Instructional assistant jobs in Bossier City, LA - 56 jobs

Academic Instructor 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-based technical and academic training and job placement assistance to low-income 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 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.

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

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

About Us Volunteers of America North Louisiana is a faith-based, nonprofit organization with a mission to provide opportunity, promote dignity, and inspire change in all who find their way to us. As a church without walls, we do this through personalized housing, health, and human services that benefit children and families, veterans, individuals with disabilities, and senior adults. Founded in 1896 by social reformers Ballington and Maud Booth, Volunteers of America began as a movement of “volunteers” who were committed and sought to "reach and uplift" the American people. Volunteers of America North Louisiana began in Shreveport in 1935 with the opening of a shelter for women and children. Leading with our long-standing reputation and brand, the agency has grown to operate 40 programs, which tackle our communities' most pressing issues and integrate our deep compassion with highly effective programs. Thanks to our dedicated team of more than 350 employees, along with thousands of volunteers, donors, and supporters, we aim to give hope to thousands of people each year. We endeavor to attract qualified and caring individuals to consider a career with us and experience a collaborative culture that offers challenging, stimulating, and rewarding opportunities for personal and professional growth. “Start children off on the way they should go, and even when they are old they will not turn from it.” - Proverbs 22:6 JOB SUMMARY: Assist with improving the academic competence of students through creative, innovative, enriching, and engaging activities after school and during the summer. JOB DUTIES/ESSENTIAL FUNCTIONS: • Assist teachers in providing instruction to participants in the after school and summer programs. • Provide and promote activities and experiences that will help participants develop academically, physically, mentally, and emotionally. • Meet regularly with teacher regarding ways to assist during instruction and activities. • Help maintain discipline through positive behavior management techniques. • Utilize motivational strategies and learning methods for children. • Attend all staff meetings. • Communicate regularly with the parents of participants. • Communicate regularly with children's teachers. • Attend workshops and in-service programs offered by the organization and the Louisiana Department of Education. • Work on special projects as assigned. REQUIRED EDUCATION AND EXPERIENCE: • High school diploma or GED. • Minimum of one (1) year of classroom experience preferred. REQUIRED SKILLS/ABILITIES: • Willingness to seek and provide creative and meaningful learning experiences within a nurturing environment. • Ability to clearly and effectively communicate both verbally and in writing. Ability to communicate with people of all levels and backgrounds. • Basic computer skills preferred. • Ability to work independently to complete tasks in an efficient and effective manner. • Basic organization skills with the ability to prioritize multiple tasks and meet all deadlines. • Excellent attention to detail. • Ability to maintain strict confidentiality and exercise discretion when handling sensitive situations. • Flexibility to work with various age groups as required

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

Job Description Who Are We? Bedrock Academy is an established, state licensed center that is committed to investing in our staff and developing a caring, friendly community of educators and learners. It is our mission to grow independent and confident, compassionate individuals. Our dedication to creating a stimulating and enriching environment for students and teachers alike makes us an amazing place to work! Location: 3224 Barksdale Blvd., Bossier City Louisiana 71112 What We Offer: $11-12 Hourly 10 days of PTO Holiday Pay 50% Discounted Childcare 401K Comprehensive Medical Benefits Who Are We Looking For? We're on the lookout for devoted and collaborative educators who are deeply passionate about shaping the future through impactful early childhood education. If you're a team-oriented professional eager to invest and thrive, we're eager to connect with you! What You'll Do: Guiding Classroom Operations: Take the lead in shaping the overall learning experience. Building Meaningful Connections: Forge strong relationships with both children and their families. Fostering a Positive Environment: Create a consistently positive, clean, and nurturing space for the children under your care. What You Bring to the Table: Age: Be a minimum of 18 years old. Education: High School Diploma or GED. Experience: Any experience in a licensed childcare facility. Training Requirements: Possess CPR and First Aid certification. Pass a Background Check. Shift: Ability to work part time 3:00pm-6:00pm, Monday-Friday.

Child Specific Paraprofessional JobID: 3021 Support Staff/Paraprofessional/SpEd Additional Information: Show/Hide TITLE: Paraprofessional (Title I, Special Education (including Child-Specific*) Early Childhood, or General) * May have a portion of time assigned to child-specific duties. QUALIFICATIONS: * High school diploma or equivalent. * Meets the highly qualified definition in one of the following areas: * a score of 450 on the ParaPro Assessment. * proof of completion of 48 college credit hours including the 15 hour general education requirement which includes English Composition (3), English/Reading (6) and Mathematics (6). * earned a two-year Associate's Degree from a state approved institution. * Demonstrates competence using a computer. * Additional criteria as the Board may establish. REPORTS TO: Teacher and Principal SUPERVISES: None JOB GOAL: To ensure a well-organized, smoothly functioning, harmonious environment where students can take full advantage of the instructional program and available resource materials. PERFORMANCE RESPONSIBILITIES: * Performs duties under the supervision and direction of the classroom teacher and the principal, i.e., follows the health plan prescribed by the student's IEP or 504, works with intervention groups. Duties may include providing service to the student regarding his/her personal hygiene needs, in addition to other developmentally delayed self-help skills. * Monitors children's progress to ensure that the teacher's instructions are being followed and provides assistance as needed. * Has a working knowledge of computer usage and other forms of technology. * Duplicates and prepares instructional materials. * Assists teachers in non-instructional duties, i.e., meal and bus-loading routines, duty, transporting and supervising students. * Assists teachers with control of student behavior and discipline. * Demonstrates ability to communicate effectively with students. * Participates in appropriate staff development and in-service training. * Demonstrates willingness to accept responsibility. * Participates in the Parish Crisis plan and emergency procedures established at each school. * Assists teacher in the day-to-day operations of the class. * Promotes and implements Positive Behavior Support model. * Reports job-related injuries within 48 hours of a work accident to his/her immediate supervisor. (Job-related injuries" include, but are not limited to, any accident or illness which involves loss of consciousness, restriction of work or motion, or medical treatment. * Performs other duties as assigned by the proper authority. PROFESSIONAL ETHICS: * Collaborates and communicates effectively and respectfully with colleagues and the community to promote growth and to accomplish the district's mission. * Maintains regular attendance and punctuality and notifies appropriate personnel of absences and late arrivals in a prompt manner, as per district procedures. * Complies with all district rules and policies. * Ensures proper care of supplies, electronics/computers and other equipment. * Maintains his/her assigned area and its environment in a manner conducive to a professional working environment. * Participates in activities to improve professional competence, including those activities required by the board. * Oversees the maintenance of current records and reports as assigned. * Projects a well-groomed, professional appearance. * Accepts and implements assistance and resources designed to improve or enhance performance. * Contributes to achieving the district's mission and engages in self-reflection and growth opportunities. * Is courteous to faculty, staff and the public. * Recognizes and respects the rights and property of other employees and the public. * Exhibits professional and ethical conduct. * Exercises proper judgment and refrains from conduct which reduces or causes a loss of his/her effectiveness in the profession. * Adheres to all deadlines set by board policy. * Exhibits positive personal behavior and avoids improprieties or the appearance of improprieties. * Maintains confidentiality of all matters related to student and employee matters. * Reports job-related injuries within 48 hours of a work accident to the immediate supervisor. * Adheres to the DeSoto Parish School Board's Sexual Harassment Policy to be found at File: GAEAA. TERMS OF EMPLOYMENT: Nine Months EVALUATION: Performance in this position will be evaluated at least once annually in accordance with Board policy. FSLA: Non Exempt

The In-Class Support Paraprofessional supports elementary students with disabilities in the classroom under the guidance of a certified teacher. This role includes helping students with academic activities and implementing and encouraging positive social skills. The paraprofessional assists with small groups and individual students, and works closely with teachers and staff to support student success.

Job Description Primary Location Sam Houston STEM Academy Salary Range $10.44 - $14.71 / Per Hour Shift Type Full-Time

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

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

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

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

Who Are We? Bedrock Academy is an established, state licensed center that is committed to investing in our staff and developing a caring, friendly community of educators and learners. It is our mission to grow independent and confident, compassionate individuals. Our dedication to creating a stimulating and enriching environment for students and teachers alike makes us an amazing place to work! Location: 3224 Barksdale Blvd., Bossier City Louisiana 71112 What We Offer: $11-12 Hourly 10 days of PTO Holiday Pay 50% Discounted Childcare 401K Comprehensive Medical Benefits Who Are We Looking For? We're on the lookout for devoted and collaborative educators who are deeply passionate about shaping the future through impactful early childhood education. If you're a team-oriented professional eager to invest and thrive, we're eager to connect with you! What You'll Do: Guiding Classroom Operations: Take the lead in shaping the overall learning experience. Building Meaningful Connections: Forge strong relationships with both children and their families. Fostering a Positive Environment: Create a consistently positive, clean, and nurturing space for the children under your care. What You Bring to the Table: Age: Be a minimum of 18 years old. Education: High School Diploma or GED. Experience: Any experience in a licensed childcare facility. Training Requirements: Possess CPR and First Aid certification. Pass a Background Check. Shift: Ability to work part time 3:00pm-6:00pm, Monday-Friday.

REQUIREMENTS High School Diploma or Equivalent Education/Certifications: Para Professional Certification or Associate's degree, two years of study at an institution of higher learning or have met formal academic assessment as required by the Every Student Succeeds Act (ESSA) Valid Texas education aide certificate Special Knowledge/Skills: Ability to assist in instructing reading, writing, and mathematics Ability to work well with children Ability to communicate effectively. Experience Some experience working with children DUTIES/RESPONSIBILITIES Instructional Support Provide instruction to students under the direction of teacher; work with individual students or small groups. Assist teacher in preparing instructional materials and classroom displays. Assist with administration and scoring of objective testing instruments or work assignments. Help maintain neat and orderly classroom. Help with inventory, care, and maintenance of equipment. Help teacher keep administrative records and prepare required reports. Provide orientation and assistance to substitute teachers. Student Management Help supervise students throughout school day, inside and outside classroom. This includes lunchroom, bus, and playground duty. Make teacher aware of special needs or problems of individual students. Other Participate in staff development training programs to improve job performance. Participate in faculty meeting and special events as assigned. Tools/Equipment Used Standard office equipment including computer and peripherals; standard instructional equipment Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping Motion Moderate walking Lifting: Regular light lifting and carrying (less than 15 pounds) Environment Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise Mental Demands Work with frequent interruptions; maintain emotional control under stress

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

Job Title: Teacher Aide - LA-4 Grade: D DOT Code: 099327010 Department: Title I Prepared By: Richard Dezendorf Approved By: David A. Barr SUMMARY Performs any combination of the following instructional tasks in classroom to assist teaching staff of public or private elementary or secondary school by performing the following duties. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties and responsibilities include the following. Other duties may be assigned. Discusses assigned teaching area with classroom teacher to coordinate instructional efforts. Prepares lesson outline and plan in assigned area and submits outline to teacher for review. Plans, prepares, and develops various teaching aids such as bibliographies, charts, and graphs. Presents subject matter to students, utilizing variety of methods and techniques such as lecture, discussion, and supervised role-playing. Prepares, administers, and grades examinations. Assists students, individually or in groups, with lesson assignments to present or reinforce learning concepts. Assists teacher with control of student behavior and discipline. Confers with parents on progress of students. Performs other related duties as required or assigned. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE Two years college (48 hours minimum) including 9 hours of Mathematics and 9 hours of English or an Associate degree/or higher or pass the test stipulated by the Louisiana State Department of Education. Some previous experience working with children preferred. LANGUAGE SKILLS Ability to read and interpret documents such as safety rules and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students or parents. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee is occasionally required to walk; sit; reach with hands and arms; and stoop, kneel, or crouch. The employee must occasionally lift or move light weight. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud. PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. CHAIN OF SUPERVISION School Principal TERMS OF EMPLOYMENT 180 days Employee Name: _________________________________________ SSN: ________-____________-________ (Type or Print) ________________________________________________________ ___________________________________ Employee Signature Date

Job Title: Teacher Aide - LA-4 Grade: D DOT Code: 099327010 Department: Title I Prepared By: Richard Dezendorf Approved By: David A. Barr Performs any combination of the following instructional tasks in classroom to assist teaching staff of public or private elementary or secondary school by performing the following duties. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties and responsibilities include the following. Other duties may be assigned. Discusses assigned teaching area with classroom teacher to coordinate instructional efforts. Prepares lesson outline and plan in assigned area and submits outline to teacher for review. Plans, prepares, and develops various teaching aids such as bibliographies, charts, and graphs. Presents subject matter to students, utilizing variety of methods and techniques such as lecture, discussion, and supervised role-playing. Prepares, administers, and grades examinations. Assists students, individually or in groups, with lesson assignments to present or reinforce learning concepts. Assists teacher with control of student behavior and discipline. Confers with parents on progress of students. Performs other related duties as required or assigned. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE Two years college (48 hours minimum) including 9 hours of Mathematics and 9 hours of English or an Associate degree/or higher or pass the test stipulated by the Louisiana State Department of Education. Some previous experience working with children preferred. LANGUAGE SKILLS Ability to read and interpret documents such as safety rules and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students or parents. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee is occasionally required to walk; sit; reach with hands and arms; and stoop, kneel, or crouch. The employee must occasionally lift or move light weight. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud. PROFESSIONAL CONDUCT Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. CHAIN OF SUPERVISION School Principal TERMS OF EMPLOYMENT 180 days Employee Name: _________________________________________ SSN: ________-____________-________ (Type or Print) ________________________________________________________ ___________________________________ Employee Signature Date

SPED Paraprofessional JobID: 3011 Support Staff/Paraprofessional/SpEd Additional Information: Show/Hide TITLE: Paraprofessional (Title I, Special Education (including Child-Specific*) Early Childhood, or General) QUALIFICATIONS: * High school diploma or equivalent. * Meets the highly qualified definition in one of the following areas: * a score of 450 on the ParaPro Assessment. * proof of completion of 48 college credit hours including the 15 hour general education requirement which includes English Composition (3), English/Reading (6) and Mathematics (6). * earned a two-year Associate's Degree from a state approved institution. * Demonstrates competence using a computer. * Additional criteria as the Board may establish. REPORTS TO: Teacher and Principal SUPERVISES: None JOB GOAL: To ensure a well-organized, smoothly functioning, harmonious environment where students can take full advantage of the instructional program and available resource materials. PERFORMANCE RESPONSIBILITIES: * Performs duties under the supervision and direction of the classroom teacher and the principal, i.e., follows the health plan prescribed by the student's IEP or 504, works with intervention groups. Duties may include providing service to the student regarding his/her personal hygiene needs, in addition to other developmentally delayed self-help skills. * Monitors children's progress to ensure that the teacher's instructions are being followed and provides assistance as needed. * Has a working knowledge of computer usage and other forms of technology. * Duplicates and prepares instructional materials. * Assists teachers in non-instructional duties, i.e., meal and bus-loading routines, duty, transporting and supervising students. * Assists teachers with control of student behavior and discipline. * Demonstrates ability to communicate effectively with students. * Participates in appropriate staff development and in-service training. * Demonstrates willingness to accept responsibility. * Participates in the Parish Crisis plan and emergency procedures established at each school. * Assists teacher in the day-to-day operations of the class. * Promotes and implements Positive Behavior Support model. * Reports job-related injuries within 48 hours of a work accident to his/her immediate supervisor. (Job-related injuries" include, but are not limited to, any accident or illness which involves loss of consciousness, restriction of work or motion, or medical treatment. * Performs other duties as assigned by the proper authority. PROFESSIONAL ETHICS: * Collaborates and communicates effectively and respectfully with colleagues and the community to promote growth and to accomplish the district's mission. * Maintains regular attendance and punctuality and notifies appropriate personnel of absences and late arrivals in a prompt manner, as per district procedures. * Complies with all district rules and policies. * Ensures proper care of supplies, electronics/computers and other equipment. * Maintains his/her assigned area and its environment in a manner conducive to a professional working environment. * Participates in activities to improve professional competence, including those activities required by the board. * Oversees the maintenance of current records and reports as assigned. * Projects a well-groomed, professional appearance. * Accepts and implements assistance and resources designed to improve or enhance performance. * Contributes to achieving the district's mission and engages in self-reflection and growth opportunities. * Is courteous to faculty, staff and the public. * Recognizes and respects the rights and property of other employees and the public. * Exhibits professional and ethical conduct. * Exercises proper judgment and refrains from conduct which reduces or causes a loss of his/her effectiveness in the profession. * Adheres to all deadlines set by board policy. * Exhibits positive personal behavior and avoids improprieties or the appearance of improprieties. * Maintains confidentiality of all matters related to student and employee matters. * Reports job-related injuries within 48 hours of a work accident to the immediate supervisor. * Adheres to the DeSoto Parish School Board's Sexual Harassment Policy to be found at File: GAEAA. TERMS OF EMPLOYMENT: Nine Months EVALUATION: Performance in this position will be evaluated at least once annually in accordance with Board policy. FLSA: Nonexempt