Educator jobs in Louisiana

What Makes Us Different? At FMOL Health, we offer you so much more than just a job in the healthcare industry. We offer career opportunities for people who have a calling to share their gifts and talents as part of our healing ministry. As a Catholic hospital, we are here to create a spirit of healing. We offer you something special - the chance to do God's work by helping to serve people in need throughout our community, every day. Job Summary The GME Accreditation Specialist is responsible for maintaining oversight of the accreditation process for each individual specialty program as well as institutional accreditation for accredited hospitals within our entire health system. This role involves coordinating accreditation processes, maintaining documentation, and supporting program directors and residents to achieve and maintain accreditation status. Additionally, the specialist will oversee the clinical learning environment for the institutions. The GME Accreditation Specialist will also hold responsibilities in the academic affairs department to ensure compliance with accreditation standards. Minimum Requirements Experience - 5 years of work experience in a healthcare or academic setting. Education - Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Apply now! Here, you are more than an employee. You are a team member, a co-worker, our friend and part of our family. Our healthcare team is working together to heal this community one patient at a time! Responsibilities 1. Accreditation a. Develop and assist in the implementation of standardized processes for the accreditation process for the institution, residency, and fellowship programs across the System. b. Monitor and ensure all system residency and fellowship programs meet relevant accreditation standards, including ACGME, to maintain the quality of our educational programs. c. Serve as a central point of contact for all regulatory and accreditation matters, providing clear and consistent guidance to hospitals within our system. d. Share regulatory and accreditation requirements with hospitals, ensuring they are well-informed and prepared for accreditation reviews and audits. e. Ensure compliance with ACGME, Joint Commission, and other relevant accrediting bodies. f. Coordinate accreditation activities including ACGME Site Visits. g. Facilitate ongoing readiness and continuous improvement of the institutional learning environment, ensuring it meets the highest standards of educational excellence for the ACGME Annual Institutional Review (AIR). h. Assist the Designated Institutional Officer in all correspondence with ACGME at the institutional and program levels including the Annual Institutional Review (AIR) and the Annual Program Evaluation (APE). i. Track residency program citations and program action plans to address ACGME citations. j. Develop and implement strategies for continuous improvement in GME programs. 2. Clinical Learning Environment a. Focus on continuous improvement and management of the institutional and clinical learning environments, ensuring they meet the highest standards of educational excellence and accreditation requirements. b. Monitor and ensure ACGME Annual Resident, Fellow, and Faculty Surveys are completed by the annual deadline. c. Collect and review all surveys, including the Institutional Survey. d. Update policies and delineation of privileges. e. Assist with the creation and oversight of departmental affiliation agreements. Ensure that all agreements align with the organization's goals and regulatory requirements and prioritize partnerships with quality institutions to strengthen the workforce pipeline. f. Ensure appropriate and frequent communication between affiliated institutions, residency programs, and Academic Affairs, supporting the Director of Academic Affairs and Designated Institutional Officer. 3. Documentation and Reporting a. Maintain accurate and up-to-date records of accreditation-related documentation. b. Manage and maintain all ACGME-related files. c. Develop and ensure the policies from each sponsored program are maintained, updated, reviewed, and approved by Legal. d. Review each sponsored program's Annual Program Evaluations and collaborate with the DIO and program coordinator on action items. e. Create executive summary of Annual Institutional Report (AIR) and assist with yearly update to the board. f. Be proficient in using New Innovations and pull reports as necessary g. Verify accurate GME Resident and Fellow personnel online records and credentialing documentation which must be accurate, present, and in order to ensure continued accreditation. h. Facilitate the creation of new programs through the application building process, including serving as the initial program support during the application and accreditation phase. i. Ensure all action plans documented related to duty hours are transparent to all involved to eliminate the risk of further violations. j. Serve as a key resource for organizing and analyzing departmental data to identify trends, monitor compliance, and support data-driven decision-making. 4. Support and Training a. Provide guidance and training to program directors, coordinators, residents, and fellows on accreditation standards and requirements. b. Collaborate with Director, Academic Affairs to ensure program coordinators are given proper initial and continued training. c. Assist program coordinators with processing house staff travel, including review and processing of resident requests for conference travel and handling of reimbursements. d. Develop and maintain positive and supportive relationships with the OLOL GME Programs and affiliated GME programs. e. Assist with special projects and duties as assigned by the Director of Academic Affairs and the Designated Institutional Officer. f. Coordinate all GMEC Executive, subcommittee meetings, and special called meetings, including notices, location, food arrangements, attendance tracking, and detailed minutes. g. Be aware of onboarding, credentialing, and employment file processes for new incoming Residents and Fellows and communicate any changes in regulation requirements to the onboarding team. h. Manage and ensure successful completion of all current Resident and Fellow advancement and distribution, and collection of renewing annual Resident and Fellow Contracts. Qualifications Minimum Required Education: Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Minimum Experience: 5 years of work experience in a healthcare or academic setting.

What Makes Us Different? At FMOL Health, we offer you so much more than just a job in the healthcare industry. We offer career opportunities for people who have a calling to share their gifts and talents as part of our healing ministry. As a Catholic hospital, we are here to create a spirit of healing. We offer you something special - the chance to do God's work by helping to serve people in need throughout our community, every day. Job Summary The GME Accreditation Specialist is responsible for maintaining oversight of the accreditation process for each individual specialty program as well as institutional accreditation for accredited hospitals within our entire health system. This role involves coordinating accreditation processes, maintaining documentation, and supporting program directors and residents to achieve and maintain accreditation status. Additionally, the specialist will oversee the clinical learning environment for the institutions. The GME Accreditation Specialist will also hold responsibilities in the academic affairs department to ensure compliance with accreditation standards. Minimum Requirements Experience - 5 years of work experience in a healthcare or academic setting. Education - Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Apply now! Here, you are more than an employee. You are a team member, a co-worker, our friend and part of our family. Our healthcare team is working together to heal this community one patient at a time! Minimum Required Education: Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Minimum Experience: 5 years of work experience in a healthcare or academic setting. 1. Accreditation a. Develop and assist in the implementation of standardized processes for the accreditation process for the institution, residency, and fellowship programs across the System. b. Monitor and ensure all system residency and fellowship programs meet relevant accreditation standards, including ACGME, to maintain the quality of our educational programs. c. Serve as a central point of contact for all regulatory and accreditation matters, providing clear and consistent guidance to hospitals within our system. d. Share regulatory and accreditation requirements with hospitals, ensuring they are well-informed and prepared for accreditation reviews and audits. e. Ensure compliance with ACGME, Joint Commission, and other relevant accrediting bodies. f. Coordinate accreditation activities including ACGME Site Visits. g. Facilitate ongoing readiness and continuous improvement of the institutional learning environment, ensuring it meets the highest standards of educational excellence for the ACGME Annual Institutional Review (AIR). h. Assist the Designated Institutional Officer in all correspondence with ACGME at the institutional and program levels including the Annual Institutional Review (AIR) and the Annual Program Evaluation (APE). i. Track residency program citations and program action plans to address ACGME citations. j. Develop and implement strategies for continuous improvement in GME programs. 2. Clinical Learning Environment a. Focus on continuous improvement and management of the institutional and clinical learning environments, ensuring they meet the highest standards of educational excellence and accreditation requirements. b. Monitor and ensure ACGME Annual Resident, Fellow, and Faculty Surveys are completed by the annual deadline. c. Collect and review all surveys, including the Institutional Survey. d. Update policies and delineation of privileges. e. Assist with the creation and oversight of departmental affiliation agreements. Ensure that all agreements align with the organization's goals and regulatory requirements and prioritize partnerships with quality institutions to strengthen the workforce pipeline. f. Ensure appropriate and frequent communication between affiliated institutions, residency programs, and Academic Affairs, supporting the Director of Academic Affairs and Designated Institutional Officer. 3. Documentation and Reporting a. Maintain accurate and up-to-date records of accreditation-related documentation. b. Manage and maintain all ACGME-related files. c. Develop and ensure the policies from each sponsored program are maintained, updated, reviewed, and approved by Legal. d. Review each sponsored program's Annual Program Evaluations and collaborate with the DIO and program coordinator on action items. e. Create executive summary of Annual Institutional Report (AIR) and assist with yearly update to the board. f. Be proficient in using New Innovations and pull reports as necessary g. Verify accurate GME Resident and Fellow personnel online records and credentialing documentation which must be accurate, present, and in order to ensure continued accreditation. h. Facilitate the creation of new programs through the application building process, including serving as the initial program support during the application and accreditation phase. i. Ensure all action plans documented related to duty hours are transparent to all involved to eliminate the risk of further violations. j. Serve as a key resource for organizing and analyzing departmental data to identify trends, monitor compliance, and support data-driven decision-making. 4. Support and Training a. Provide guidance and training to program directors, coordinators, residents, and fellows on accreditation standards and requirements. b. Collaborate with Director, Academic Affairs to ensure program coordinators are given proper initial and continued training. c. Assist program coordinators with processing house staff travel, including review and processing of resident requests for conference travel and handling of reimbursements. d. Develop and maintain positive and supportive relationships with the OLOL GME Programs and affiliated GME programs. e. Assist with special projects and duties as assigned by the Director of Academic Affairs and the Designated Institutional Officer. f. Coordinate all GMEC Executive, subcommittee meetings, and special called meetings, including notices, location, food arrangements, attendance tracking, and detailed minutes. g. Be aware of onboarding, credentialing, and employment file processes for new incoming Residents and Fellows and communicate any changes in regulation requirements to the onboarding team. h. Manage and ensure successful completion of all current Resident and Fellow advancement and distribution, and collection of renewing annual Resident and Fellow Contracts.

What Makes Us Different? At FMOL Health, we offer you so much more than just a job in the healthcare industry. We offer career opportunities for people who have a calling to share their gifts and talents as part of our healing ministry. As a Catholic hospital, we are here to create a spirit of healing. We offer you something special - the chance to do God's work by helping to serve people in need throughout our community, every day. Job Summary The GME Accreditation Specialist is responsible for maintaining oversight of the accreditation process for each individual specialty program as well as institutional accreditation for accredited hospitals within our entire health system. This role involves coordinating accreditation processes, maintaining documentation, and supporting program directors and residents to achieve and maintain accreditation status. Additionally, the specialist will oversee the clinical learning environment for the institutions. The GME Accreditation Specialist will also hold responsibilities in the academic affairs department to ensure compliance with accreditation standards. Minimum Requirements Experience - 5 years of work experience in a healthcare or academic setting. Education - Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Apply now! Here, you are more than an employee. You are a team member, a co-worker, our friend and part of our family. Our healthcare team is working together to heal this community one patient at a time! Minimum Required Education: Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Minimum Experience: 5 years of work experience in a healthcare or academic setting. 1. Accreditation a. Develop and assist in the implementation of standardized processes for the accreditation process for the institution, residency, and fellowship programs across the System. b. Monitor and ensure all system residency and fellowship programs meet relevant accreditation standards, including ACGME, to maintain the quality of our educational programs. c. Serve as a central point of contact for all regulatory and accreditation matters, providing clear and consistent guidance to hospitals within our system. d. Share regulatory and accreditation requirements with hospitals, ensuring they are well-informed and prepared for accreditation reviews and audits. e. Ensure compliance with ACGME, Joint Commission, and other relevant accrediting bodies. f. Coordinate accreditation activities including ACGME Site Visits. g. Facilitate ongoing readiness and continuous improvement of the institutional learning environment, ensuring it meets the highest standards of educational excellence for the ACGME Annual Institutional Review (AIR). h. Assist the Designated Institutional Officer in all correspondence with ACGME at the institutional and program levels including the Annual Institutional Review (AIR) and the Annual Program Evaluation (APE). i. Track residency program citations and program action plans to address ACGME citations. j. Develop and implement strategies for continuous improvement in GME programs. 2. Clinical Learning Environment a. Focus on continuous improvement and management of the institutional and clinical learning environments, ensuring they meet the highest standards of educational excellence and accreditation requirements. b. Monitor and ensure ACGME Annual Resident, Fellow, and Faculty Surveys are completed by the annual deadline. c. Collect and review all surveys, including the Institutional Survey. d. Update policies and delineation of privileges. e. Assist with the creation and oversight of departmental affiliation agreements. Ensure that all agreements align with the organization's goals and regulatory requirements and prioritize partnerships with quality institutions to strengthen the workforce pipeline. f. Ensure appropriate and frequent communication between affiliated institutions, residency programs, and Academic Affairs, supporting the Director of Academic Affairs and Designated Institutional Officer. 3. Documentation and Reporting a. Maintain accurate and up-to-date records of accreditation-related documentation. b. Manage and maintain all ACGME-related files. c. Develop and ensure the policies from each sponsored program are maintained, updated, reviewed, and approved by Legal. d. Review each sponsored program's Annual Program Evaluations and collaborate with the DIO and program coordinator on action items. e. Create executive summary of Annual Institutional Report (AIR) and assist with yearly update to the board. f. Be proficient in using New Innovations and pull reports as necessary g. Verify accurate GME Resident and Fellow personnel online records and credentialing documentation which must be accurate, present, and in order to ensure continued accreditation. h. Facilitate the creation of new programs through the application building process, including serving as the initial program support during the application and accreditation phase. i. Ensure all action plans documented related to duty hours are transparent to all involved to eliminate the risk of further violations. j. Serve as a key resource for organizing and analyzing departmental data to identify trends, monitor compliance, and support data-driven decision-making. 4. Support and Training a. Provide guidance and training to program directors, coordinators, residents, and fellows on accreditation standards and requirements. b. Collaborate with Director, Academic Affairs to ensure program coordinators are given proper initial and continued training. c. Assist program coordinators with processing house staff travel, including review and processing of resident requests for conference travel and handling of reimbursements. d. Develop and maintain positive and supportive relationships with the OLOL GME Programs and affiliated GME programs. e. Assist with special projects and duties as assigned by the Director of Academic Affairs and the Designated Institutional Officer. f. Coordinate all GMEC Executive, subcommittee meetings, and special called meetings, including notices, location, food arrangements, attendance tracking, and detailed minutes. g. Be aware of onboarding, credentialing, and employment file processes for new incoming Residents and Fellows and communicate any changes in regulation requirements to the onboarding team. h. Manage and ensure successful completion of all current Resident and Fellow advancement and distribution, and collection of renewing annual Resident and Fellow Contracts.

What Makes Us Different? At FMOL Health, we offer you so much more than just a job in the healthcare industry. We offer career opportunities for people who have a calling to share their gifts and talents as part of our healing ministry. As a Catholic hospital, we are here to create a spirit of healing. We offer you something special - the chance to do God's work by helping to serve people in need throughout our community, every day. Job Summary The GME Accreditation Specialist is responsible for maintaining oversight of the accreditation process for each individual specialty program as well as institutional accreditation for accredited hospitals within our entire health system. This role involves coordinating accreditation processes, maintaining documentation, and supporting program directors and residents to achieve and maintain accreditation status. Additionally, the specialist will oversee the clinical learning environment for the institutions. The GME Accreditation Specialist will also hold responsibilities in the academic affairs department to ensure compliance with accreditation standards. Minimum Requirements Experience - 5 years of work experience in a healthcare or academic setting. Education - Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Apply now! Here, you are more than an employee. You are a team member, a co-worker, our friend and part of our family. Our healthcare team is working together to heal this community one patient at a time! 1. Accreditation a. Develop and assist in the implementation of standardized processes for the accreditation process for the institution, residency, and fellowship programs across the System. b. Monitor and ensure all system residency and fellowship programs meet relevant accreditation standards, including ACGME, to maintain the quality of our educational programs. c. Serve as a central point of contact for all regulatory and accreditation matters, providing clear and consistent guidance to hospitals within our system. d. Share regulatory and accreditation requirements with hospitals, ensuring they are well-informed and prepared for accreditation reviews and audits. e. Ensure compliance with ACGME, Joint Commission, and other relevant accrediting bodies. f. Coordinate accreditation activities including ACGME Site Visits. g. Facilitate ongoing readiness and continuous improvement of the institutional learning environment, ensuring it meets the highest standards of educational excellence for the ACGME Annual Institutional Review (AIR). h. Assist the Designated Institutional Officer in all correspondence with ACGME at the institutional and program levels including the Annual Institutional Review (AIR) and the Annual Program Evaluation (APE). i. Track residency program citations and program action plans to address ACGME citations. j. Develop and implement strategies for continuous improvement in GME programs. 2. Clinical Learning Environment a. Focus on continuous improvement and management of the institutional and clinical learning environments, ensuring they meet the highest standards of educational excellence and accreditation requirements. b. Monitor and ensure ACGME Annual Resident, Fellow, and Faculty Surveys are completed by the annual deadline. c. Collect and review all surveys, including the Institutional Survey. d. Update policies and delineation of privileges. e. Assist with the creation and oversight of departmental affiliation agreements. Ensure that all agreements align with the organization's goals and regulatory requirements and prioritize partnerships with quality institutions to strengthen the workforce pipeline. f. Ensure appropriate and frequent communication between affiliated institutions, residency programs, and Academic Affairs, supporting the Director of Academic Affairs and Designated Institutional Officer. 3. Documentation and Reporting a. Maintain accurate and up-to-date records of accreditation-related documentation. b. Manage and maintain all ACGME-related files. c. Develop and ensure the policies from each sponsored program are maintained, updated, reviewed, and approved by Legal. d. Review each sponsored program's Annual Program Evaluations and collaborate with the DIO and program coordinator on action items. e. Create executive summary of Annual Institutional Report (AIR) and assist with yearly update to the board. f. Be proficient in using New Innovations and pull reports as necessary g. Verify accurate GME Resident and Fellow personnel online records and credentialing documentation which must be accurate, present, and in order to ensure continued accreditation. h. Facilitate the creation of new programs through the application building process, including serving as the initial program support during the application and accreditation phase. i. Ensure all action plans documented related to duty hours are transparent to all involved to eliminate the risk of further violations. j. Serve as a key resource for organizing and analyzing departmental data to identify trends, monitor compliance, and support data-driven decision-making. 4. Support and Training a. Provide guidance and training to program directors, coordinators, residents, and fellows on accreditation standards and requirements. b. Collaborate with Director, Academic Affairs to ensure program coordinators are given proper initial and continued training. c. Assist program coordinators with processing house staff travel, including review and processing of resident requests for conference travel and handling of reimbursements. d. Develop and maintain positive and supportive relationships with the OLOL GME Programs and affiliated GME programs. e. Assist with special projects and duties as assigned by the Director of Academic Affairs and the Designated Institutional Officer. f. Coordinate all GMEC Executive, subcommittee meetings, and special called meetings, including notices, location, food arrangements, attendance tracking, and detailed minutes. g. Be aware of onboarding, credentialing, and employment file processes for new incoming Residents and Fellows and communicate any changes in regulation requirements to the onboarding team. h. Manage and ensure successful completion of all current Resident and Fellow advancement and distribution, and collection of renewing annual Resident and Fellow Contracts. Minimum Required Education: Bachelor's Degree required in Education, Healthcare or Business Administration, Nursing, Allied Health, or related field. Minimum Experience: 5 years of work experience in a healthcare or academic setting.

MKTG Brand Educators (BE) are Diageo brand enthusiasts that educate consumers on Diageo Brands during on, off, and experiential special events. They must be able to deliver a unique sampling experience, and help consumers make informed brand decisions. They are expected to interact and actively engage consumers at the point of purchase and experience, with the end goal of reinforcing and/or increasing brand awareness. The BE embodies the Diageo brand they represent and humanizes the brand as a result. They build consumer trust by providing product knowledge and education. BEs have a wide range of job responsibilities related to engaging consumers to recognize, prefer and purchase our client brands. For this reason, MKTG hires personable, friendly, and professional Brand Educators. In addition to participating in promotional events when selected, BEs are expected to complete regular online trainings regarding our client brands. BEs must have the ability to immerse themselves in order to obtain an extensive level of knowledge including Category, Product Distillation/Production and Brand with the ability to pass exams testing said knowledge. BEs must be able to successfully showcase their knowledge and ability to engage by showcasing a “Final” two to three minute presentation, in order to represent Diageo brands at events. This position is an Occasional Employment Position. Being hired as a Brand Educator does not guarantee that the employee will be assigned to any particular quantity of assignments. Brand Educator must sign-off on all required forms and must adhere to all MKTG Policies & Procedures and the NA Diageo Marketing Code. PRIMARY RESPONSIBILITIES: Actively engage and educate consumers at the point of experience, purchase and consumption Humanize the brands and build trust of consumers through education Lead consumers through a sampling journey of featured product(s) (where legal and within local legal limitations and as per policy) Regularly complete digital training for market brand and programs as directed Adapt to tech platforms to receive and input information necessary to represent the Diageo brands Arrive to events on time, in appropriate attire as specified by market team, and be prepared to execute promotions as outlined in program standards Distribute Diageo premiums to consumers Follow Responsible Server Guidelines and report Guideline violations Pre-merchandise accounts with Diageo point-of-sale (POS) Pay for bar spend or product via company issued debit card Pick up or accept delivery of promotional materials from Event Team Ensure proper care and return of company property (i.e. - uniforms, event materials) Complete post-event recap (ERF) in MKTG reporting website Take digital event photos and contribute to markets social media account Understand how Diageo brand differs from competitors and report on competitive activity in market Maintain appropriate appearance for consumer engagement Follow company policy and procedures REQUIRED SKILLS & EXPERIENCE: Outgoing Brand Knowledge and Personification of the Brand - BE must complete training in order to understand what the brand/program represents, stands for and how it differs from other brands. BE must be able to translate brand information to consumers in a relatable manner. Engaging - BE must be outgoing, personable and courteous with consumers and approach them with a friendly and helpful attitude, with the goal to build trust in the brand. Reliable - BE must always arrive to events ready to start on time, and must work until event end Physical and Other Requirements Able to stand/walk for extended periods of time Able to carry heavy trays, boxes, objects Able to maintain a pleasant disposition under stress Satisfy consumer appeal and client marketing requirements Approachable and able to engage consumers

Support Staff/Para-Educator Your application must be submitted online and will only be considered if the following REQUIRED documentation is attached: Resume Three professional references with contact information Proof of education (teaching certificate, high school or college diploma/transcript) Your application and documentation must be submitted by 4:30 PM on the deadline date. Attachment(s): Job Description

State/Province/City: Hong Kong Island City: Central Business Unit: Store Time Type: Part-time Back Apply Share * Facebook * X * Email Description & Requirements 關於我們 lululemon 是一家專門製作瑜伽,跑步,訓練和其他運動項目等機能服飾的創新公司。在高科技布料和功能設計方面,我們樹立標竿,創造顛覆性的產品和體驗,持續在運動健身,心靈成長,人際連結與幸福感方面提供人們所需的協助。我們將成功歸功於創新的產品,對門市的重視,對員工的承諾以及在每個所在社群當中所建立的人際連結。作為一家公司,我們專注於創造正面的改變,期許打造更健康,繁榮的未來。特別值得一提的是,這樣的期許也包含了為我們的員工創造一個公平,包容且注重成長的環境。 工作摘要 教育專員角色是組織成功的基礎。在我們的零售門市中,教育專員是創造世界級客戶服務或顧客體驗的專家。他們負責接洽顧客並與他們建立連結,分享最高品質的產品教育,與真摯地講述我們的社群和文化。 工作的核心職責 客戶（即顧客）體驗和社群 * 以重視顧客時間的方式與其互動,確保卓越的顧客體驗。 * 評估顧客的需求,提供客製化,有效的採購與退貨解決方案和支援。 * 清楚表達產品的價值與優點,向顧客分享技術產品知識。 * 根據公司標準,透過進行精確,及時的顧客交易並執行與市場相關的全通路計畫,促進完美流暢的端對端顧客體驗。 * 動態巡視整個樓面範圍以持續與顧客接洽,並隨時留意各種顧客或門市的需求。 * 接受顧客的意見回饋,與門市領導者合作採取適當的行動,讓顧客覺得「服務到位」。 * 告知顧客當地社群計畫。規劃並執行本地,區域性和地區性的社群專案和計畫（例如：本地跑步俱樂部,國際瑜伽日）。 與他人合作 * 秉持真摯友善的態度並頌揚多樣性,營造一個彼此尊重且具包容性的團隊環境,確保為所有團隊成員和顧客打造備受關心且引人入勝的體驗。 * 與所有團隊成員建立充滿支持且有益成效的關係。 * 與團隊成員合作,確保提供理想的顧客體驗,並支援門市營運。 經營 * 根據公司標準執行產品展示任務（例如,將商品放回原位,補貨,或將售完的商品從庫存補回樓面,減少庫存或重新放置商品）。 * 使用門市內的技術來支援門市營運,並提供正面的顧客體驗。 * 在值班期間視需要進行清潔工作,維護門市的奢華環境。 * 瞭解並遵守人員安全政策和程序,以維護安全的工作環境。 * 根據適用的政策,程序和法律或法規來執行工作。 我們尋找的特質 * 包容與多元：建立／支持一個重視／讚揚差異性的包容環境 * 誠信／誠實：秉持誠實,公平與道德的態度行事 * 顧客體驗：熱愛工作且樂於建立連結,理解並協助顧客 * 個人責任：接受責任／為行動負責；是他人可以信賴的對象 * 自我意識：意識到他人會如何看待自己的言行,或會如何影響他人 * 共同合作與團隊合作：有效地與他人合作來達成目標；尋找不同的觀點 * 熱情：對自己的工作充滿熱情；尋找讓工作有趣且能參與其中的方法 工作要求 資格 * 在受指派門市的司法管轄區內具備合法工作的資格。 可工作時間 * 願意彈性安排上班時間。 其他意願要求 * 願意在值班期間的大多數時間於門市樓面走動,協助顧客並完成工作 * 願意與團隊合作,也願意獨立完成部分工作 工作才能（有的話很好,但非必備條件） * 教育：高中或中學文憑的同等或更高學歷。 由經理聯絡成功進入面試的應徵者。請注意,如果任何應徵者或員工認為需要合理的無障礙支援來履行其工作的基本職責,歡迎在安排面試時與經理討論此需求。 薪資以外事宜（福利與津貼） 在 lululemon,我們注重並投資在身,心,靈的全人發展上。我們的總獎勵計畫旨在協助您實現目標,讓您專注在喜愛的事物上。除了理想的基本薪資和團隊制的獎金計畫外,我們還提供有薪假,慷慨的員工折扣,健身/瑜珈課,親子充值計畫以及個人和專業發展計畫。 請注意：這些福利和津貼的資格可能會根據您的據點和職務類型而有所不同,並可能有一定的資格要求。本公司保留在不事先通知的情況下,隨時更改全部或部分福利的權利。 Who We Are lululemon is an innovative performance apparel company for yoga, running, training, and other athletic pursuits. Setting the bar in technical fabrics and functional design, we create transformational products and experiences that support people in moving, growing, connecting, and being well. We owe our success to our innovative product, emphasis on stores, commitment to our people, and the incredible connections we make in every community we're in. As a company, we focus on creating positive change to build a healthier, thriving future. In particular, that includes creating an equitable, inclusive and growth-focused environment for our people. Job Summary The Educator role is the foundation of our success as an organization. Educators are experts in creating world-class customer service, or guest experience, in our retail stores. They are responsible for engaging and connecting with our guests, sharing top-quality product education, and speaking authentically about our community and culture. Core Responsibilities of the Job Guest (i.e., Customer) Experience * Interact with guests to ensure a great guest experience in a manner that values guests' time. * Assess guests' needs to provide customized, effective purchase and return solutions and support. * Provide technical product education by articulating the value and benefit of the product. * Facilitate a seamless end-to-end guest experience by conducting accurate and timely guest transactions and executing market-relevant omnichannel programs according to company standards. * Dynamically provide coverage on the floor to continuously engage with guests and attend to multiple guests or store needs. * Receive guest feedback and partner with store leadership to take appropriate action and "make it right" for guests. * Inform guests of local community programs. Plan and execute local, regional, and area driven Community projects and initiatives (e.g., local run club, international day of yoga). Working with Others * Contribute to a respectful and inclusive team environment by welcoming and celebrating differences to ensure a supportive and engaging experience for all team members and guests. * Establish supportive and productive relationships with all team members. * Collaborate with team members to ensure optimal guest experience and support store operations. Operations * Perform product presentation tasks (e.g., put items back in place, restock or add depleted items to the floor from inventory, destock or relocate items) according to company standards. * Use in-store technology to support store operations and provide positive guest experiences. * Perform cleaning tasks as needed throughout the shift to maintain the luxury environment of the store. * Understand and adhere to people safety policies and procedures to maintain a safe work environment. * Perform work in accordance with applicable policies, procedures, and laws or regulations. What We Look For * Inclusion & Diversity: Creates/supports an inclusive environment that values/celebrates differences * Integrity/Honesty: Behaves in an honest, fair, and ethical manner * Guest Experience: Enjoys working and connecting with, understanding, and helping guests * Personal Responsibility: Accepts responsibility/accountability for actions; is dependable * Self-Awareness: Is aware of how words or actions may be perceived by or affect others * Collaboration and Teamwork: Works productively with others to achieve goals; seeks diverse perspectives * Enthusiasm: Is enthusiastic about one's own work; looks for ways to make work fun and engaging Job Requirements Eligibility * Legally eligible to work in the jurisdiction of the store which you are assigned to. Availability * Willing to work a flexible schedule. Other Willingness Requirements * Willing to move through a store for most of a shift to help guests and accomplish work * Willing to work as part of a team and complete some work independently Job Assets (i.e., nice to have; not required) * Education: High School or Secondary School diploma equivalent or above. Applicants successful in progressing to interview will be contacted by a Manager or a member of the People & Culture team. Please note any applicant or employee who believes they need a reasonable accommodation to perform the essential duties of the job is welcome to discuss this with the Manager or People and Culture team member when arranging the interview. Beyond the Paycheck (Benefits & Perks) At lululemon, we care for and invest in the whole person - body, mind, spirit. Our total rewards program is designed to support you in achieving your goals and focus on the things you love. In addition to competitive base pay and a team-based bonus program, we also offer paid time off, generous employee discounts, fitness/yoga classes, parenthood top up program and personal and professional development programs. Note: availability of these benefits and perks may be subject to your location & employment type and may have certain eligibility requirements. The Company reserves the right to alter these benefits and perks in whole or in part at any time without advance notice.

Title: Teacher Qualifications: Individual must hold a valid Louisiana Teaching Certificate, meeting the requirements listed in the Louisiana Standards for State certification of school personnel, Bulletin 746, Part Ill, IV, V, VI, VII, IX, and X. Minimum requirements as stated in SDE Bulletin 746 (as revised) Qualifications should not be established for the individual but rather for the position Reports To: Principal Supervises: Students FLSA Status: Exempt Salary Range: See Lafourche Parish School Board Salary Schedule ESSENTIAL DUTIES AND RESPONSIBILITIES: DOMAIN 1: INSTRUCTION 1. Standards and Objectives a. All learning objectives and state content standards*, and their connection to student work expectations, are explicitly communicated and understood by students. b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials. c. Sub-objectives/Prerequisite skills are aligned and logically sequenced to the lesson's major objective. d. Students make connections between learning objectives and (a) what they have previously learned, (b) know from life experiences, and/or (c) knowledge of other disciplines. e. Expectations for each student's performance are clear, demanding, and high, and student work is aligned to state content standards and learning objectives. f. Students are able to articulate what they are learning and why and explain those to their peers. g. Learning objectives are displayed and referenced throughout the lesson with explanations. h. Student work shows evidence that each student is progressing or demonstrating mastery of the objective(s). *National or Local Standards may be used when state standards are not available for specific courses. 2. Motivating Students a. The teacher consistently organizes the content, including high-quality curriculum resources, so that it is personally meaningful, relevant, and intellectually engaging to students. b. The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued. c. Students are consistently engaged in their own learning, and the teacher reinforces students' initiative to learn more. 3. Presenting Instructional Content Presentation of content always includes: a. visuals, including student work exemplars, that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; b. examples, illustrations, analogies, and labels for new concepts and ideas; c. modeling by the teacher or student that demonstrates an accurate understanding of the content and meets performance expectations; d. criteria that clari?es how students can be successful; e. concise communication; f. logical sequencing and segmenting; g. all essential information; and h. no irrelevant, confusing, or nonessential information. 4. Lesson Structure and Pacing a. The lesson starts promptly. b. The lesson's structure is coherent, based on the content, and organized to meet students' needs, with time for re?ection to ensure student understanding. c. Pacing is brisk, adjusted for rigor of content and individual student learning expectations. d. Students' individual needs are attended to, and pacing provides many opportunities for individual students who progress at different learning rates. e. Students understand and engage in classroom routines and transitions to ensure ef?cient use of time. 5. Activities and Materials Activities and materials include all of the following: a. Content: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for re?ection; and are relevant to students' lives. b. Student-centered: sustain students' attention; provide opportunities for student-to-student interaction; evoke student curiosity and suspense; and provide students with choices when appropriate and aligned to the learning objectives. c. Multiple materials: incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural centers, etc., when not available in the high-quality instructional materials). d. In addition, sometimes activities are game-like, involve simulations, require creating products, and demand self-direction and students are continuously self-monitoring as appropriate to enhance learning. 6. Questioning a. Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content: knowledge and comprehension; application and analysis; and creation and evaluation b. Questions are consistently purposeful and coherent. c. The frequency of questions consistently engages students in the rigor of the content and in critical thinking. d. Questions are consistently sequenced with attention to the instructional goals. e. Wait time (3-5 seconds) is consistently provided. f. Students regularly respond to a variety of teacher questions (e.g., whole-class signaling, choral responses, written and shared responses, or group and individual answers). g. All students are actively answering questions and engaging with the teacher or each other to share their perspectives. h. Students generate questions that lead to further inquiry and self-directed learning. 7. Academic Feedback a. Oral and written feedback is consistently academically focused, frequent, and high-quality. b. Feedback is frequently given during guided practice, throughout the lesson, and during review of independent work assignments. c. The teacher circulates during instructional activities to prompt student thinking, assess each student's progress based on student work expectations, and provide individual feedback. d. Feedback, both verbal and non-verbal, from students is regularly used to monitor and adjust instruction. e. Students give speci?c and clear feedback to each other based on the teacher's expectations. 8. Grouping Students a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) consistently maximize student understanding and learning ef?ciency. b. Teacher sets clear expectations that are understood by students. c. In an instructional group, each student takes responsibility for their individual role, tasks, and group work expectations so they can have meaningful and productive collaboration. d. In an instructional group, each student assumes accountability for completing group work and individual work. e. Instructional group composition is varied to best accomplish the goals of the lesson. f. Students set goals, re?ect on, and evaluate their learning in instructional groups. g. When provided the choice or independence, students make responsible decisions about how to group themselves. 9. Teacher Content Knowledge a. Teacher displays extensive content knowledge and understanding of both state standards and high-quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach. b. Teacher consistently implements a variety of subject-speci?c instructional strategies to enhance student content knowledge. c. Teacher consistently highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. 10. Teacher Knowledge of Students a. Teacher practices display understanding of each student's anticipated learning abilities and needs. b. Teacher practices consistently incorporate student interests and backgrounds. c. Teacher consistently provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards. 11. Thinking a. Students are actively engaged in multiple types of thinking: analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; practical thinking, where students use, apply, and implement what they learn in real-life scenarios; creative thinking, where students create, design, imagine, and suppose; and research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. b. The teacher and/or students model metacognitive strategies. c. Students are provided opportunities to: Generate a variety of ideas and alternatives; analyze problems from multiple perspectives and viewpoints; anD monitor their thinking to ensure they understand what they are learning, are attending to critical information, and are aware of the learning strategies they are using and why. 12. Problem-Solving a. Students engage in activities that reinforce several of the following problem-solving types: Abstraction Categorization Drawing conclusions/justifying solutions Predicting outcomes Observing and experimenting Improving solutions Identifying relevant/irrelevant information Generating ideas Creating and designing DOMAIN 2: PLANNING 1. Instructional Plans Instructional plans include: a. evidence of the internalization of the plans from the high-quality curriculum; b. measurable and explicit objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor; c. activities, materials, and assessments that: are aligned to state standards; content, including high-quality curriculum; and success criteria; are sequenced and scaffolded based on student need; build on prior student knowledge, are relevant to students' lives, and integrate other disciplines as appropriate; and provide appropriate time for student work, student re?ection, and lesson closure; d. evidence that the plan is appropriate for the age, knowledge, and interests of all learners; e. evidence that the plan provides regular opportunities to accommodate individual student needs; and f. strategies for student autonomy and ownership. 2. Student Work Assignments are: a. always aligned to the rigor and depth of the standards and curriculum content. b. always aligned to the lesson's objective and include descriptions of how assessment results will inform future instruction. Students: c. organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it; d. draw conclusions, make generalizations, and produce arguments that are supported through extended writing; and e. connect what they are learning to experiences, observations, feelings, or situations signi?cant in their daily lives, both inside and outside of school. 3. Assessment Assessments: a. are aligned with the depth and rigor of the state standards and content, including curriculum resources; b. are designed to provide feedback on progress against objectives; c. use a variety of question types and formats to gauge student learning and problem-solving; d. measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-choice); DOMAIN 3: ENVIRONMENT 1. Expectations a. Teacher engages students in learning with clear and rigorous academic expectations and actively uses aligned and differentiated high-quality materials and resources to ensure access to learning. b. Students regularly learn from their mistakes and can describe their thinking on what they learned. c. Teacher creates learning opportunities where all students consistently experience success. d. Students lead opportunities that support learning. e. Students take initiative to meet or exceed teacher expectations. f. Teacher optimizes instructional time to ensure each student meets their learning goals. 2. Engaging Students and Managing Behavior a. Students are consistently engaged in behaviors that optimize learning and increase time on task. b. Teacher and students establish commitments for learning and behavior. c. Teacher consistently uses, and students reinforce, several techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment. d. Teacher consistently recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. e. Teacher addresses individual students who have caused disruptions rather than the entire class. f. Teacher quickly attends to disruptions with minimal interruption to learning. 3. Environment The classroom: a. welcomes all students and guests and provides a safe space for all students to take risks and interact with peers. b. is clearly organized and designed for and with students to promote learning for all. c. has supplies, equipment, and resources easily and readily accessible to provide opportunities for all students. d. displays current student work that promotes a positive classroom environment. e. is arranged to maximize individual and group learning and to reinforce a positive classroom environment. 4. Respectful Conditions a. Teacher-student and student-student interactions consistently demonstrate caring, kindness, and respect for one another and celebrate and acknowledge all students' backgrounds. b. Teacher seeks out and is receptive to the interests and opinions of all students. c. Positive relationships and interdependence characterize the classroom. DOMAIN 4: PROFESSIONALISM 1. Growing and Developing Professionally a. The educator is prompt, prepared, and participates in professional learning and teacher collaboration meetings, bringing student artifacts (student work) when requested. b. The educator appropriately attempts to implement new learning in the classroom following professional learning and teacher collaboration meetings. c. The educator develops and works on a plan for new learning based on an analysis of school improvement plans and new goals, self-assessment, and input from the teacher and school leader observations. d. The educator participates in self-re?ection and growth by selecting speci?c activities, content knowledge, or pedagogical skills to enhance and improve his/her pro?ciency. 2. Reflecting on Teaching a. The educator makes thoughtful and accurate assessments of his/her lessons' effectiveness, as evidenced by the self-re?ection after each observation, and offers speci?c actions to improve his/her teaching. b. The educator accepts responsibilities contributing to school improvement. c. The educator utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions. 3. School Involvement a. The educator supports school activities and events. 4. School Responsibilities a. The educator accepts responsibility and/or assists peers in contributing to a safe and orderly school environment. b. The educator adheres to system and school policies. c. The educator keeps timely and professional records. METHOD OF EVALUATION The combination of the applicable measure of growth in student learning and the qualitative assessment of performance competencies and standards shall result in a composite score used to distinguish levels of overall effectiveness. OTHER DUTIES AND RESPONSIBILITIES Other duties may be assigned. 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 essential functions. While performing the duties of this job, the employee is frequently required to stand, walk, speak, hear, and sometimes sit. Occasionally, the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes of books and AV carts. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material, and the ability to adjust focus. WORK ENVIRONMENT: The work environment described here is representative of which an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is frequently exposed to a noise level in the work environment, which is moderate to loud. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position, and additional duties may be assigned. *Annual Salary is based on years of experience (0-40), with increases for advanced degrees.

Title: Classroom Teacher: Regular Education/Special Education Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with Sabine Parish Schools System's Accountability System. OVERVIEW OF THE POSITION: To plan and implement a program which creates an environment where students can learn and develop optimally. Domain 1: Planning and Preparation - 1C Setting Instructional Outcomes · The teacher values, sequences, and aligns curriculum-enabling students to build their understanding of important ideas from concept to concept. · The teacher designs and structures lessons so that learner outcomes are at an appropriate cognitive level. · The teacher writes and plans multi-disciplinary outcomes for student learning. · The teacher creates and /or uses a variety of assessment tools that are curriculum-aligned and challenging. Doman 2: The Classroom Environment- 2C- Managing Classroom Procedures · The teacher helps students to develop skills to work purposefully and cooperatively in groups. · The teacher facilitates lessons that engage students in different types of activities-large groups, small groups, and independent work. · The teacher ensures smooth functioning of all routines and maximizes instructional time. Domain 3: Instruction-3B-Questioning and Discussion Techniques · The teacher develops and presents questions that cause students to think and reflect; resulting in a deeper understanding of the topic. · The teacher promotes learning through discussion. · The teacher uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure the outcome. Domain 3: Instruction-3C-Engaging Students in Learning · The teacher facilitates activities and assignments that promote learning and are aligned with the goals of the lesson. · The teacher groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random groupings. · The teacher selects instructional materials suited to engaging students in understanding and learning at a deeper level. · The teacher delivers lessons that are appropriately structured and paced. Domain 3: Instruction-3D- Using Assessment in Instruction · The teacher aligns assessment to the curriculum. · The teacher informs students of the criteria for assessment. · The teacher monitors student learning using a variety of techniques. · The teacher provides valuable feedback in a timely, constructive and substantive manner. · The teacher promotes student self-assessment and student self-monitoring of their progress. Professionalism Competency - The teacher contributes to achieving the school's mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues and communities. · The teacher engages in self-reflection and growth opportunities to support high levels of learning for all students. · The teacher collaborates and communicates effectively with families, colleagues, and the community to promote students' academic achievement and to accomplish the school's mission. Any and all duties as assigned by the School Principal, Administration, and/or Superintendent.

9 Months - 182 Days REPORTS TO: School Administrator **SALARY RANGE: See Adopted Terrebonne Parish Salary Schedule OVERVIEW OF POSITION: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The Teacher is responsible for growth in student learning. Click here for job description.

Function: To assist the School Readiness Coordinator in ensuring that all areas of the Head Start Performance Standards in the area of Education are implemented effectively and compliant in the Child Care Center Programs. The teacher mentor works under the supervision of the School Readiness Coordinator, Center Director and Director of Early Childhood Education. He/she will coach teachers to improve instructional outcomes as measured by CLASS scores and The Head Start Child Outcomes Framework. To perform other job-related tasks as requested by the School Readiness Coordinator and Center Director. This position directly relates to staff training, data collection, classroom practices and adherence to regulatory policies and procedures as it relates to the Head Start Performance Standard and State licensing requirements. Minimum Qualifications: BA in Early Childhood Education with 2 years of teaching experience or BA in Elementary Education and/or a related field with a 18 hours in early childhood education and 2 years teaching experience. Required Knowledge & Abilities: Knowledge of Early Childhood Education and best practices; Ability to communicate effectively with children, families, staff and community agencies and partners; Ability to understand and follow oral and written instruction and make mathematical computations and tabulations; Knowledge of special needs of families and aware of ways to effectively communicate and assist them; Ability to travel extensively within area as assigned; Ability to be a mandated reporter for suspected child abuse or neglect; Ability to work in another position when needed; While performing the duties of this job, he/she is frequently required to sit; stand; stoop; bend; walk; talk; hear; use hands to grip, type; reach with hands and arms, occasionally required to stand or walk on uneven surfaces; climb stairs. Computer literacy/proficiency The ability to communicate effectively with staff, parents, children, volunteers and visitors. Ability to work harmoniously with others. Must possess a demonstrated understanding of the dynamics of poverty, oppression, sexism, racism and ageism and other forms of societal and individual prejudice that confront our staff, volunteers, program participants and community at-large. Must have a proven ability to work effectively and respectfully with a broad range of people from diverse cultural, ethnic and socio-economic backgrounds. Must have skills in engaging and motivating program participants and staff to increase. Must possess the ability to work holistically, as part of a team, with professionals, para-professionals, program participants and their families, volunteers and the community at-large toward successful outcomes for program participants. Must respect the integrity of each program participant, their right to privacy and confidentiality and their right to participate in our programs. Essential Functions: Conduct CLASS observations and follow up with teaching staff using mentoring strategies; Ensure program Education policies, procedures, performance standards and licensing requirements are met through on-site monitoring of center activities; Monitors curriculum implementation; Is well abreast of the Head Start Performance Standards, Head Start Monitoring Protocol in the area of Education and the Head Start Act; Provides ongoing technical assistance to the partner programs as needed; Develops a rapport with the staff and Directors in the partner programs; Ensures that staff have the appropriate credentials per the Head Start Act upon hire and are up dated as needed; Ensures that the 45 day requirements are completed with accuracy and in a timely fashion (developmental assessment); Uses the CLASS instrument to monitor classrooms; Assist in the compilation and completion of Self-Assessment and Community Assessment and participate in the analysis of data for training and planning purposes; Compile report and analyze School Readiness Goals and Child Outcomes; Assists staff with the interpretation and implementation of the curriculum; Assists in training new personnel and ongoing training for staff; Ensures that professional development opportunities are developed based on observations of classrooms, staff surveys and assessment data; Ensures that professional development opportunities are job embedded, sustained, intense with follow up and timely, specific feedback; Monitors and is aware of each programs 'outcome data; Assists the School Readiness Coordinator in planning and implementing annual events around literacy, multicultural events around literacy, multicultural events, etc.; Conducts daily observations of staff interaction with the children and makes recommendations for identified areas of improvement with specificity; Conducts Monthly classroom observations to ensure that the classroom environment is safe and conducive to learning; Provides timely feedback on observations; Models and/or demonstrates lessons as needed for teaching staff; Assists the Early Head Start/Head Start Teachers in maintaining an environment conducive to learning Provides feedback in a supportive, instructive and non-judgmental way; enhancing the ability of teaching staff to observe children's activities and experiences as part of the ongoing assessment process and to use this information to individualize the curriculum; Conducts conferences with individual protégé teachers; provides opportunities for participants to reflect on and apply theory and learning to everyday practice; Meet regularly with the Center Directors, School Readiness Coordinator, and Content Area Coordinators to help identify ongoing professional development for staff; Monitor the staff's progress and child outcomes based on the goals of the project; Assist with the program planning and evaluation by measuring and reporting positive outcomes for children; Assumes total responsibility for the care and safety of children and the planning and implementation of daily activities in the absence of the lead teacher; Attends Screenings, Evaluations, and IEP Meetings as requested by the School Readiness Coordinator or Mental Health and Disabilities Coordinator. Attends parent meetings Support Assistance Team (SAT) meetings and other conferences as requested by any Service Area Coordinator or Center Director. Maintains contact and communication with parents of children in assigned classrooms as appropriate. Conducts monthly staff meetings with Teachers and Teacher Assistant; Reviews various learning materials, videos, curriculums, etc. for possible program use in the classrooms Assists in the quarterly in-service training for all teaching staff, including Foster Grandparents; Participates and makes recommendations for annual performance evaluation of teaching staff; and Ability to pass a physical exam and TB (Tuberculosis test) yearly. Performs other duties as required. All candidates for employment with CCANO must submit to a criminal records check as a condition of employment. New employees will be required to complete a criminal background check prior to employment. Compliance with the State of LA Child Protection Act and Archdiocese Policy on Abuse and Neglect, to provide for the safety and security of all clients served by CCANO programs. Certain programs require additional background checks in addition to the Archdiocesan check. These may include the "State Police Check " and " The Department of Education".

Master, Mentor, Instructional Coach/298 - Mentor Teacher (High-Needs School) Ascension Parish School Board I. JOB TITLE: Mentor Teacher JOB TYPE: 298 POSITION REPORTS TO: Principal PAY GRADE: T-1 + Stipend FLSA STATUS: Exempt ASSIGNMENT PERIOD 260 days II. SUMMARY OF POSITION'S PURPOSE Plans and implements a program of study which allows the student to participate and learn in a productive environment. III. MINIMUM QUALIFICATIONS EDUCATION/CERTIFICATION - Bachelor's Degree. Practitioner's License (PL), Type B or Level II Louisiana teaching certificate. Additional criteria as the Board may require. IV. DUTIES AND RESPONSIBILITIES Provides instruction to students by planning effectively for instruction, providing written lesson plans in prescribed form, delivering instruction effectively, presenting the appropriate content, providing opportunities for student involvement in the learning process and assessing student progress effectively. Examples of this accountability include, but are not limited to, the following: Plans a daily program of instruction based on curriculum guides. Sends interim reports at mid-report periods. Prepares laboratory experiences. Develops and implements curriculum objectives based on pupil assessments. Assigns homework in keeping with student and curriculum needs. Constructs and administers tests and other diagnostic material to identify individual levels of attainment. Implements the Louisiana Components of Effective Teaching in all teaching-learning situations. Participates in the referral process for 504 and IDEA services promptly and completely. Implements all 504 and IDEA modifications as required. Plans instructional program with other faculty as appropriate. Performs management accountabilities by maintaining an environment which is conducive to learning, maximizing the amount of time available for instruction, managing learner behavior to provide productive learning opportunities and demonstrating efficiency in meeting obligations. Examples of this accountability include, but are not limited to, the following: Submits grades for students each nine weeks. Requests and schedules parent conferences. Confers with students regarding strengths and weaknesses. Complies with all school rules and school board policies. Assumes responsibility for the implementation of emergency procedures when such action is required. Completes paperwork and reports accurately and on a timely basis. Manages textbook distribution, collection and fee collection for damaged or lost textbooks. Establishes classroom management routines. Provides and endorses standards for the treatment of school property. Reports child abuse or suspected neglect to the proper authorities. Maintains a professional demeanor by performing non-instructional duties, assuming responsibility for meaningful professional growth, sharing responsibility for school improvement and demonstrating proficiency in oral and written communications. Examples of this accountability include, but are not limited to, the following: Cooperates with principals and supervisors during supervisory visits. Participates in parish wide in-service training. Participates in professional organizations. Supports PTA and other school functions. Attends faculty meetings, parent/teacher organization meetings and other school functions. Performs assigned duties with respect to recess and library periods. Works with the Master Teacher to lead professional development activities. Helps to lead cluster groups. Assists the master teacher in conducting peer observations, modeling lessons, team teaching, and coaching teachers. Provides courteous and prompt service to all internal and external customers including students, parents, co-workers, etc. Schedules and/or attends conferences with parents. Prioritizes and addresses requests and assignments in a professional manner to develop cooperative relationships and to ensure that student and employee records confidentiality is assured. Identifies opportunities and recommends methods to improve service, work processes and financial performance, e.g. expense management. Assists in the implementation of quality improvement initiatives. Assists co-workers in the completion of tasks and assignments to ensure continuity of service. Orients new co-workers and actively supports teamwork throughout the school system. Performs other duties as required. NOTE: This job description is a summary of the primary duties and responsibilities of the position. It is not intended to be a comprehensive listing of all duties and responsibilities. The Ascension Parish School Board reserves the right to change this description at its discretion.

QUALIFICATION REQUIREMENTS: Individual must hold a valid Louisiana Teaching Certificate, meeting the requirements listed in the Louisiana Standards for State certification of school personnel, Bulletin 746, Part Ill, IV, V, VI, VII, IX and X; minimum requirements as stated in SDE Bulletin 746 REPORTS TO: Principal FLSA STATUS: Exempt TERMS OF EMPLOYMENT: 182 days METHOD OF EVALUATION: State level evaluation. Teacher Job Description

Instructor (Substitute) The Academic Instructor position provides support for a U.S Department of Labor Job Corps contractor. The Job Corps program is a federally-funded residential training program. The mission of Job Corps is to provide career-ready technical and basic skills (academic) training and job placement assistance to program eligible youth ages 16-24. Summary of Duties: Plan and prepare instructional tasks that are meaningful and related to learning goals and provide instruction to students. Academic Instructors Must Demonstrate the ability to establish and maintain positive relationships with colleagues Demonstrate knowledge and experience implementing best practices in instruction Have knowledge and experience using a variety of assessment tools and analyzing student data. Have the Ability to collaborate with teacher teams, co-teach lessons, and do demonstration teaching Think flexibly and to adapt work to the needs of teachers. Possess knowledge and demonstration of using 21st Century skills in instruction (analytical thinking, problem solving, communicating, collaborating, and finding and evaluating information) Demonstrate strong skills in oral and written communication and the ability to utilize technology for communication and instruction. Demonstrate organizational skills and initiative for working with minimal direct or supervision. Display Evidence of ongoing professional learning and reflective practice to continuously improve adult learning and student learning. Have Knowledge and experience using technology for communication Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning Promote an atmosphere within the classroom/training environment that is positive, safe and conducive to learning, ensuring maximum student motivation and outcomes Maintain a high degree of effective behavior management within the training area. Integrates math, reading, and writing concepts with employability, and Career Success Standards skills with lesson planning Continues to stay current on new teaching, instruction and facilitation techniques. Maintains a clean and clutter-free work environment Develops and implements curriculum and TARs necessary to attain student, Center, HLS and DOL goals: Utilizes Job Corps guidelines and subject course guide. Has an accurate syllabus for the course and completes lesson plans as required. Creates and maintains TAR for subject area. Conducts classes that explain test preparation and study skills. Conducts assessments to diagnose areas of difficulty; prescribes individual plans. Identifies appropriate materials. Designs instruction to meet individual student needs. Curriculum developed is sufficient for student to pass all tests and certifications. Develops and implements CSS projects. Designs curriculum to ensure students meet their academic and career technical training needs Identifies and prepares potential students for the ACT and AT programs: Assists students in the Center's ACT process. Assists all students in the college enrollment and financial aid process. Has scholarship information available to all potential candidates. Prepares students for AT opportunities. Refers students to the ACT/AT coordinator for enrollment. Conducts Pre ACT courses as required. Implements an Applied Academics program Meets with Career Technical Training instructors to identify required skills that can be taught and enforced with applying technical skills in an academic setting and in technical instruction. Develops and implements applied academic projects. Determines student accommodations required. Meets with student and CTT instructor to identify and create required accommodations for student's capabilities. Meets with student and health and wellness staff to ensure medical needs are coordinated. Meets with student and residential living staff to identify and recommend accommodations. Meets with disability accommodations team to make recommendations. Ensures all information is input into CIS. Obtains outside resources as needed for accommodations for students. Maintains accurate record keeping: Submits ESPs in a timely manner, documents student progress for inclusion on the ETA 640 profile. Records daily attendance. Administers accurate completion of the Training Achievement Records (TAR) precisely and in a timely manner. Documents student's progress in case notes at least monthly. Maintains curriculum necessary to attain goals. Maintains lesson plan binder and prepares lesson plans at least two weeks in advance. Submits necessary schedule change information. Documents and distributes PCDPs as necessary. Ensures documented contact with the parents of minors at least every other month. Education/Experience: Bachelor's degree required. Certifications/Licenses: · Valid State Driver's License · CPR/First Aid Certifications · Valid Teacher Certification, in state of employment Equal Opportunity Statement Human Learning Systems provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal state or local laws.

7th Grade ELA Teacher Reports to the Principal About Algiers Charter Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team. What Success Means In This Position Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis. Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected. Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals. Position Description & Expectations Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: Faculty and Grade-Level Meetings Job embedded Professional Development Estimated 60-90 minutes per week Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development Attendance at cluster meetings Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year) Other meetings as designated by school leaders Performs other duties that may be required. Student Engagement (Are all students engaged in the work of the lesson from start to finish?) All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions. All or almost all students follow behavioral expectations and/or directions. Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher. Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other student learning. Performs other duties that may be required. Essential Content (Are all students working with content aligned to the appropriate standards for their subject grade?) Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments. The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals. All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals. All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals Performs other duties that may be required. Academic Ownership (Are all responsible for doing the thinking in this classroom?) All or most all students provide meaningful oral or written evidence to support their thinking. Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson. Students respond to and build on their peers thinking, ideas or answers. Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging. Performs other duties that may be required. Demonstration of Learning (Do all students demonstrate that they are learning?) Questions, tasks or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down. Students have extensive opportunities to express learning through academic writing and/or explanations using academic language. All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses. Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals. Performs other duties that may be required. Qualifications Bachelor Degree in Education or a related area of study Two years of teaching experience preferred Valid Louisiana Teaching Certificate with Louisiana Certification Preferred Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred) Desire and ability to succeed in a student-friendly, detail-oriented, community environment. Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback View all jobs at this company

Job DescriptionSalary: Jefferson RISE Charter School, founded by seven community members in 2014, will serve just under 800 students in grades 6-12 for the 2025-2026 school year. Located in Harvey, Louisiana, the school caters to a diverse student body from the Westbank of Jefferson Parish, consisting of 59% Black/African American, 24% White, 15% Hispanic, and 2% Asian students, with 87% qualifying as economically disadvantaged. Remarkable achievements for Jefferson RISE Charter School include: State recognized our school as Top Gains Badge Recipient (23-24 SY) Graduation Rate A (22-23 SY, 23-24 SY) Strength of Diploma A (23-24 SY) Progress Rating A (23-24 SY) #6 for SPS Growth in Louisiana (22-23 SY) Achieved a School Performance Score (SPS) increase of over 17 points, resulting in a B rating for the high school and a C rating for the middle school (22-23 SY) Position Overview At Jefferson RISE Charter School, we are seeking a dynamic and mission-driven PE & Health Teacher to join our 612 public charter school in Jefferson Parish. At RISE, we believe Physical Education and Health are essential components of a well-rounded educationhelping students build not only physical strength, but also confidence, resilience, and lifelong habits for wellness. The ideal candidate sees PE and Health as powerful tools for supporting the whole childintegrating physical fitness, mental health, and social-emotional growth. This teacher will lead inclusive, high-engagement classes where all students, regardless of athletic ability, feel seen, supported, and challenged. We are looking for educators who are reflective, collaborative, and passionate about student successteachers who not only teach content but also model curiosity, critical thinking, and a growth mindset. Instruction & Curriculum Design Plan and deliver high-quality PE and Health lessons that promote physical fitness, mental health, and lifelong wellness Develop a curriculum that is inclusive, engaging, and developmentally appropriate for grades 612 Incorporate a variety of physical activities, skill-building exercises, and health topics to meet diverse student needs Classroom Culture & Student Engagement Create a positive, inclusive environment where all students feel safe participating, regardless of athletic ability Promote teamwork, perseverance, sportsmanship, and personal goal setting Maintain high expectations for behavior and effort while fostering joy in movement and wellness Collaboration & School Culture Collaborate with colleagues to support school-wide wellness initiatives Participate actively in professional development, staff meetings, and school events Support school culture and routines, modeling professionalism and a growth mindset Contribute to extracurricular programming, such as clubs, fitness challenges, or wellness activities, as applicable Data & Communication Track student progress in both skill development and health understanding Use formative assessment and observation to adjust instruction and support student growth Communicate regularly with families about student strengths and areas for growth Maintain accurate records of attendance, grades, and student performance CANDIDATE PROFILE Education and Certification: Bachelors degree required Degree in content area (preferred) Content area certification (preferred) Experience and Skills: Technological proficiency in Google Drive (Gmail, Google Docs, Google Sheets, Google Slides) Excellent communication skills High level of personal organization and planning Proven track record of student achievement and/or growth Culture and Fit: Believes deeply in the mission and students of Jefferson RISE Eager to learn, grow, and improve their craft Open to feedback and takes ownership for their impact on students and the school community Willing to take initiative and find solutions when challenges arise Acts with integrity and puts students first Collaborative and flexible ready to pitch in and support teammates BENEFITS RISE employees are paid twice a month on the 15th and last day of each month. Jefferson RISE pays the following employee-only benefit costs for all full-time employees: coverage 85% of medical premiums and 100% of dental, vision, short and long term disability premiums. The Employee covers the remaining costs, including 15% employee medical and all spouse/dependent costs. RISE provides a 401(k) retirement plan to all W-2 employees, including a match of up to 100% of contributions on the first 3% deferred, then 50% of contributions from 3% to 5%. There is no vesting period. Jefferson RISE reserves the right to offer different or additional benefits to the Employee at any time.

Elementary School Teaching/Elem Teacher Grade 5 Frost School is seeking applications for a certified Elementary Teacher to teach 5th Grade ELA and Social Studies. Contact Principal Wise at ******************* with any questions or for more information. >>>>

TITLE: Teacher QUALIFICATIONS: Meets requirements as outlined in Louisiana Bulletin 746 (Louisiana Standards of State Certification of School Personnel) REPORTS TO: Principal and/or his/her designee SALARY: As designated on Teacher Salary Schedule SUPERVISES: Non-Applicable TERMS OF EMPLOYMENT: 9 months JOB GOAL: The 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. PERFORMANCE RESPONSIBILITIES: * Instruction: The teacher plans and implements effective Instruction as evidenced by meeting the below requirements: * Learning objectives and state content standards are communicated. * Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives. * Sub-objectives are aligned to the lesson's major objective. * Learning objectives are connected to what students have previously learned. * Expectations for student performance are clear. * State standards/lesson objectives are displayed. * There is evidence that students are progressing or demonstrating mastery of the objective(s). * The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students. * The teacher develops learning experiences where inquiry, curiosity, and exploration are valued. * The teacher regularly reinforces and rewards effort. * Presentation of content consistently includes: * visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; * examples, illustrations, analogies, and labels for new concepts and ideas; * modeling by the teacher to demonstrate his or her performance expectations; * criteria that clarifies how students can be successful; * concise communication; * logical sequencing and segmenting; * all essential information; and * no irrelevant, confusing, or nonessential information. * The lesson starts promptly. * The lesson's structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding. * Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates. * Routines for distributing materials are efficient. * Little instructional time is lost during transitions * Activities and materials include a majority of the following: * Content: * support the lesson objectives; * are challenging; * elicit a variety of thinking; * provide time for reflection; * are relevant to students' lives; * Student-centered: * sustain students' attention; * provide opportunities for student-to-student interaction; * evoke student curiosity and suspense; * provide students with choices; * Multiple materials: * incorporate multimedia and technology; and * incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc.) * Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content: * knowledge and comprehension; * application and analysis; and * creation and evaluation. * Questions are purposeful and coherent. * The frequency of questions engages students in critical thinking. * Questions are sequenced with attention to the instructional goals. * Wait time (3-5 seconds) is provided. * Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers). * The teacher calls on a variety of students to engage different students' perspectives and provide opportunities for many students to respond. * Oral and written feedback is academically focused, frequent, and high quality. * Feedback is given during guided practice and review of independent work assignments. * The teacher circulates during instructional activities to support engagement and monitor student work. * Feedback from students is used to monitor and adjust instruction. * The instructional grouping arrangements(whole class, small groups, pairs, or individual; heterogeneous or homogeneous ability) adequately enhance student understanding and learning efficiency. * Teacher sets expectations that are understood by students. * In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration. * Students participating in groups are held accountable for group work and individual work. * Instructional group composition is varied (e.g., race, gender, ability, and age) to accomplish the goals of the lesson. * Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning. * Teacher displays accurate content knowledge and understanding both of state standards and instructional materials, including their curriculum, for all the subjects they teach. * Teacher implements subject-specific instructional strategies to enhance student content knowledge. * Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas. * Teacher practices display understanding of students' anticipated learning abilities and needs. * Teacher practices incorporate student interests and backgrounds. * Teacher provides differentiated instructional content and strategies to ensure students have the opportunity to master what is being taught. * The teacher engages students in multiple types of thinking: * analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; * practical thinking, where students use, apply, and implement what they learn in real-life scenarios; * creative thinking, where students create, design, imagine, and suppose; and * research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. * The teacher and students: * generate a variety of ideas and alternatives; and * analyze problems from multiple perspectives and viewpoints. * The teacher uses and/or engages students in some the following problem-solving types: * Abstraction * Categorization * Drawing conclusions/justifying solutions * Predicting outcomes * Observing and experimenting * Improving solutions * Identifying relevant/irrelevant information * Generating ideas * Creating and designing * Planning: The teacher develops and implements effective lesson plans, assignments, and assessments. * Instructional plans include: * objectives aligned to state standards and aligned curriculum, both in content and in rigor; * activities, materials, and assessments that: * are aligned to state standards; content, including high quality 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; * evidence that the plan is appropriate for the age, knowledge, and interests of learners; and * evidence that the plan provides opportunities to accommodate individual student needs. * some evidence of the internalization of the plan from the high quality curriculum * Assignments 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. * Assignments 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 * Assessments: * are aligned with the depth and rigor of the state standards and content, including curriculum resources; * 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 (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice); * require written responses as appropriate; and * include performance checks and student reflection on performance throughout the school year. * Environment: The teacher establishes and maintains an effective learning environment. * Teacher engages students in learning with clear and rigorous academic expectations with aligned materials and resources for students to access. * Teacher encourages students to learn from mistakes. * Teacher creates learning opportunities where all students can experience success. * Students complete their work according to teacher expectations. * Students are mostly engaged in behaviors that optimize learning and increase time on task. * Teacher establishes rules for learning and behavior. * Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.) that maintain student engagement and promote a positive classroom environment. * Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson. * Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class. * The classroom: * welcomes all students and guests. * is organized to promote learning for all students. * has supplies, equipment, and resources accessible to provide equitable opportunities for students. * displays current student work.is arranged to promote individual and group learning. * Teacher-student interactions are generally positive and reflect awareness and consideration of all students' background. * Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs. * Teacher is receptive to the interests and opinions of students. * Professionalism: The teacher demonstrates professionalism by growing and developing professionally, reflecting on teaching, actively supporting school activities/events, and accepting school responsibilities. * 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 professional learning in teacher collaboration meetings. * The educator develops and works on a plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher and school leader observations. * The educator participates in self-reflection and growth by selecting specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. * 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. * The educator supports school activities and events. * The educator accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment. * The educator adheres to system and school policies. * The educator keeps timely and professional records. * Other Responsibilities Include: * Maintain good attendance * Report to work on time and follow assigned work schedule * Display professional ethics on and off duty * Must be able to communicate in English both orally and in writing. * Effectively communicate with students, parents, school personnel, and other stakeholders * Keep accurate, up-to-date records * Complete reports, paperwork, and other assignments accurately and in a timely manner. * Attend meetings as directed * Maintains confidentiality of student information * Participate in events related to the profession including but not limited to: open house, family nights, graduation, supervising co- and extracurricular events and other types of related activities as part of job duties as assigned by his/her supervisor. * Perform other duties as assigned by his/her supervisor. TERMS OF EMPLOYMENT: As set by the Pointe Coupee Parish School Board and applicable by law. EVALUATION: Evaluation shall be conducted in accordance with Pointe Coupee Parish School Board Personnel Evaluation Plan. . Pointe Coupee Parish School Board Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports: * Instructional Components * Fulfill duties traditionally expected of those in teaching profession * Fulfill duties listed in job description * Write/annotate and submit lesson plans * Instruct students * Collaborate with colleagues and departments * Attend Professional Learning Communities (PLCs) * Submit one Professional Growth Plan (PGP) and two Student Learning Targets (SLTs) annually * Refer students as needed to School Building Level Committee (SBLC) * Complete Individualized Education Program (IEP)/504 Paperwork according to mandatory deadline (Exceptional Student Services Teacher) * Provide accommodations for students based on IEP/504 Plan * Grade papers * Record daily attendance * Maintain OnCourse Gradebook based on district grading expectations * Maintain positive interaction with parents relative to the performance or conduct of students assigned to the teacher * Respond to parent inquiries/communication within 24 hours of contact * Actively participate on school committees or task forces to contribute to school improvement initiatives * Implement educational or coaching best practices and techniques * Meet with school administrators and/or district personnel as needed * Supervision * Active supervision of students when students are on or off campus at a school related/sponsored event * Active supervision of students during assigned duty times * Active supervision of students in the classroom * Non-Instructional Components * Attend meetings generally associated with the instruction of students * Attend faculty, staff, and department meetings * Attend training sessions * Attend IEP meetings * Attend parent-teacher conferences * Attend back-to-school and open-house events * Attend graduation * Attend PGP, evaluation, observation, individualized academic plan (IAP), student intervention team (SIT), SBLC and student discipline meetings/hearings * Attend school board/committee meetings, upon request * Attend required professional development conferences * Complete required mandatory trainings in-person and/or online * Prepare and maintain a classroom environment conducive to learning * Extracurricular Activities * Attend/Participate in four (4) extracurricular events/activities per school year as requested by the principal or designee * Extracurricular Activities Attended by Such Employees: * 4-H events * Fall activities * Spring activities * Any sporting events gate/concessions * Club events/activities * Dual Enrollment/FAFSA Night * Graduating senior meetings * Open House * Parent orientation * Awards banquets * Literacy nights * Test Prep Night * Attendance recovery * Fundraising events * School-sponsored dances (homecoming, prom) * Grade-level ceremonies

High School/Speech Teacher ');