Child care teacher jobs in Shreveport, LA - 70 jobs

Love & Blessings Academy in Shreveport, LA is looking for one Pre-K childcare Co-Teacher to join our strong team. We are located on 4016 Greenwood Rd. Our ideal candidate is self-driven, motivated, and engaged. We are looking for an experienced childcare assistant to be responsible for providing assistance to the childcare teacher at a school. The childcare assistant will work closely with the childcare teacher in conducting daily duties such as preparing and serving meals, changing diapers, writing daily reports, recording attendance, engaging in play, assisting to put children to sleep, and creating a safe environment. To be successful as a childcare co teacher, you must possess a passion for children and exercise patience with them. You should display a friendly and positive attitude and greet parents and children by their name. Ultimately, you should constantly monitor and supervise the children in your care to ensure their safety. Responsibilities Providing support for the childcare teacher. Monitoring and supervising the children constantly. Assisting the childcare teacher in maintaining a safe and positive environment. Cultivating relationships with children, parents, and guardians. Alerting the childcare teacher to emergencies. Preparing and serving meals and snacks. Making sure children healthcare needs are met Doing children daily attendance and observation Trade out teaching days Greeting parents and addressing children by their name. Adhering to procedures in preparing a bottle or changing a diaper. Assisting with sand, water, or playground activities. Assisting in putting children to sleep. Qualifications High School Diploma or equivalent. Certificate in early childhood education or CDA is a plus but not Mandatory. Childcare experience in a class III setting On-the-job training provided Basic computer literacy. Excellent communication skills. Clean Background We are looking forward to reading your application.

Reports to: Child Care Manager Summary: This employee is responsible for the supervision and care of children/babies in a small childcare setting. Essential Functions The essential functions include, but are not limited to, the following duties. Additional essential functions may be identified by the company and listed as such in the incumbent's performance appraisal elements. Various tasks may be assigned under each essential function. Examples of Work Arrive at work promptly at the scheduled time, wearing proper uniform, ("The Club" t-shirt, black or khaki pants or shorts); Club hat only. Greet children and parents/members when they arrive. Assist children and babies with daily tasks, (assisting with jackets, shoes, snacks, or toys which cannot be reached). Contact parent/member when a diaper needs to be changed. Organize and initiate playtime activities. Monitor and control the behavior of the children. Organize, store, and sanitize all play equipment daily. clean at the end of shift. Clean and disinfect bathroom. Clean windows Dispose of trash Vacuum carpet Disinfect desks, chair swings, cribs, etc. Wash linens and pillows daily Supervisory Responsibilities: This position does not require supervisory responsibilities. Minimum Qualifications If a candidate believes he/she is qualified for the job although he/she does not have the minimum qualification set forth below, he/she may request special consideration through substitution of related education and experience, demonstrating the ability to perform the essential function of the position. Education and/or Experience: Not required. Certificates, Licenses, or Registrations: Current certification in infant/Child, CPR, First Aid and AED Qualifications Knowledge, Skills, and Abilities: Be enthusiastic and constantly alert. Capable of taking, listening, watching, and interacting with various age groups of children for various periods of time. Ability to anticipate and prevent potential problems. Appropriately handle disruptive children. Maintain Patience and energy throughout a shift. Ability to communicate effectively with parents/members, children, co-workers, and management. Physical Requirements: These physical requirements are not exhaustive and additional job-related physical demands may be added to these if the need arises. Corrective devices may be used to meet these physical requirements. While performing the duties of this job, the employee is regularly required to sit or stand; reach with hands and arms; and talk or hear. The employee is required to walk frequently. The employee will occasionally stoop, kneel, or crouch. The employee must be capable of lifting and or moving up to 30 pounds. Work Environment: Shift hours that may be required to work: 4-hour shifts that are carried out in a nursery setting Monday - Saturday, 8 a.m. to 12 p.m. Monday - Thursday, 5 p.m. to 8 p.m. Friday 3 p.m. to 6 p.m. When the childcare traffic has slowed down, you may be able to leave earlier than your scheduled time. The earliest an employee may leave is as follows: Monday - Saturday arriving at 8:00 a.m. may leave at 11:00 a.m. 8:15 a.m. may leave at 11:15 a.m. 8:30 a.m. may leave at 11:45 a.m. *(only if everyone has left) Monday - Thursday arriving at 4:00 p.m. may leave at 7:15 p.m. 4:30 p.m. may leave at 7:40* p.m. (only if everyone has left) No studying or use of cell phones allowed during scheduled shifts! Full attention needs to be given to every child and infant at all times. This Job Description does not constitute and employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

CADDO PARISH SCHOOL JOB DESCRIPTION Job Title: Classroom Teacher Prepared By: Emily L. Stanford Approved By: Leisa G. Woolfolk AREA OF RESPONSIBILITY Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System's accountability measures as outlined in the Louisiana Accountability System. Working under the direction of the principal or assigned evaluator, administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Classroom teachers will fulfill duties and responsibilities associated with instruction, supervision, classroom management, student assessment and evaluation, communication and collaboration, and extracurricular involvement. Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge, and Responsibilities Performance Standards, research-based standards based on twenty-six indicators and operationalized against a five-point scale rubric. Teachers are also responsible for the academic growth of their students. The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains. Descriptors for each indicator may be found in the TAP Rubric. Domain 1: Instruction This domain includes 12 indicators: Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the teacher's ability to create and communicate clearly defined learning outcomes or objectives appropriate for the students. In many ways, this indicator is the foundation for all other indicators because if the teacher is not clear about what he or she wants students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or implemented. Both the students and the teacher should understand what is to be accomplished during each lesson. Motivating Students: This indicator focuses on a teacher's ability to organize and present the content in a manner that motivates students to learn. For a teacher to be able to develop these types of learning experiences, a teacher must have in-depth knowledge of the students he/she teaches. This indicator connects strongly to Teacher Knowledge of Students. Presenting Instructional Content: This indicator deals with the method by which content is taught within a lesson. The use of visuals and a teacher's ability to clearly communicate performance expectations in a concise and logically sequenced manner are addressed by this indicator's descriptors. The use of visuals with examples, illustrations, analogies, and/or labels are important tools to use when introducing new concepts and can lead students to mastery of specific skills in a more efficient manner. All of these may not be included in one lesson, but it is important that they are used effectively and appropriately for the content and students taught. Components of this standard will include effective lesson planning, educational best practices, and results-oriented delivery of instructional techniques. Lesson Structure and Pacing: This indicator blends time and form as it applies to instruction. It addresses the effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. Therefore, this indicator connects closely to the descriptor "logical sequencing and segmenting" under Presenting Instructional Content. Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a teacher chooses to implement during a lesson. By using a variety of materials and activities, teachers are able to address various learning styles and intelligences. Therefore; the criteria used by teachers in choosing materials and activities should be those that clearly support the lesson objectives and that are related to the needs of students, making this indicator closely related to Teacher Knowledge of Students. In order to plan appropriate activities and materials, a teacher must have knowledge of the needs and interests of the students. Questioning: Questioning is an art form that reveals a great deal about a teacher's effectiveness. The rubric descriptors provide a basic framework for the types of questions to ask within a lesson and how teachers should lead students in responding to questions. Academic Feedback: This indicator focuses on how teachers respond to students' comments and questions. The descriptors address the quality of the feedback in supporting student learning as opposed to feedback that only informs students of the accuracy of their responses. Additionally, these descriptors address how a teacher uses student feedback to make adjustments in instruction. Grouping Students: This indicator deals with the instructional arrangements of the students during a given lesson. It focuses on how the students will be grouped for the instruction and activities of the lesson and how they will be held accountable for the work they are expected to complete. Teacher Content Knowledge: This indicator addresses the teacher's knowledge of the content he/she is teaching, as well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the teacher's ability to connect the content being taught to other ideas and concepts. Teacher Knowledge of Students: The indicator deals with how well a teacher knows his/her students and their learning styles and interests. Therefore, it is closely connected to the indicator, Motivating Students. Thinking: Thinking is something that can and should apply to every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking including: * Analytical Thinking, * Practical Thinking, * Creative Thinking, * Research-based Thinking. The teacher should provide opportunities where students: * Generated ideas and alternatives, * Analyze problems from multiple perspectives and viewpoints, * Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why. Problem Solving: Developing multiple skills in problem solving enriches the learner's ability to manage complex tasks and higher levels of learning. By providing opportunities for students to practice many different approaches to solving problems, the teacher empowers the student with an important life skill. Domain 2: Planning This domain includes 3 indicators: Instructional Plans: Time spent developing strong lesson plans yields many benefits. Lesson plans contribute to better-managed classrooms and more effective and efficient learning experiences for students. Student Work: The development and observation of student work should enhance and reinforce instruction in the classroom. Student work and/or assignments should be developed so that they are aligned to pre-tests and post-tests, which should be aligned to state standards. Assessment: Effective assessment is a fundamental part of instruction and learning. The goal of this section is to provide information and examples of assessment. An effective assessment plan answers the questions, "What do I want my students to be able to do as a result of my teaching?" and "How do I know the students learned what I taught?" When these questions are asked and answered regularly, the teacher can effectively plan, diagnose, and intervene on a continual basis to raise student achievement. Domain 3: Environment This domain includes 4 indicators: Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. For a teacher to include the descriptors under Expectations, he/she must have knowledge of the students he/she is teaching. Differentiated instruction methods that are demanding for every student and created opportunities for all students to experience success can only be implemented when a teacher's knowledge of students is developed and utilized during instruction. When a teacher sets high and demanding expectations for every student, he/she is also able to develop and/or select activities and materials that are challenging. The second descriptor connects to Motivating Students. When a teacher regularly reinforces and rewards efforts, students will be encouraged to learn from their mistakes and take risks. A teacher must be able to create a safe learning environment in which students' efforts are reinforced and valued in order for students to experience success. For a teacher to optimize instructional time, he/she must be able to implement lessons that include appropriate lesson structure and pacing for students who progress at different learning rates. Managing Student Behavior: Timely and effective management of student behavior is critical for effective instruction to take place within a classroom. Descriptors under Standards and Objectives and Presenting Instructional Content both address a teacher's modeling of clear expectations for students. While these indicators focus on instruction, expectations must also be clearly modeled for student behavior for effective instruction to occur that increases student achievement. For a teacher to manage student behavior efficiently, he/she must not only model the expectations but have knowledge of the students he/she is teaching. Teachers must be aware of and practice a variety of techniques to maintain appropriate behavior that are dependent upon having knowledge of individual student's needs. Teachers must also know students' interests in order to motivate them to change inappropriate behaviors. Therefore, this indicator is also connected to Motivating Students. Environment: This indicator deals with the learning environment of the classroom, including the physical arrangement of the furniture availability of supplies for students to utilize. When supplies, equipment, and resources are easily and ready accessible, then the descriptor, "routines for distributing materials are efficient", under Lesson Structure and Pacing, can be met. Respectful Culture: Creating a positive-classroom climate begins with showing respect to one another. Teachers most often set this in motion when they develop a set of collaborative ground rules for their classrooms and then model these for students on a regular basis. Teacher non-verbal cues that indicate respect and interest are: * Tone of voice * Eye contact * Affirmative head nods * Wait time * Proximity to student Domain 4: Professionalism This domain includes 4 indicators: Growing and Developing Professionally: * The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested. * The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings. * The 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. * The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. Reflecting on Teaching: * The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation. * The educator offers specific actions to improve his/ her teaching. * The educator accepts responsibilities contributing to school improvement. * The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions Community Involvement: * The educator actively supports school activities and events. School Responsibilities: * The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment. OTHER PERFORMANCE RESPONSIBILITIES * Administers classroom in accordance with Caddo Parish School Board policies and regulations: including but not limited to lesson planning, grading in a timely manner, reporting grades into the grading system, and contributing to school improvement initiatives * Accepts and exercises responsibilities for duties and assignments related to administrative/management, curricular and extra-curricular aspects of the school: to include but not limited to supervision at all authorized school activities, concessions/ gates of athletic events, sponsoring groups or clubs, supervision, and duties when students are on or off campus at a school-related event, supervising students between classes, during recess/intermission, during lunch, assemblies, and other duty times. * Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders * Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy and state law * Attends meetings generally associated with student instruction including but not limited to departmental meetings, professional training, IEP meetings, parent-teacher conferences, back-to-school or open houses, observation/evaluation meetings, and student discipline hearings/meetings when applicable * Completes all mandates trainings such as Project Read, ACT 260 of 2023 Legislative Session * Attends incentivized and or required training * Appears neat, dresses appropriately for the profession, and is well-groomed * Maintains a high standard of professional conduct based on ethical practices * Accepts other responsibilities as required by the Principal or his/her designee as assigned PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Minimum Qualifications: United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) Personal Characteristics: Physical and mental stamina and ability to perform job functions, tasks and duties. Possesses physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, organize. Terms of Employment: 172 days, or as stated in contract or employment agreement Reports to: School Principal and/or Assistant Principal or Assigned Evaluator

CADDO PARISH SCHOOL JOB DESCRIPTION Job Title: Classroom Teacher Prepared By: Emily L. Stanford Approved By: Leisa G. Woolfolk AREA OF RESPONSIBILITY Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System's accountability measures as outlined in the Louisiana Accountability System. Working under the direction of the principal or assigned evaluator, administers the classroom in accordance with School Board policies and uses instructional and administrative skills to promote the educational development of each student. Classroom teachers will fulfill duties and responsibilities associated with instruction, supervision, classroom management, student assessment and evaluation, communication and collaboration, and extracurricular involvement. Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge, and Responsibilities Performance Standards , research-based standards based on twenty-six indicators and operationalized against a five-point scale rubric. Teachers are also responsible for the academic growth of their students. The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains. Descriptors for each indicator may be found in the TAP Rubric. Domain 1: Instruction This domain includes 12 indicators: Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the teacher's ability to create and communicate clearly defined learning outcomes or objectives appropriate for the students. In many ways, this indicator is the foundation for all other indicators because if the teacher is not clear about what he or she wants students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or implemented. Both the students and the teacher should understand what is to be accomplished during each lesson. Motivating Students: This indicator focuses on a teacher's ability to organize and present the content in a manner that motivates students to learn. For a teacher to be able to develop these types of learning experiences, a teacher must have in-depth knowledge of the students he/she teaches. This indicator connects strongly to Teacher Knowledge of Students . Presenting Instructional Content: This indicator deals with the method by which content is taught within a lesson. The use of visuals and a teacher's ability to clearly communicate performance expectations in a concise and logically sequenced manner are addressed by this indicator's descriptors. The use of visuals with examples, illustrations, analogies, and/or labels are important tools to use when introducing new concepts and can lead students to mastery of specific skills in a more efficient manner. All of these may not be included in one lesson, but it is important that they are used effectively and appropriately for the content and students taught. Components of this standard will include effective lesson planning, educational best practices, and results-oriented delivery of instructional techniques. Lesson Structure and Pacing: This indicator blends time and form as it applies to instruction. It addresses the effective segmenting of the lesson so that sufficient time is allocated to all parts of the lesson to best support student learning. Therefore, this indicator connects closely to the descriptor “logical sequencing and segmenting” under Presenting Instructional Content . Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a teacher chooses to implement during a lesson. By using a variety of materials and activities, teachers are able to address various learning styles and intelligences. Therefore; the criteria used by teachers in choosing materials and activities should be those that clearly support the lesson objectives and that are related to the needs of students, making this indicator closely related to Teacher Knowledge of Students . In order to plan appropriate activities and materials, a teacher must have knowledge of the needs and interests of the students. Questioning: Questioning is an art form that reveals a great deal about a teacher's effectiveness. The rubric descriptors provide a basic framework for the types of questions to ask within a lesson and how teachers should lead students in responding to questions. Academic Feedback: This indicator focuses on how teachers respond to students' comments and questions. The descriptors address the quality of the feedback in supporting student learning as opposed to feedback that only informs students of the accuracy of their responses. Additionally, these descriptors address how a teacher uses student feedback to make adjustments in instruction. Grouping Students: This indicator deals with the instructional arrangements of the students during a given lesson. It focuses on how the students will be grouped for the instruction and activities of the lesson and how they will be held accountable for the work they are expected to complete. Teacher Content Knowledge: This indicator addresses the teacher's knowledge of the content he/she is teaching, as well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the teacher's ability to connect the content being taught to other ideas and concepts. Teacher Knowledge of Students: The indicator deals with how well a teacher knows his/her students and their learning styles and interests. Therefore, it is closely connected to the indicator, Motivating Students . Thinking: Thinking is something that can and should apply to every observation of a teacher. Teachers are expected to implement regularly and consistently different types of thinking including: Analytical Thinking, Practical Thinking, Creative Thinking, Research-based Thinking. The teacher should provide opportunities where students: Generated ideas and alternatives, Analyze problems from multiple perspectives and viewpoints, Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why. Problem Solving: Developing multiple skills in problem solving enriches the learner's ability to manage complex tasks and higher levels of learning. By providing opportunities for students to practice many different approaches to solving problems, the teacher empowers the student with an important life skill. Domain 2: Planning This domain includes 3 indicators: Instructional Plans: Time spent developing strong lesson plans yields many benefits. Lesson plans contribute to better-managed classrooms and more effective and efficient learning experiences for students. Student Work: The development and observation of student work should enhance and reinforce instruction in the classroom. Student work and/or assignments should be developed so that they are aligned to pre-tests and post-tests, which should be aligned to state standards. Assessment: Effective assessment is a fundamental part of instruction and learning. The goal of this section is to provide information and examples of assessment. An effective assessment plan answers the questions, “What do I want my students to be able to do as a result of my teaching?” and “How do I know the students learned what I taught?” When these questions are asked and answered regularly, the teacher can effectively plan, diagnose, and intervene on a continual basis to raise student achievement. Domain 3: Environment This domain includes 4 indicators: Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. For a teacher to include the descriptors under Expectations , he/she must have knowledge of the students he/she is teaching. Differentiated instruction methods that are demanding for every student and created opportunities for all students to experience success can only be implemented when a teacher's knowledge of students is developed and utilized during instruction. When a teacher sets high and demanding expectations for every student, he/she is also able to develop and/or select activities and materials that are challenging. The second descriptor connects to Motivating Students . When a teacher regularly reinforces and rewards efforts, students will be encouraged to learn from their mistakes and take risks. A teacher must be able to create a safe learning environment in which students' efforts are reinforced and valued in order for students to experience success. For a teacher to optimize instructional time, he/she must be able to implement lessons that include appropriate lesson structure and pacing for students who progress at different learning rates. Managing Student Behavior: Timely and effective management of student behavior is critical for effective instruction to take place within a classroom. Descriptors under Standards and Objectives and Presenting Instructional Content both address a teacher's modeling of clear expectations for students. While these indicators focus on instruction, expectations must also be clearly modeled for student behavior for effective instruction to occur that increases student achievement. For a teacher to manage student behavior efficiently, he/she must not only model the expectations but have knowledge of the students he/she is teaching. Teachers must be aware of and practice a variety of techniques to maintain appropriate behavior that are dependent upon having knowledge of individual student's needs. Teachers must also know students' interests in order to motivate them to change inappropriate behaviors. Therefore, this indicator is also connected to Motivating Students . Environment: This indicator deals with the learning environment of the classroom, including the physical arrangement of the furniture availability of supplies for students to utilize. When supplies, equipment, and resources are easily and ready accessible, then the descriptor, “routines for distributing materials are efficient”, under Lesson Structure and Pacing , can be met. Respectful Culture: Creating a positive-classroom climate begins with showing respect to one another. Teachers most often set this in motion when they develop a set of collaborative ground rules for their classrooms and then model these for students on a regular basis. Teacher non-verbal cues that indicate respect and interest are: Tone of voice Eye contact Affirmative head nods Wait time Proximity to student Domain 4: Professionalism This domain includes 4 indicators: Growing and Developing Professionally: The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings. The 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. The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. Reflecting on Teaching: The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness as evidenced by the self-reflection after each observation. The educator offers specific actions to improve his/ her teaching. The educator accepts responsibilities contributing to school improvement. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions Community Involvement: The educator actively supports school activities and events. School Responsibilities: The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment. OTHER PERFORMANCE RESPONSIBILITIES Administers classroom in accordance with Caddo Parish School Board policies and regulations: including but not limited to lesson planning, grading in a timely manner, reporting grades into the grading system, and contributing to school improvement initiatives Accepts and exercises responsibilities for duties and assignments related to administrative/management, curricular and extra-curricular aspects of the school: to include but not limited to supervision at all authorized school activities, concessions/ gates of athletic events, sponsoring groups or clubs, supervision, and duties when students are on or off campus at a school-related event, supervising students between classes, during recess/intermission, during lunch, assemblies, and other duty times. Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy and state law Attends meetings generally associated with student instruction including but not limited to departmental meetings, professional training, IEP meetings, parent-teacher conferences, back-to-school or open houses, observation/evaluation meetings, and student discipline hearings/meetings when applicable Completes all mandates trainings such as Project Read, ACT 260 of 2023 Legislative Session Attends incentivized and or required training Appears neat, dresses appropriately for the profession, and is well-groomed Maintains a high standard of professional conduct based on ethical practices Accepts other responsibilities as required by the Principal or his/her designee as assigned PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Minimum Qualifications: United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin 746. (Louisiana Standards of State Certification of School Personnel) Personal Characteristics: Physical and mental stamina and ability to perform job functions, tasks and duties. Possesses physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, organize. Terms of Employment: 172 days, or as stated in contract or employment agreement Reports to: School Principal and/or Assistant Principal or Assigned Evaluator

Responsibilities PRN (Weekends) Qualifications Lousiana Teaching Certificate Required

Full-time Description Louisiana Key Academy, a charter school for students with dyslexia, is looking for guest teachers. Interested applicants should have a passion for working with children and strong organizational and classroom management skills. Additional training and knowledge, provided by the school, of the student population we serve will be required. Requirements High school or equivalent (Required) Previous experience working with children in a classroom setting is preferred.

Early Head Start Teacher Employee Type: Full-Time Regular Supervisor Title: Center Director or Manager, Education & Inclusion Division: Head Start, U.S. Programs Save the Children For over 100 years, Save the Children has been fighting for the rights of children. The right to a healthy start in life. To have access to education. To be in a safe environment, protected from harm. We work in some of the world's hardest-to-reach places - over 100 countries, including the U.S. No matter what your role is, when you join Save the Children, you're creating positive, irreversible change for children, and the future we all share. The Role The Early Head Start Teacher develops and implements individual and group educational plans for infants and toddlers, designed to promote social-emotional, physical and cognitive growth in a manner appropriate to their stage of development. In each Early Head Start classroom, two Early Head Start Teachers work together to lead child development activities with support from Program Aides and Volunteers. In collaboration with a Co-Teacher, you will be responsible for the general, day-to-day operations of the Early Head Start classroom, verifying legal compliance with federal, state and local regulations. You will create and nurture strong partnerships with families and ensures that program quality is of the highest standards. You will report directly to the Center Director or Manager of Education & Inclusion. As a frontline representative of Save the Children, you are required to ensure the safety and security of children and families that you come in contact with, adhering to the agency's values of Accountability, Ambition, Collaboration, Creativity and Integrity. What You'll Be Doing (Essential Duties) *not inclusive of all role responsibilities. May be subject to change In collaboration with a Co-Teacher, develop and implement individualized and group lesson plans and educational activities that promote all developmental areas to improve the readiness of children for preschool. Guide and facilitate activities of the children including daily classroom activities and field trips. Select and set up equipment and materials in the classroom and ensure a safe and developmentally appropriate learning environment. Practice responsive caregiving to promote relational learning and include individualized and small group activities that integrate appropriate routines into a flexible schedule of learning experiences. Plan and conduct conferences (minimum 2) and home visits (minimum of 2) or more often as needed to ensure parents/caregiver is well informed on their child's progress of development and learning, routines, activities and behavior and assist parents in developing observational skills. Maintain accurate records, both on paper and in designated online systems. Maintain confidentiality regarding children and families. Plan, conduct and document observations, assessments and screenings; maintain a comprehensive and ongoing portfolio assessment for each child including weekly observations, examples of the child's work and developmental assessments. Work with Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities. Protect the safety of children by implementing active supervision techniques to ensure no child is left alone or unsupervised at any time. Use the playground as an extension of the classroom; ensure that the playground is safe. Eat with and assist children in eating during mealtime to teach social and self-help skills and sound nutritional practices. Ensure that the physical needs of children are met, assisting children in health and personal habits, such as resting, brushing teeth, diapering and toilet habits. Create ways to engage parents in the education of their children such as encouraging classroom involvement and home activities. Create an inventory of all classroom equipment and supplies annually. Work in cooperation with Manager of Education & Inclusion to develop and document progress on professional development plan; actively engage in professional development activities to increase qualifications. Keep classroom clean and organized. Ensure the mobilization and documentation of matching-in-kind activities, goods and services. Work may require the flexibility to stay until all children have been pick up by parent/legal guardian. Perform other related duties as assigned. Required Qualifications Minimum of an associate degree in child development, early childhood education or a related degree with early childhood equivalent coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children. Professional proficiency in spoken and written English. Demonstrated ability to successfully communicate and collaborate with individuals and teams at all levels-whether internal or external-in the provision of high quality services to children and families. Demonstrated successful interpersonal, communication and organizational skills; great problem solving and time management skills. Demonstrated ability to follow established and communicated directions and take initiative. Demonstrated knowledge of the purpose of the Head Start/Early Head Start program. Proven ability to relate sensitively with children. Proven ability to keep all required information strictly confidential. Must participate in professional development training including basic first aid and pediatric CPR certification as required by state licensing and HSPPS. Preferred Qualifications Bilingual preferred (English/Spanish or English and other languages used by children and families). If in North Carolina, holding a Birth-Kindergarten (B-K) Licensure preferred. Additional Qualifications Physical Requirements related to essential functions: Ability to perform medium to heavy physical work exerting up to 50 pounds of force occasionally, up to 20 pounds frequently and up to 5-10 pounds constantly, performing such activities as sitting, crawling, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting and grasping. This also includes some duties that require repetitive action and motion skills, keyboarding and computer use. Clear pre-employment background check requirements, including local, state, and national criminal records check, sex offender registries, employment, and education verifications (including child abuse registry check if required by state regulations) and pass all state and local health requirements required post job offer and prior to employment. This position may require the incumbent to operate a motor vehicle to fulfill certain essential functions of the job. The incumbent should maintain a valid driver's license and remain in compliance with any Save the Children policies pertaining to the safe operation of motor vehicles. Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified. About Us We are looking to build an inclusive team at Save the Children. We offer a range of outstanding benefits to support this goal: Time off: 10 days winter break and 5 days spring break, with additional 5 hours PTO, and 11 paid holidays. Health: Competitive health care, dental and vision coverage for you and your family. Employer paid short term disability and long-term disability benefits. Health Savings Accounts (HSA): Option to select HSA if enrolled into High-Deductible Health Plan in which company matches a portion of contribution. Flexible Spending Accounts (FSA): Option to enroll into health care and dependent care options. Life: Agency paid life and accidental death and dismemberment benefits (AD&D). Family: Parental/adoption, fertility benefits Employee Rewards Program: Annual merit increases and/or additional incentives for eligible employees Retirement: Retirement savings plan with employer contributions (after one year) Wellness: Health benefits and support through Calm and company-hosted events Employee Assistance Program: Free and confidential assessments, short-term counseling, referrals, and follow-up services Learning & Growth: Access to internal and external learning & development opportunities and mentorships. Certification and tuition assistance. Click here to learn more about how Save the Children US will invest in you. Save the Children is committed to conducting its programs and operations in a manner that is safe for the children it serves and helping protect the children with whom we are in contact. All Save the Children representatives are explicitly prohibited from engaging in any activity that may result in any kind of child abuse. Save the Children is committed to minimizing safety and security risks for our valued employees, ensuring all are given training, support and information to reduce their risk exposure while maximizing the impact of our programs for children and families. Our shared duty, both agency and individual, is to seek and maintain safe working conditions for all. If you require disability assistance with the application or recruitment process, please submit a request to *********************************.

Primary Purpose: Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned. Qualifications: Education/Certification: Bachelor's degree from accredited university Valid Texas teaching certificate with required special education endorsements for assignments Highly Qualified as defined by NCLB guidelines Special Knowledge/Skills: Knowledge of special needs of students in assigned area Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation General knowledge of curriculum and instruction Experience: At least one year student teaching or approved internship Major Responsibilities and Duties: * Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned. * Implement an instructional, therapeutic, or skill development program for assigned students * Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned. * Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments. * Participate in ARD Committee meetings for initial transition meetings as well as CRCG meetings as necessary * Conduct assessment of student learning styles and use results to plan for instructional activities. * Present subject matter according to guidelines established by IEP. * Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. * Plan and supervise assignments for teacher aide(s) and volunteer(s). * Use technology in teaching/learning process. * Conduct ongoing assessments in transition through formal and informal testing. * Provide or supervise personal care, medical care, and feeding of students as stated in IEP. * Monitor student progress, data, and IEP compliance. * Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal. * Be a positive role model for students; support mission of school district. * Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. * Manage student behavior and administer discipline. This includes intervening in crisis situations and physically restraining students as necessary according to IEP. * Consult with classroom teachers regarding management of student behavior according to IEP. * Consult district and outside resource people regarding education, social, medical, and personal needs of students. * Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. * Assist in selection of books, equipment, and other instructional materials. * Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers. * Maintain a professional effective relationship with supervisors, colleagues, students, parents, and community members. * Use effective communication skills to present information accurately and clearly. * Update student IEPs in online IEP program using various criteria based on written data collection. * Participate in staff development activities to improve job-related skills. * Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers. * Compile, maintain, and file all physical and computerized reports, records, and other documents required adhering to all ARD, local, state, and federal timelines. * Attend and participate in faculty meetings and serve on staff committees as required. * Ensure confidentiality regarding all personnel matters. * Complies with district policies, as well as state and federal laws and regulations. * Adhere to the district's safety policies and procedures. * Perform other duties as assigned. Supervisory Responsibilities: Supervise assigned teacher aide(s). Working Conditions: Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards.

Primary Purpose: Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned. Qualifications: Education/Certification: Bachelor's degree from accredited university Valid Texas teaching certificate with required special education endorsements for assignments Highly Qualified as defined by NCLB guidelines Special Knowledge/Skills: Knowledge of special needs of students in assigned area Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation General knowledge of curriculum and instruction Experience: At least one year student teaching or approved internship Major Responsibilities and Duties: Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned. Implement an instructional, therapeutic, or skill development program for assigned students Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned. Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments. Participate in ARD Committee meetings for initial transition meetings as well as CRCG meetings as necessary Conduct assessment of student learning styles and use results to plan for instructional activities. Present subject matter according to guidelines established by IEP. Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned. Plan and supervise assignments for teacher aide(s) and volunteer(s). Use technology in teaching/learning process. Conduct ongoing assessments in transition through formal and informal testing. Provide or supervise personal care, medical care, and feeding of students as stated in IEP. Monitor student progress, data, and IEP compliance. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal. Be a positive role model for students; support mission of school district. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior and administer discipline. This includes intervening in crisis situations and physically restraining students as necessary according to IEP. Consult with classroom teachers regarding management of student behavior according to IEP. Consult district and outside resource people regarding education, social, medical, and personal needs of students. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Assist in selection of books, equipment, and other instructional materials. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers. Maintain a professional effective relationship with supervisors, colleagues, students, parents, and community members. Use effective communication skills to present information accurately and clearly. Update student IEPs in online IEP program using various criteria based on written data collection. Participate in staff development activities to improve job-related skills. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers. Compile, maintain, and file all physical and computerized reports, records, and other documents required adhering to all ARD, local, state, and federal timelines. Attend and participate in faculty meetings and serve on staff committees as required. Ensure confidentiality regarding all personnel matters. Complies with district policies, as well as state and federal laws and regulations. Adhere to the district's safety policies and procedures. Perform other duties as assigned. Supervisory Responsibilities: Supervise assigned teacher aide(s). Working Conditions: Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards.

Who Are We? Bedrock Academy is an established, state licensed center that is committed to investing in our staff and developing a caring, friendly community of educators and learners. It is our mission to grow independent and confident, compassionate individuals. Our dedication to creating a stimulating and enriching environment for students and teachers alike makes us an amazing place to work! Now Hiring: Infant Teacher (8 AM - 5 PM Shift) Location: 3224 Barksdale Blvd., Bossier City, LA 71112 Does making a real impact sound like your ideal start to the day? We're looking for an Infant Teacher who's ready to bring energy, heart, and a sense of purpose to our youngest learners. What You'll Get: We believe in supporting those who support our kids. That's why we offer: $10-$12 per hour 10 days of paid time off and Holiday pay Discounted childcare Medical benefits 401K plan What You'll Do: As an Infant Teacher, you'll play a big role in the small moments that matter. Your day will include: Leading and organizing a nurturing classroom experience Building trust and strong connections with families Keeping your space safe, clean, and full of warmth What We're Looking For: We're all about growth-both for our children and our team. We're searching for someone who is: At least 18 years old Holds a high school diploma or GED Has experience in a licensed childcare setting CPR & First Aid certified Able to pass a background check Ready to work Monday-Friday, 8 AM to 5 PM Why You Belong Here: We're a team of passionate educators who believe in the power of early childhood education. If you're committed, caring, and ready to be part of something meaningful, we'd love to meet you.

All Job Postings will close at 12:01 a.m. CT on the specified Closing Date (if designated). Working Title: Assistant Professor of Special Education - IFO Institution: Southwest Minnesota State University Classification Title: State University Faculty Bargaining Unit / Union: 209: Inter Faculty Organization City: Marshall FLSA: Job Exempt Full Time / Part Time: Full time Employment Condition: Unclassified - Unlimited Academic Salary Range: $64,963.00 - $188,620.00 Job Description The faculty member will teach courses in the Special Education licensure programs at the undergraduate and graduate levels, including courses taught in an online format, and will supervise clinical placements. Duties also include student advising, contribution to student growth and development, participation in department and institutional activities, committee assignments, evaluation of student performance, scholarly activities, and service to the University and community. SMSU, in its commitment to meeting the service needs of the region, expects faculty to engage in regional service, education or study as part of their community service responsibility. Minimum Qualifications An earned doctorate in Special Education or related field or ABD considered Previous or current licensure and experience in Special Education. Three years teaching experience in a E-12 school in Special Education Licensed or licensable to teach in the State of Minnesota. Knowledge and experience in Web-based instruction. Demonstrated commitment or proven strategies for fostering a diverse and inclusive environment; demonstrated ability or proven strategies to teach and work with persons from diverse background. Preferred Qualification Preference is given for additional licensures - multiple special education licensure areas Experience with Teacher Performance Assessment Faculty experience in teacher preparation Experience in supervision of clinical experiences Student-centered approach to education and commitment to helping grow the SPED program Demonstrated skills in collaboration, consensus building, and achieving mutual goals with colleagues An understanding of and appreciation for liberal education Priority will be given to those who apply by 1/2/2026. Required Document to submit for consideration: Transcript, Cover Letter, Resume/CV, and Teaching Philosophy Other Considerations: The successful candidate must be authorized to work in the United States by the first day of employment. The University will not give consideration for H-1B sponsorship. Employment or Visa sponsorship, other than H-1B status, must be pre-approved by the University prior to offer acceptance. This is considered an on-campus position. Telework (Yes/No) No About Southwest Minnesota State University is one of seven universities in the Minnesota State system. SMSU gives highest priority to excellence in teaching and preparing students to be lifelong learners through quality undergraduate teaching/advising and close student/faculty relationships. Its mission, dating back to 1967, provides access to university-level programs in liberal arts & professional studies. The University has a special commitment to the educational needs of the people in its service region reflected through its curricula, cultural programs, diversity of staff and students, cooperative relationships with the public and private sectors, and regional institutions. The 216-acre campus encompasses 24 modern, interconnected, and accessible buildings. Marshall (pop. 13,000) is the hub of a rich agricultural area and offers a variety of cultural, recreational and educational opportunities. The position is an opportunity to be part of a vibrant, dynamic and growing institution that is searching for exceptionally talented people. Southwest Minnesota State University complies with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. You can find our Annual Security and Fire Safety Report online at Annual Security and Fire Safety Report (smsu.edu). This report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain non-campus buildings or property owned or controlled by Southwest Minnesota State University. If you prefer a hard copy, please contact the Department of Public Safety at ************. We are committed to responding to the educational needs of our changing communities and to providing opportunities for enhancing knowledge, skills, and values in a supportive learning environment. We recognize and assert the value of inclusion as an ethical imperative and as a necessity for academic rigor, student success, and lifelong learning. Our goal is to strive for inclusive excellence in our commitment to preparing all students and employees for success. Federal Public Service Student Loan Forgiveness Program Programs, resources and benefits eligibility varies based on type of employment, agency, funding availability, union/collective bargaining agreement, location, and length of service with the State of Minnesota Southwest Minnesota State University prohibits discrimination on the basis of sex and/or gender in education programs and activities. SMSU maintains compliance with the federal Title IX law, Minnesota statute § 135.A.15 (Campus Sexual Misconduct Policy), and Minnesota State Colleges and Universities Board of Trustee's, 1B.3 Sexual Misconduct policy and 1B.3.1 Response to Sexual Violence and Title IX Sexual Harassment procedure. For a comprehensive review of the aforementioned federal, state, system, and university policies, please go to ******************************************************* Southwest Minnesota State University is a member of the Minnesota State system and is an equal opportunity educator and employer. SMSU is committed to equal employment opportunities for all applicants and to providing employees with a work environment free of discrimination and harassment. SMSU does not tolerate discrimination or harassment of any kind. Women, diverse populations and individuals with disabilities are encouraged to apply. Applicants must be able to lawfully accept employment in the United States. Requests for reasonable accommodation of a disability during the application and/or interview process should be made to the Affirmative Action Office, ************. For TTY communications, contact Minnesota Relay Service at **************. This vacancy notice is available in alternative format upon request. Benefits Information: At Minnesota State, we have a GREAT BENEFITS PACKAGE! Our generous benefits include 11 paid Holidays, Vacation Time, Sick Time, six weeks of Paid Parental Leave, low cost medical and dental insurance with low deductibles ($250 - $1500), a Pension Plan, 457(b) and 403(b) retirement plans and other retirement investment options, pre-tax medical and dental expense (with roll-over option) and dependent care accounts, employer paid life insurance, short and long term disability, as well as professional development and a tuition waiver program for employees and their dependents, etc. We promote the health and well-being of our employees and take work/life balance seriously. Desired Start Date: 08-17-2026 Position End Date: Open Date: 12-11-2025 Close Date: 08-16-2026 Posting Contact Name: Bailey Johnson Posting Contact Email: *************************

Sped Paraprofessional JobID: 3018 Support Staff/Paraprofessional/SpEd Additional Information: Show/Hide TITLE: Paraprofessional (Title I, Special Education (including Child-Specific*) Early Childhood, or General) QUALIFICATIONS: * High school diploma or equivalent. * Meets the highly qualified definition in one of the following areas: * a score of 450 on the ParaPro Assessment. * proof of completion of 48 college credit hours including the 15 hour general education requirement which includes English Composition (3), English/Reading (6) and Mathematics (6). * earned a two-year Associate's Degree from a state approved institution. * Demonstrates competence using a computer. * Additional criteria as the Board may establish. REPORTS TO: Teacher and Principal SUPERVISES: None JOB GOAL: To ensure a well-organized, smoothly functioning, harmonious environment where students can take full advantage of the instructional program and available resource materials. PERFORMANCE RESPONSIBILITIES: * Performs duties under the supervision and direction of the classroom teacher and the principal, i.e., follows the health plan prescribed by the student's IEP or 504, works with intervention groups. Duties may include providing service to the student regarding his/her personal hygiene needs, in addition to other developmentally delayed self-help skills. * Monitors children's progress to ensure that the teacher's instructions are being followed and provides assistance as needed. * Has a working knowledge of computer usage and other forms of technology. * Duplicates and prepares instructional materials. * Assists teachers in non-instructional duties, i.e., meal and bus-loading routines, duty, transporting and supervising students. * Assists teachers with control of student behavior and discipline. * Demonstrates ability to communicate effectively with students. * Participates in appropriate staff development and in-service training. * Demonstrates willingness to accept responsibility. * Participates in the Parish Crisis plan and emergency procedures established at each school. * Assists teacher in the day-to-day operations of the class. * Promotes and implements Positive Behavior Support model. * Reports job-related injuries within 48 hours of a work accident to his/her immediate supervisor. (Job-related injuries" include, but are not limited to, any accident or illness which involves loss of consciousness, restriction of work or motion, or medical treatment. * Performs other duties as assigned by the proper authority. PROFESSIONAL ETHICS: * Collaborates and communicates effectively and respectfully with colleagues and the community to promote growth and to accomplish the district's mission. * Maintains regular attendance and punctuality and notifies appropriate personnel of absences and late arrivals in a prompt manner, as per district procedures. * Complies with all district rules and policies. * Ensures proper care of supplies, electronics/computers and other equipment. * Maintains his/her assigned area and its environment in a manner conducive to a professional working environment. * Participates in activities to improve professional competence, including those activities required by the board. * Oversees the maintenance of current records and reports as assigned. * Projects a well-groomed, professional appearance. * Accepts and implements assistance and resources designed to improve or enhance performance. * Contributes to achieving the district's mission and engages in self-reflection and growth opportunities. * Is courteous to faculty, staff and the public. * Recognizes and respects the rights and property of other employees and the public. * Exhibits professional and ethical conduct. * Exercises proper judgment and refrains from conduct which reduces or causes a loss of his/her effectiveness in the profession. * Adheres to all deadlines set by board policy. * Exhibits positive personal behavior and avoids improprieties or the appearance of improprieties. * Maintains confidentiality of all matters related to student and employee matters. * Reports job-related injuries within 48 hours of a work accident to the immediate supervisor. * Adheres to the DeSoto Parish School Board's Sexual Harassment Policy to be found at File: GAEAA. TERMS OF EMPLOYMENT: Nine Months EVALUATION: Performance in this position will be evaluated at least once annually in accordance with Board policy. FSLA: Non Exempt

Primary Purpose: Help meet physical and instructional needs of students with disabilities in a self-contained classroom. Assist in implementation of classroom programs, including self-help, behavior management, and instruction programs. Work under general supervision of principal and immediate direction of certified teacher. Qualifications: Education/Certification: High school diploma or hold a General Educational Development (GED) certificate Have met formal academic assessment, associate's degree, or two years of study at an institution of higher learning* Valid Texas educational aide certificate Special Knowledge/Skills: Ability to work with children with disabilities Ability to follow verbal and written instructions Ability to communicate effectively Knowledge of general office equipment Experience: Some experience working with children Major Responsibilities and Duties: Instructional Support Help teacher prepare instructional materials and classroom displays. Help maintain a neat and orderly classroom. Help with inventory, care, and maintenance of equipment. Help teacher keep administrative records and prepare required reports. Provide orientation and assistance to substitute teachers. Student Management Assist students with physical disabilities according to their needs including transferring to and from wheelchairs; lifting; positioning; or assisting students with personal care such as feeding, bathroom needs, and personal hygiene. Keep teacher informed of special needs or problems of individual students. Help manage behavior of students. This includes intervening in crisis situations and restraining disruptive or dangerous students as needed. Recognize differences in each student's special medical, physical, communicative, and emotional needs and adapt methods and interaction accordingly. Work with individual students or small groups to develop motor skills and conduct instructional exercises assigned by teacher. Help supervise students throughout the school day, inside and outside the classroom. This includes lunchroom, bus, and playground duty. Other Maintain confidentiality. Participate in staff development training programs, faculty meetings, and special events as assigned. Follow district safety protocols and emergency procedures. Supervisory Responsibilities: None Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking and reaching Lifting: Frequent light lifting and carrying (less than 15 pounds); Occasional heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting nonambulatory students, and lifting and moving adaptive and other classroom equipment Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (bacteria, communicable diseases) Mental Demands: Work with frequent interruptions; maintain emotional control under stress

We are a Private Outpatient Practice that is looking for a caring and compassionate Bilingual Medical Assistant. We have a warm and friendly environment in our office. We treat Adult patients! Our position is Full Time! We are open: Monday - Friday: 8am - 5pm Closed on the weekends! Pay: $15 per hour + Benefit Package! Requirements: Certified or Registered Medical Assistant Bilingual in English & Spanish New Grads are encouraged to apply, we will train you! Please apply with a copy of your resume or CV for more information

Primary Purpose: Help special education teacher provide for physical and instructional needs of students with disabilities in special education setting. Assist in implementation of classroom programs, including self-help, behavior management, and instruction programs. Work under general supervision of principal and immediate direction of certified teacher. Qualifications: Education/Certification: High school diploma or GED Valid Texas educational aide certificate Special Knowledge/Skills: Ability to work with children with disabilities Ability to follow verbal and written instructions Ability to communicate effectively Knowledge of general office equipment Experience: Some experience working with children pay based on experience

SUBSTITUTE POSITIONS/Substitute Teacher SUBSTITUTES NEEDED for the 2025-26 school year at ELC - Marshall in Marshall, MN. Substitute Teachers must have MN licensure and will be paid $200 per day. If you have a four-year degree you would be eligible to apply for a MN substitute teacher license. Substitute Paraprofessionals also needed. Substitute Paraprofessionals are paid $20.00 per hour. Complete online application at ************************ and include cover letter, application form, copy of license (if applicable), resume, and two letters of reference. For questions about the positions contact Laura Jenson at ************ or *********************. EOE.

All Job Postings will close at 12:01 a.m. CT on the specified Closing Date (if designated). Working Title: Assistant Professor of Special Education - IFO Institution: Southwest Minnesota State University Classification Title: State University Faculty Bargaining Unit / Union: 209: Inter Faculty Organization City: Marshall FLSA: Job Exempt Full Time / Part Time: Full time Employment Condition: Unclassified - Unlimited Academic Salary Range: $64,963.00 - $188,620.00 Job Description The faculty member will teach courses in the Special Education licensure programs at the undergraduate and graduate levels, including courses taught in an online format, and will supervise clinical placements. Duties also include student advising, contribution to student growth and development, participation in department and institutional activities, committee assignments, evaluation of student performance, scholarly activities, and service to the University and community. SMSU, in its commitment to meeting the service needs of the region, expects faculty to engage in regional service, education or study as part of their community service responsibility. Minimum Qualifications * An earned doctorate in Special Education or related field or ABD considered * Previous or current licensure and experience in Special Education. * Three years teaching experience in a E-12 school in Special Education * Licensed or licensable to teach in the State of Minnesota. * Knowledge and experience in Web-based instruction. * Demonstrated commitment or proven strategies for fostering a diverse and inclusive environment; demonstrated ability or proven strategies to teach and work with persons from diverse background. Preferred Qualification * Preference is given for additional licensures - multiple special education licensure areas * Experience with Teacher Performance Assessment * Faculty experience in teacher preparation * Experience in supervision of clinical experiences * Student-centered approach to education and commitment to helping grow the SPED program * Demonstrated skills in collaboration, consensus building, and achieving mutual goals with colleagues * An understanding of and appreciation for liberal education Priority will be given to those who apply by 1/2/2026. Required Document to submit for consideration: Transcript, Cover Letter, Resume/CV, and Teaching Philosophy Other Considerations: The successful candidate must be authorized to work in the United States by the first day of employment. The University will not give consideration for H-1B sponsorship. Employment or Visa sponsorship, other than H-1B status, must be pre-approved by the University prior to offer acceptance. This is considered an on-campus position. Telework (Yes/No) No About Southwest Minnesota State University is one of seven universities in the Minnesota State system. SMSU gives highest priority to excellence in teaching and preparing students to be lifelong learners through quality undergraduate teaching/advising and close student/faculty relationships. Its mission, dating back to 1967, provides access to university-level programs in liberal arts & professional studies. The University has a special commitment to the educational needs of the people in its service region reflected through its curricula, cultural programs, diversity of staff and students, cooperative relationships with the public and private sectors, and regional institutions. The 216-acre campus encompasses 24 modern, interconnected, and accessible buildings. Marshall (pop. 13,000) is the hub of a rich agricultural area and offers a variety of cultural, recreational and educational opportunities. The position is an opportunity to be part of a vibrant, dynamic and growing institution that is searching for exceptionally talented people. Southwest Minnesota State University complies with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. You can find our Annual Security and Fire Safety Report online at Annual Security and Fire Safety Report (smsu.edu). This report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain non-campus buildings or property owned or controlled by Southwest Minnesota State University. If you prefer a hard copy, please contact the Department of Public Safety at ************. We are committed to responding to the educational needs of our changing communities and to providing opportunities for enhancing knowledge, skills, and values in a supportive learning environment. We recognize and assert the value of inclusion as an ethical imperative and as a necessity for academic rigor, student success, and lifelong learning. Our goal is to strive for inclusive excellence in our commitment to preparing all students and employees for success. Federal Public Service Student Loan Forgiveness Program Programs, resources and benefits eligibility varies based on type of employment, agency, funding availability, union/collective bargaining agreement, location, and length of service with the State of Minnesota Southwest Minnesota State University prohibits discrimination on the basis of sex and/or gender in education programs and activities. SMSU maintains compliance with the federal Title IX law, Minnesota statute § 135.A.15 (Campus Sexual Misconduct Policy), and Minnesota State Colleges and Universities Board of Trustee's, 1B.3 Sexual Misconduct policy and 1B.3.1 Response to Sexual Violence and Title IX Sexual Harassment procedure. For a comprehensive review of the aforementioned federal, state, system, and university policies, please go to ******************************************************* Southwest Minnesota State University is a member of the Minnesota State system and is an equal opportunity educator and employer. SMSU is committed to equal employment opportunities for all applicants and to providing employees with a work environment free of discrimination and harassment. SMSU does not tolerate discrimination or harassment of any kind. Women, diverse populations and individuals with disabilities are encouraged to apply. Applicants must be able to lawfully accept employment in the United States. Requests for reasonable accommodation of a disability during the application and/or interview process should be made to the Affirmative Action Office, ************. For TTY communications, contact Minnesota Relay Service at **************. This vacancy notice is available in alternative format upon request. Benefits Information: At Minnesota State, we have a GREAT BENEFITS PACKAGE! Our generous benefits include 11 paid Holidays, Vacation Time, Sick Time, six weeks of Paid Parental Leave, low cost medical and dental insurance with low deductibles ($250 - $1500), a Pension Plan, 457(b) and 403(b) retirement plans and other retirement investment options, pre-tax medical and dental expense (with roll-over option) and dependent care accounts, employer paid life insurance, short and long term disability, as well as professional development and a tuition waiver program for employees and their dependents, etc. We promote the health and well-being of our employees and take work/life balance seriously. Desired Start Date: 08-17-2026 Position End Date: Open Date: 12-11-2025 Close Date: 08-16-2026 Posting Contact Name: Bailey Johnson Posting Contact Email: *************************

Job Title: Teacher Aide - Title I Grade: D DOT Code: 099327010 Department: Title I Prepared By: Richard Dezendorf Approved By: David A. Barr Performs any combination of the following instructional tasks in classroom to assist teaching staff of public or private elementary or secondary school by performing the following duties. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties and responsibilities include the following. Other duties may be assigned. Discusses assigned teaching area with classroom teacher to coordinate instructional efforts. Prepares lesson outline and plan in assigned area and submits outline to teacher for review. Plans, prepares, and develops various teaching aids such as bibliographies, charts, and graphs. Presents subject matter to students, utilizing variety of methods and techniques such as lecture, discussion, and supervised role-playing. Prepares, administers, and grades examinations. Assists students, individually or in groups, with lesson assignments to present or reinforce learning concepts. Assists teacher with control of student behavior and discipline. Confers with parents on progress of students. Performs other related duties as required or assigned. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE Two years college (48 hours minimum) including 9 hours of Mathematics and 9 hours of English or an Associate degree/or higher or pass the test stipulated by the Louisiana State Department of Education. Some previous experience working with children preferred. LANGUAGE SKILLS Ability to read and interpret documents such as safety rules and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students or parents. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee is occasionally required to walk; sit; reach with hands and arms; and stoop, kneel, or crouch. The employee must occasionally lift or move light weight. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud. PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. CHAIN OF SUPERVISION School Principal TERMS OF EMPLOYMENT 170 days Employee Name: _________________________________________ SSN: ________-____________-________ (Type or Print) ________________________________________________________ ___________________________________ Employee Signature Date

Caddo Parish Schools Job Description Job Title: Paraprofessional-Behavior/Autism Classroom and/or Additional Support/Child Specific for Behavioral Needs Grade: D DOT Code: 099327010 Department: Department of Exceptional Children Prepared By: Dr. Shelia Lockett Prepared Date: December 11, 2018 Approved By: Keith Burton Approved Date: February 12, 2019 Revised Date: Summary Performs the following tasks in classrooms to assist teaching staff of elementary or secondary schools by performing the following duties: Essential Duties and Responsibilities Essential duties and responsibilities include the following. Implements strategies that reinforce positive student behavior. Works closely with the classroom teacher to implement positive behavior supports monitoring the safety of students in various educational settings. Implements strategies provided by the Behavior Intervention Plan and/or Crisis Plan while keeping all students safe and secure. Collects data and maintains a behavior log as determined by the Behavior Intervention Plan. Provides intensive behavior intervention using Handle with Care training as required annually provided by CPSB to designated students with exceptional needs in a variety of settings, including but not limited to the educational, classroom and community settings. Interacts with students appropriately and respectfully while inappropriate behaviors occur. Behaviors may include verbal and physical aggression. Implements the instructional plan as developed with the classroom teacher as it pertains to the core curriculum. Monitors and adjusts the instructional plan based on student needs. Conveys knowledge that is accurate and current. Implements strategies and accommodations as developed with the classroom teacher as it pertains to the student's Individual Education Program, emergency health plans and classroom/individual behavior plans. Maintains a log recording student progress as documentation of supporting students with challenging behavior within the inclusive, resource and self-contained classrooms as well as the emotional disturbance and autism self-contained classrooms. Implements evidenced-based applied behavior analysis strategies as determined by the student's Individual Education Program. Follows a set daily schedule of providing assistance for the preparation of charts, records, graphs or other display of student performance data of students with disabilities within the inclusive, resource and self-contained classrooms. Provides assistance to the students in proper usage of computer applications and related assistive technology. Assists in the routine supervision of study areas, cafeterias, halls, playgrounds, instructional field trips and bus loading areas when applicable for students with disabilities. Performs non-complex health procedures, implements Individual Health Plans as applicable, attends necessary non-complex health training as prescribed by board policy and state law. Lifting and positioning of students as applicable. Attends trainings, workshops, and staff development meetings as required. Maintains confidentially of student information and progress as it relates the Family Educational Rights and Privacy Act. Performs other related duties as required or assigned as it relates to supporting students with disabilities, teachers/administrative staff. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactory. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience Must have earned a high school diploma or its equivalent and must meet one of the additional requirements below: Pass the teacher/paraprofessional assessment test with a score of 450 or higher Associate degree or higher (official transcripts are required) 48 hours of college with six hours of Math and nine hours of English (official transcripts are required) Language Skills Ability to read and interpret documents such as safety rules and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students and parents. Ability to effectively present information in one-on-one and small group situations to students. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with a disability to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk. The employee is required to walk, sit, reach with hands and arms, stoop, kneel and crouch. The employee must assist in lifting students and positioning students. The employee must be able to physically implement Handle with Care techniques. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud. Collaboration with instructional staff is required to implement effective instructional programs. Professional Conduct Employee acknowledges that he/she is required to maintain high standards of professional conduct. Breach of said professional conduct includes, but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary of CPSB policy, unlawful activities or any other conduct which is seriously prejudicial to the school system. The employee acknowledges that confidentially is required as it relates to the Family Educational Rights and Privacy Act. Chain of Supervision Principal, teacher, designated certified personnel Terms of Employment 170 days Employee Name: __________________________________________ EIN: _____-_____-_____ Employee Signature: _______________________________________ Date: _________________