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Weekend School Jobs in Raleigh, NC (NOW HIRING)

WCPSS

School Psychologist

Cary, NC

... weekends) Position is available for a Hybrid Telework workweek POSITION PURPOSE: Collaborates ... Considerable knowledge of school environments, child development, and curriculum and instruction;

WCPSS

School Psychologist (50%)

Cary, NC · On-site

... weekends) POSITION PURPOSE: Collaborates, problem solves, intervenes, and evaluates to support the whole child within a Multi-Tiered System of Support (MTSS). Uses evidence and/or research-based ...

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Weekend School information

What is a weekend school?

A weekend school is an educational program that takes place on Saturdays, Sundays, or both, typically outside of regular weekday school hours. These schools often provide supplementary education, religious instruction, language classes, or cultural enrichment for children and adults. Weekend schools are popular among communities seeking to reinforce cultural heritage, religious teachings, or academic subjects. They can be run by religious organizations, community groups, or independent educators. The structure and curriculum of weekend schools vary depending on the goals and needs of the community they serve.

What are the key skills and qualifications needed to thrive as a weekend school teacher, and why are they important?

To thrive as a Weekend School Teacher, you need a solid background in education or subject expertise, often supported by a teaching certificate or relevant degree. Familiarity with digital learning platforms, classroom management systems, and curriculum planning tools is typically required. Strong communication, patience, and cultural sensitivity are vital soft skills for engaging diverse student groups and fostering a positive learning environment. These skills ensure effective instruction, student engagement, and the ability to adapt lessons to meet varying educational needs during condensed weekend schedules.

What are some common challenges faced by teachers working at a weekend school, and how can they be addressed?

Teachers at weekend schools often encounter challenges such as engaging students who may be tired or distracted after a long week, managing diverse classroom abilities, and balancing curriculum goals with limited instructional time. To address these, it's helpful to incorporate interactive and hands-on activities to boost motivation, differentiate instruction to meet various learning needs, and plan lessons that maximize the short time available. Collaboration with fellow staff and clear communication with parents can also help ensure a supportive learning environment.

What is the difference between Weekend School vs Part-Time Tutor?

AspectWeekend SchoolPart-Time Tutor
CredentialsTypically requires teaching certifications or subject expertiseOften requires similar credentials, depending on subject
Work EnvironmentClassroom settings during weekends, often in educational institutionsVarious settings including online, private, or tutoring centers
Employer & Industry UsageEducational institutions, community centers, religious organizationsPrivate tutoring companies, freelance, online platforms
Search & Comparison IntentPeople comparing structured weekend programs with individual tutoring rolesIndividuals exploring part-time teaching or tutoring opportunities

Weekend School roles involve structured classes during weekends, often within institutions, while Part-Time Tutors typically work independently or through agencies, offering flexible, one-on-one or small group instruction. Both roles require relevant credentials and serve educational purposes, but differ mainly in setting and employment structure.

What are the most commonly searched types of School jobs in Raleigh, NC?

The most popular types of School jobs in Raleigh, NC are:

What are popular job titles related to Weekend School jobs in Raleigh, NC?

For Weekend School jobs in Raleigh, NC, the most frequently searched job titles are:

What job categories do people searching Weekend School jobs in Raleigh, NC look for?

The top searched job categories for Weekend School jobs in Raleigh, NC are:

What cities near Raleigh, NC are hiring for Weekend School jobs?

Cities near Raleigh, NC with the most Weekend School job openings:

Weekend School jobs near you
Infographic showing various Weekend School job openings in Raleigh, NC as of August 2026, with employment types broken down into 59% Full Time, and 41% Part Time. Highlights an 100% In-person job distribution.

School Psychologist

WCPSS

Cary, NC

Full-time

Re-posted 22 days ago

Job description

Overview
POSITION TITLE (Oracle title)
SCHOOL PSYCHOLOGIST
WORKING TITLE
Advanced Learning Services School Psychologist
SCHOOL/DEPARTMENT
Academics/Advanced Learning Services
LOCATION
Crossroads I, Cary, NC
PAY GRADE
Psychologist Salary Schedule
FLSA STATUS
Exempt
ELIGIBILITY FOR EMPLOYMENT CONTRACT
Yes
WORK WEEK SCHEDULE
Monday-Friday (occasional evenings and weekends) Position is available for a Hybrid Telework workweek
POSITION PURPOSE:
Collaborates, problem solves, intervenes, and evaluates to support the academic, intellectual, and social-emotional needs of gifted and advanced learners in all grades (K-12). Evaluates and analyzes data to support advanced learning programming by providing professional learning, consultation, evaluations, and cross-departmental collaboration.
MINIMUM QUALIFICATIONS:
KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)
  • Extensive knowledge of current advanced learning trends and research, and a willingness to stay current with changes in AIG Programming Standards;
  • Considerable knowledge of assessing, evaluating, and serving giftedness in underrepresented populations (i.e., twice/thrice exceptional and culturally/linguistically/economically diverse);
  • Considerable knowledge of the National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards;
  • Considerable knowledge of Multi-Tiered System of Supports (MTSS) framework for service delivery including universal screening, progress monitoring, problem solving process, and Implementation Science;
  • Considerable knowledge of school environments, child development, and curriculum and instruction;
  • Considerable knowledge of state and federal policies and regulations related to special education;
  • Considerable knowledge of Microsoft Office, specifically, Microsoft Word, Excel, Power Point; Google Apps;
  • Effective consultation skills;
  • Effective critical thinking and problem-solving skills;
  • Ability and willingness to provide direct services to students in all grade spans (K-12);
  • Ability to design and deliver professional development to educators;
  • Ability to reflect on practice and engage in continuous improvement;
  • Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
  • Ability to establish and maintain effective working relationships with school system staff, students, parents, mental health professionals, external agencies.

EDUCATION, TRAINING, AND EXPERIENCE
  • Advanced sixth-year level degree in School Psychology;
  • Experience with a variety of formal and informal student assessment measures when considering all areas of suspected disabilities.

CERTIFICATION AND LICENSE REQUIREMENTS
  • Must hold or be eligible for a North Carolina professional educator's license in School Psychology;
  • Must hold and maintain a valid motor vehicle operator's license according to the State of North Carolina requirements.

PREFERRED QUALIFICATIONS:
  • Experience with AIG and advanced learning programs and services including, but not limited to, gifted programming, Early Kindergarten Entry, Whole Grade Advancement, subject acceleration, high school advanced coursework and opportunities;
  • Experience with designing and implementing family engagement opportunities for diverse communities;
  • Experience that incorporates comprehensive and integrated school psychological services;
  • Understanding Section 504/Americans with Disabilities Act (ADA) policies;
  • Nationally Certified School Psychologist (NCSP) credential.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
  • Incorporates understanding of school, family, community, and cultural differences on academic achievement when evaluating students' social, emotional, intellectual, and academic needs during and after program identification. Understands the influences of school, family, community, and cultural differences in academic achievement.
  • Conducts evaluations and provides consultations for potential gifted identified students; students attempting to whole grade advance; students seeking dual enrollment opportunities. Utilizes cognitive and achievement assessment tools that are appropriate for the individual student based on unique needs.
  • Incorporates knowledge of language development, including knowledge of second language acquisition, when evaluating and working with students of diverse language backgrounds.
  • Assists teachers and administrators in collecting and analyzing data to effectively design and implement services and programs for high ability students and gifted identified students.
  • Engage in family engagement events and programming that supports the intellectual, academic, and social-emotional needs of gifted and advanced students.
  • Designs and delivers professional development for AIG teachers and staff on a variety of topics, including but not limited to: twice-exceptionality; social-emotional needs of gifted students; test interpretation and administration; data collection and analysis; and other topics relevant to the work of the ALS psychologist.
  • Analyzes formal and informal AIG data to evaluate the effectiveness of service delivery.
  • Participates in school and district-level activities and committees to address system-level issues as they relate to Advanced Learning.
  • Supports the development and implementation of district- and state-approved policy (i.e., WCPSS AIG Local Plan).
  • Maintains accountability for managing and delivering comprehensive psychological services within the ALS program.
  • Engages in professional growth that is linked to professional goals and district/school improvement plans and strategic plans.
  • Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS
This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, external funding agencies, attorneys, parents, students, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force . The work frequently requires driving automotive equipment.
EFFECTIVE DATE: 10/2025
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.

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