer 2013 application is now closed.
If you are ready to make a difference in the lives of students in Charlotte, we encourage you to apply next year. Our Summer 2014 application will be available this fall. In the meantime, please keep an eye on www.tntp.org/teach for more information.
The subject to which applicants are assigned is based on teaching eligibility
, district need, and—whenever possible—the applicant's stated preferences. Eligibility is determined according to strict requirements from the North Carolina Department of Public Instruction, Charlotte-Mecklenburg Schools, and/or the TNTP Academy
which stipulate that, in order to teach a subject, participants must demonstrate competence in that area.
Applicants must pass the required content-specific Praxis II examination(s) or meet coursework eligibility requirements in order to begin the TEACH Charlotte Pre-Service Training and to start teaching full time in August 2013. Additionally, please be aware that enrollment in the program does not guarantee a teaching position; only participants who meet all Pre-Service Training and program requirements will be eligible to teach in Charlotte-Mecklenburg Schools. Please refer to the Eligibility and Testing Requirements sections of this website for more information.
Charlotte-Mecklenburg Schools has a principal-driven hiring process, meaning that all school hiring is done by principals or other school-based administrators. This distinctive structure means that the TEACH Charlotte program does not place participants at any school. Rather, with the support of the TEACH Charlotte program office, all participants must conduct an extensive and aggressive job search to secure interviews for available positions with school administrators and are ultimately responsible for securing their own teaching positions.
Although TEACH Charlotte cannot guarantee a teaching position in CMS, given the nature of principal-driven hiring, we believe our results speak for themselves: 100 percent of participants in the both the 2011 and 2012 cohorts were hired before the first day of school. The school hiring landscape can change drastically from year to year, and it is highly dependent on district budget changes. However, we areconfident that we can achieve similar results in Summer 2013. TEACH Charlotte teachers take ownership over the district hiring process, but our program staff play a key role in helping ensure the process runs smoothly by working with CMS Human Resources to better understand and plan for projected vacancies in the coming school year, and directing teachers to schools with vacancies in their specific subject areas. Program staff will also support participants' efforts by arranging interviews with school hiring representatives directly, and working to facilitate introductions between TEACH Charlotte teachers and principals in high-need schools in CMS. In addition, our team offers hands-on assistance to participants through job-search workshops, résumé review support, mock-interviews, and other related services.
It is important to understand that securing a teaching position is a challenging process, and one that requires patience, hard work, diligence, and proactive participation by participants. Due to mobility within the school system, it is often difficult to predict exact vacancies until very close to, and in some cases just after, the start of the spring semester. The job search process is typically experienced in phases, and will therefore look different before, during, and after training. Participants may secure their teaching positions through hiring fairs, individual on-site interviews with principals and assistant principals, or through central district personnel. TEACH Charlotte teachers will receive more detailed information on the district hiring process once they have been accepted to and have enrolled in the program.
It is the mission of TEACH Charlotte to work in schools with the highest need for teachers. As a result, all participants must be flexible about their teaching position and should be prepared to teach wherever they are most needed. Teachers will embark on their new careers addressing inequities in education, by setting high expectations for the students in their classrooms and dedicating themselves to impacting these students’ achievement. We call on you to accept the urgent challenge to make a difference in schools that are most in need of high-quality educators.
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