Elementary teacher

Pul liPosition Type: Elementary School Teaching/Elementary Teacher /li liDate Posted: 3/9/2026 /li liLocation: District Wide /li liClosing Date: 05/29/2026 /li /ul h3Teacher/Title I/Special Education /h3 h3QUALIFICATIONS /h3 ul liEligible to teach as outlined in Louisiana Bulletin 746 (Louisiana Standards for State Certification of School Personnel) /li /ul h3REPORTS TO /h3 pPrincipal/Director or his/her designee /p h3SUPERVISES /h3 pNon-Applicable /p h3TERMS OF EMPLOYMENT /h3 p9 Months /p h3SALARY /h3 pAs designated on the Teacher Salary Schedule /p h3JOB GOAL /h3 pThe teacher shall be responsible for the effective management of the class/classes and/or programs to which he/she is assigned. The teacher shall implement an educational program responsive to student needs according to the state and local policy. /p h3PERFORMANCE RESPONSIBILITIES / JOB DUTIES /h3 ul libInstruction /b ul liLearning objectives and state content standards are communicated. /li liObjectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives. /li liSub-objectives are aligned to the lesson's major objective. /li liLearning objectives are connected to what students have previously learned. /li liExpectations for student performance are clear. /li liState standards are displayed. /li liThere is evidence that students are progressing or demonstrating mastery of the objective(s). /li liThe teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students. /li liThe teacher develops learning experiences where inquiry, curiosity, and exploration are valued. /li liThe teacher regularly reinforces and rewards effort. /li liPresentation of content consistently includes: ul liVisuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson. /li liExamples, illustrations, analogies, and labels for new concepts and ideas. /li liModeling by the teacher to demonstrate his or her performance. /li liCriteria that clarifies how students can be successful. /li liConcise communication. /li liLogical sequencing and segmenting. /li liAll essential information. /li liNo irrelevant, confusing, or nonessential information. /li /ul /li liThe lesson starts promptly. /li liThe lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding. /li liPacing is appropriate and sometimes provides opportunities for students who progress at different learning rates. /li liRoutines for distributing materials are efficient. /li liLittle instructional time is lost during transitions. /li liActivities and materials include a majority of the following: ul liContent: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for reflection; are relevant to students' lives. /li liStudent-centered: sustain students' attention; provide opportunities for student-to-student interaction; evoke student curiosity and suspense; provide students with choices; incorporate multimedia and technology; and incorporate additional standards-based resources where appropriate. /li /ul /li liTeacher questions are varied and high-quality, providing an appropriate mix of question types based on content: ul liKnowledge and comprehension. /li liApplication and analysis. /li liCreation and evaluation. /li /ul /li liQuestions are purposeful and coherent. /li liThe frequency of questions engages students in critical thinking. /li liQuestions are sequenced with attention to the instructional goals. /li liWait time (3-5 seconds) is provided. /li liQuestions require active responses. /li liThe teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond. /li liOral and written feedback is academically focused, frequent, and high quality. /li liFeedback is given during guided practice and review of independent work assignments. /li liThe teacher circulates during instructional activities to support engagement and monitor student work. /li liFeedback from students is used to monitor and adjust instruction. /li liThe instructional grouping arrangements adequately enhance student understanding and learning efficiency. /li liTeacher sets expectations that are understood by students. /li liIn an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration. /li liStudents participating in groups are held accountable for group work and individual work. /li liInstructional group composition is varied (e.g., race, gender, ability, and age) to accomplish the goals of the lesson. /li liInstructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning. /li liTeacher displays accurate content knowledge and understanding both of state standards and instructional materials. /li liTeacher implements subject-specific instructional strategies to enhance student content knowledge. /li liTeacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. /li liTeacher practices display understanding of students' anticipated learning abilities and challenges. /li liTeacher practices incorporate student interests, backgrounds, and cultures. /li liTeacher provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught. /li liThe teacher engages students in multiple types of thinking: ul liAnalytical thinking, where students analyze, compare and contrast, and evaluate and explain information. /li liPractical thinking, where students use, apply, and implement what they learn in real-life scenarios. /li liCreative thinking, where students create, design, imagine, and suppose. /li liResearch-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. /li /ul /li liThe teacher and students generate a variety of ideas and alternatives, and analyze problems from multiple perspectives and viewpoints. /li liThe teacher uses and/or engages students in some of the following problem-solving types: ul liAbstraction /li liCategorization /li liDrawing conclusions/justifying solutions /li liPredicting outcomes /li liObserving and experimenting /li liImproving solutions /li liIdentifying relevant/irrelevant information /li liGenerating ideas /li liCreating and designing /li /ul /li /ul /li libPlanning /b ul liInstructional plans include: ul liObjectives aligned to state standards and aligned curriculum, both in content and in rigor. /li liActivities, materials, and assessments that are aligned to state standards; content, including curriculum; and success criteria; are sequenced and scaffolded based on student need; build on prior student knowledge; and provide appropriate time for student work and lesson closure. /li liEvidence that the plan is appropriate for the age, knowledge, and interests of learners. /li liEvidence that the plan provides opportunities to accommodate individual student needs. /li /ul /li liAssignments are aligned to the rigor and depth of the standards and curriculum content; aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction. /li liAssignments require students to interpret information rather than reproduce it; draw conclusions and support them through writing; and connect what they are learning to prior learning and life experiences. /li liAssessments are aligned with the depth and rigor of the state standards and content; are designed to provide feedback on progress against objectives; use a variety of question types and formats to gauge student learning and problem-solving; measure student performance in more than two ways; require written responses as appropriate; and include performance checks and student reflection on performance throughout the school year. /li /ul /li libEnvironment /b ul liTeacher engages students in learning with clear and rigorous academic expectations with aligned materials and resources for students to access. /li liTeacher encourages students to learn from mistakes. /li liTeacher creates learning opportunities where all students can experience success. /li liStudents complete their work according to teacher expectations. /li liStudents are mostly engaged in behaviors that optimize learning and increase time on task. /li liTeacher establishes rules for learning and behavior. /li liTeacher uses a variety of techniques that maintain student engagement and promote a positive classroom environment. /li liTeacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. /li liTeacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class. /li liThe classroom welcomes all students and guests; is organized to promote learning for all students; has supplies, equipment, and resources accessible to provide equitable opportunities; is arranged to promote individual and group learning. /li liTeacher-student interactions are generally positive and reflect awareness and consideration of all students' background and culture. /li liTeacher and students exhibit respect and kindness; classroom is free of unhealthy conflict, sarcasm, and put-downs. /li liTeacher is receptive to the interests and opinions of students learning. /li /ul /li libProfessionalism /b ul liThe educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts when requested. /li liThe educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings. /liliThe educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher leader and principal observations. /li liThe educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. /li liThe educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation; offers specific actions to improve his/her teaching. /li liThe educator accepts responsibilities contributing to school improvement. /li liThe educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions. /li liThe educator actively supports school activities and events. /li liThe educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment. /li /ul /li libOther Responsibilities / Job Duties /b ul liMaintain good attendance /li liReport to work on time and follow assigned work schedule /li liDisplay professional ethics on and off duty /li liMust be able to communicate in English both orally and in writing. /li liEffectively communicate with students, parents, school personnel, and other stakeholders. /li liMust be able to perform physical activities of standing, walking, reaching, bending, and lifting 10 pounds. /li liKeep accurate, up-to-date records /li liComplete reports, paperwork, and other assignments accurately and in a timely manner. /li liAttend meetings as directed. /li liParticipate in events related to the profession including faculty meetings, open house, family nights, graduation, athletic events, awards programs, supervising co‑ and extracurricular events and other types of related activities as part of job duties as assigned by supervisor. /li liMaintains confidentiality of student information. /li liPerform other duties as assigned by supervisor. /li liFulfill duties traditionally expected of those in teaching profession. /li liPrepare lesson plans. /li liInstruction of students. /li liCollaboration with students, other school staff, and parents. /li liGrading papers. /li liTaking attendance. /li liEntering/Averaging Grades. /li liSupervision of students when students are on campus. /li liSupervision of students prior to school and/or drop‑off when assigned. /li liSupervision of students in classroom. /li liSupervision of students between classes, during recess/intermission, during lunch, assemblies. /li liSupervision after school and/or pick‑up when assigned. /li liAttend meetings generally associated with the instruction of students. /li liAttend faculty, staff, and department meetings. /li liAttend training sessions. /li liAttend IEP meetings. /li liAttend parent‑teacher conferences. /li liAttend back‑to‑school and open‑house events. /li liAttend graduation. /li liAttend PPI, Evaluation, Observation, IAP, and student discipline meetings/hearings. /li liAttend school board/committee meetings upon request. /li liAttend/work concessions/gates of athletic events when requested. /li liAttend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor. /li /ul /li /ul h3Terms of Employment /h3 pAs set by the Iberville Parish School Board and applicable law. /p h3Evaluation /h3 pEvaluation shall be conducted in accordance with the Iberville Parish School Board Personnel Evaluation Plan. /p /p #J-18808-Ljbffr