Jefferson Parish Public Schools jobs

Scope of Responsibilities: Performs all necessary duties involved in the preparation and service of school meals and the sanitation of the job site. Performance Responsibilities/Essential Functions: The Child Nutrition Technician is required to: Give and receive information. Understand & interpret written & verbal instructions. Determine when an independent decision can be made. Follow policies and procedures. Use and clean equipment. Practice regular equipment maintenance. Use standardized recipes. Prepare meals using correct food preparation techniques. Check food quality during preparation. Create good feelings about school foodservice in students, faculty, administrators and others. Store deliveries. Remove garbage and trash from cafeteria. Use safe working procedures, corrects and/or report unsafe working conditions. Adhere to established personal hygiene techniques. Use acceptable sanitation techniques in food handling. Use established sanitation techniques for cleaning the facility. Serve correct portions and reports amounts of foods used and leftover. Maintain correct holding temperatures of food. Utilize food merchandising techniques. Other related duties as assigned by manager. Work Environment/Hours Worked: The Child Nutrition technician is required to work in an environment that is: Hot, humid area Contact with water, detergents and sanitizers Drastic temperature changes (when entering and exiting walk-in refrigerators and freezers) Hard floors High noise level 7 hour Technician The Child Nutrition Technician works for seven and one-half hours per day including a half hour lunch break as scheduled by the Child Nutrition manager. A fifteen minute break is allowed within the seven hours of work if schedule permits. 4 hour Technician The Child Nutrition Technician works four hours and one half hours per day including a half hour lunch break as scheduled by the Child Nutrition Manager. A fifteen minute break is allowed within the four hours of work if schedule permits. Communication Skills: A Child Nutrition technician must have the ability to communicate in English, to read written recipes, to write and to follow written and oral instructions. Equipment Used: A Child Nutrition technician must have the ability to use and clean institutional foodservice equipment including: Ovens Steam pressure cookers Steam jacketed kettles Steam tables Warming cabinets Fryers Ranges and cook tops Slicers Mulchers Disposers Refrigerators Freezers Choppers Microwave ovens Cashier Stations Mixers Vacuum cleaners Floor buffers Dishmachines Physical Involvement: The Child Nutrition technician must have: Ability to lift and carry cans, bowls, pans, cases up to 25 pounds. Ability to lift cans, bowls, pans, cases up to 100 pounds with assistance. Ability to stand or walk up to 6-3/4 hour per day. Ability to push or pull equipment such as food carts and mop buckets. Ability to reach above head when placing pans in shelves of ovens, refrigerators and storerooms and cleaning overhead equipment. Ability to mop, sweep, apply wax and buff floors. Ability to forward bend or squat when lifting bowls, pans or cases or using mop wringers or dustpans. Mental Involvement: The Child Nutrition technician must have: Ability to understand and interpret written and verbal instructions from the Manager, to complete simple math problems involving addition, subtraction and multiplication, to do simple date entry and exchange of currency, and to extend recipes and follow written instructions. Human Relations Involvement: The Child Nutrition technician must have the ability to work compatibly in group settings, to share equipment and supplies and to respond positively to supervision and accept suggestions for improvement. Minimum Qualifications: Ability to follow written instructions and schedules, interpret recipes and necessary printed matter. Pleasing appearance and ability to work well with others. High School Diploma or GED certificate

Lunch Monitor JobID: 2260 Support Staff/Lunch Monitor Date Available: 2025-2026 School Year Additional Information: Show/Hide It shall be the policy of the St. Charles Parish School board that no person shall, on the basis of race, color, national origin, sex, age, disability, religion or veteran status be denied the benefits of, or be subject to, discrimination in regard to employment, retention, promotion, transfer, or dismissal in any educational program or activity under the jurisdiction of the Board. Please access the attached notices to review the job details and requirements.

Job Title: School Office/Attendance Clerk, Elementary, Middle, and High School Grade: C DOT Code: 203362010 Prepared By: Nathaniel Adams Approved By: Leisa G. Woolfolk Collect and maintain student attendance information at the school level. In addition, the Office/Attendance Clerk is responsible for assisting in ensuring the implementation of district and state attendance requirements by preparing and distributing attendance reports and materials as needed. ESSENTIAL DUTIES AND RESPONSIBILITIES Essential duties and responsibilities include the following. Other duties may be assigned. * Assists school secretary with clerical and/or office duties. * Assist the school principal and/or his designee in addressing student attendance and absenteeism. * Keeps daily attendance and generates necessary reports, letters, and parent contacts. * Inputs and logs all student absences and tardiness in the state reporting system, JCampus. * Checks students in and out and calls parents when students become ill. * Prepares daily, weekly, and/or monthly excessive absence report and submit to designated school-level personnel. * Prepares and mails letters to parents notifying them of their child's excessive absences and/or lateness. * Prepares suspension notices and court referrals for submission to the attendance office. * Regularly contact attendance facilitator/supervisor of child welfare and attendance and/or truancy officer regarding historical and non-historical truant student attendance. * Distributes letters regarding absences to the appropriate individual and maintains a record of letters via document archive of JCampus. * Ensures all students entering school have a cumulative record, including student's birth certificate, social security card, immunization record, and residency verification. * Prepares transfer and withdrawal notices and ensures students are not withdrawn from school until completing the entrance process at their prospective schools. * Enter any communication regarding students in to the parent communication log in JCampus. * Work closely with the teachers and school counselors to identify students with truancy issues weekly. * Assist parents in reconciling unexcused absences. * Assist counselors with identifying and assisting students who should be McKinney Vento students. * Administer medication and first aid to students. * Acts as school receptionist by answering inquiries and assisting parents, teachers, and 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 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 High School Diploma or GED; zero to six months job-related experience. LANGUAGE SKILLS Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before employees of organizations. REASONING ABILITY Ability to apply commonsense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. 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 sit and use hands or fingers, handle or feel objects or controls. The employee is occasionally required to stand, walk, and talk or hear. 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 moderate. 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 194 days Employee Name: _______________________________________ SSN: ________-____________-________ (Type or Print) __________________________________________________________________________________________ Employee Signature Date

OFFERING EQUAL OPPORTUNITY IN EMPLOYMENT AND EDUCATIONAL PROGRAMS Caddo Parish Schools Job Description Job Title: Elementary Instructional Coordinator Prepared By: Jan Holliday Approved By: Caddo Parish School Board AREA OF RESPONSIBILITY Reports to the school principal, assists in the administration of the curriculum and the instructional program for the school in accordance with school board policies and uses leadership skills to assist teachers in instruction to promote the educational development of each pupil. Domains and Components will be used for the Instructional Coordinator 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. Domain I: School Vision Component A: Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other stakeholders in that vision. * The instructional coordinator creates an atmosphere for achievement of high academic expectations for all students; providing a clear picture of the schools future. * The instructional coordinator ensures that the school vision is lived in practice, encouraging behaviors that support the vision and addressing behaviors that undermine the vision; enlisting the support, ownership, and institutionalization of the vision from various perspectives and lenses. * The instructional coordinator places data driven school level goals into the vision which describe how the vision will be attained; adjusting the goals as needed, using student learning outcomes, needs assessments, observations of teacher practices, and participation from stakeholders to ensure they are driving improvements in achievement. Domain II: School Culture Component A: Facilitates collaboration between teams of teachers * The instructional coordinator develops a school culture that allows effective teaching and learning to occur through the use of effective and frequent collaboration between teams of teachers. * The instructional coordinator reinforces the school culture, along with the teachers, students and stakeholders, through practices and actions that say: this is how we do school here. * The instructional coordinator establishes a culture of learning, wherein teachers identify and teach core academic skills across the curriculum and implement shared instructional practices to improve student achievement; using work that is rigorous and aligned with the Compass rubric. Component B: Provides opportunities for professional growth and develops a pipeline of teacher leaders * The instructional coordinator expects professional growth from all members of the teaching staff that is aligned with the vision of the school and the Compass rubric. * The instructional coordinator facilitates meaningful, targeted professional development opportunities aligned to teacher needs and designed to improve instructional practice. * The instructional coordinator cultivates a pipeline of teacher leaders and develops their leadership skills to provide additional support to teachers in the school and allows them to take on additional leadership opportunities. Component C: Creates and upholds systems that result in a safe and orderly school environment. * The instructional coordinator ensures that the school building is clean and safe, all basic facilities are in working order and that the physical plantfosters major academic priorities and initiatives. * The instructional coordinator consistently implements and discusses across all classrooms, an age appropriate code of conduct with written values and beliefs, that is aligned with district and school priorities. * The instructional coordinator utilizes all support staff, including certificated and non-certificated employees, to strategically support the achievement of school goals. Domain III: Instruction Component A: Observes teachers and provides feedback on instruction regularly. * The instructional coordinator observes teachers to provide on-going actionable, clear and transparent feedback on instruction; these observations will become a part of both formative and summative assessments of teacher effectiveness. * The instructional coordinator ensures that all instruction is focused on the development and implementation of goals and objectives that are aligned with the Common Core Standards. Component B: Ensures teachers set clear, measurable objectives aligned to Common Core. * The instructional coordinator guarantees that all instruction is grounded in and guided by the Common Core Standards. * The instructional coordinator implements a curricular scope and sequence that fosters rigorous instruction and activities that are designed to cognitively challenge students using the Common Core Standards. * The instructional coordinator supplies teachers with supporting curricular materials that allow them to implement the curriculum with fidelity. Component C: Ensures teachers use assessments reflective of Common Core rigor. * The instructional coordinator facilitates and supports staff use of aggregated and disaggregated data to identify and prioritize students' needs in relation to the Common Core Standards. * The instructional coordinator will ensure that all assessments are Common Core aligned and will maintain teacher accountability for on-going analysis of student data to provide rigor, differentiation, rapid interventions and updated intervention assignments to reflect student needs and progress. OTHER DUTIES AND RESPONSIBILITIES: * Observes and supervises assigned personnel at the school level while performing designated duties. * Provides remediation, enrichment or extra grade level assistance to students individually or in small groups in order to meet their academic needs. (The amount of teaching time would be determined by the principal). * Provides professional development to assist teachers in organizing instructional programs, becoming aware of appropriate materials of instruction and implementing a variety of techniques. * Provides continuing direction about grading procedures and reporting to parents. * Develops prescriptive measures to help teachers present instruction in a desirable way for individuals and/or small groups. * Establishes and maintains a record keeping system that is manageable, accurate and informative to teachers, pupils and parents. * Provides appropriate inventory control of materials for instruction. * Informs district-level instructional supervisors of general needs: appropriateness of materials, teacher professional development needs, etc. * Remains an active learner to improve his/her skill as a teacher, an instructional leader and a manager (coordinator) of instructional resources. * Assists in maintaining accurate records related to curriculum procedures, instructional practices, and student records. * Assists in the evaluation and development of the school staff including appropriate professional development activities. * Performs other duties as designated by the principal. 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. Minimum Qualifications: Master's Degree. Minimum of five years of successful teaching experience during the five-year period immediately preceding appointment to the position of instructional coordinator. Holds a valid Type "A" or Level 3 Louisiana teaching certificate with authorization as Parish or City Supervisor of Instruction or Educational Leader 1 or 2 and other requirements as set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746). Personal Characteristics: Ability to work tactfully and harmoniously with schools, staff, parents and/or the public; ability to gain the respect of staff, parents and students; ability to hold records, reports and conversations in confidence and encourage cooperation between teachers and parents in order to ensure a professional instructional climate for students; physical stamina and emotional stability to work effectively under pressure and to keep all aspect of the job under control; exhibits professionalism in dealing with all members of the staff; neat, well groomed appearance. Terms of Employment: 192 days Reports to: School Principal Supervises: Assigned school personnel at school site Salary Range: See Caddo Salary Schedules for Instructional Coordinators

TRANSPORTATION/Bus Operator Job Title: Bus Operator Reports To: Immediate Supervisor Prepared By: The Office of Human Resources Board Approved Date: Salary Range: BU302 $15,250 to $23,250 Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment. Summary: Operates school buses to transport students, faculty, and others to and from school, field trips, athletic events, and other events. Essential Duties and Responsibilities: Operates school buses in compliance with laws, rules, regulations, policies, and procedures. Adheres to established schedules to safely pick up, transport, and discharge students and staff. Maintains student discipline on the bus. Coordinates with school principals and area transportation supervisors to resolve serious disciplinary problems. Transports students and faculty members on special field trips and to and from athletic events. Completes pre- and post-trip inspections of buses. Responsible for the appearance and cleanliness of assigned vehicles. Schedules assigned Reports suspected mechanical defects and malfunctioning equipment on assigned vehicles. Schedules and takes vehicles to service when necessary. Notes and reports any damage to the assigned bus. Responsible for proper securing of all occupant restraint systems. Assists students in boarding buses; places wheelchairs securely in buses; transports students' medical apparatus. Responds appropriately in emergency situations to include lift, carry, and/or drag students off the bus. Develops emergency evacuation plans for all students with all pertinent information for all groups of students transported. Maintains records of bus operations and submits required reports; compiles and submits accident report information; and reports prolonged traffic delays. Attends meetings and training sessions. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Education and Experience: Possession of a high school diploma or an appropriate equivalent. Must be 21 years of age. Possession of a valid commercial, CDL Louisiana driver's license is required. (The license may require certain endorsements and/or the absence of certain restrictions.) Work Environment Conditions: 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. Professional Conduct: The Employees are 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 East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. The East Baton Rouge Parish School System and all of its entities (including Career and Technical Education Programs) do not discriminate on the basis of age, race, religion, national origin, disability, or gender in its educational programs and activities (including employment and application for employment), and it is prohibited from discriminating on the basis of gender by Title IX (20 USC 168) and on the basis of disability by Section 504 (42 USC 794). The Title IX Coordinator is Andrew Davis, Director of Risk Management - **********************, **************. The Section 504 Coordinator is Danielle Staten-Ojo - **********************, **************.

Minimum Qualifications: Minimum of five years of successful teaching experience during the five-year period immediately preceding appointment to the position of assistant principal. Holds a valid Type "A" or Level 3 Louisiana teaching certificate with authorization as Provisional Principal, School Principal, or Educational Leader 1 or 2 and other requirements as set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746). OFFERING EQUAL OPPORTUNITY IN EMPLOYMENT AND EDUCATIONAL PROGRAMS Caddo Parish Schools Job Description Job Title: Assistant Principal Prepared By: Jan Holliday Prepared Date: July 19, 2012 Approved By: Caddo Parish School Board Approved Date: August 21, 2012 AREA OF RESPONSIBILITY Working under supervision of the school principal, assists in administering the school in accordance with school board policies and uses leadership, supervisory, and administrative skills to manage assigned school so as to promote the educational development of each student. Assists the principal with the planning and implementation of a program which creates an environment where teachers have the ability to design and implement a course(s) of study that enable students to learn and develop optimally. Domains and Components will be used for the Assistant Principal 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. Domain I: School Vision Component A: Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other stakeholders in that vision. * The assistant principal creates an atmosphere for achievement of high academic expectations for all students; providing a clear picture of the schools future. * The assistant principal ensures that the school vision is lived in practice, encouraging behaviors that support the vision and addressing behaviors that undermine the vision; enlisting the support, ownership, and institutionalization of the vision from various perspectives and lenses. * The assistant principal places data driven school level goals into the vision which describe how the vision will be attained; adjusting the goals as needed, using student learning outcomes, needs assessments, observations of teacher practices, and participation from stakeholders to ensure they are driving improvements in achievement. Domain II: School Culture Component A: Facilitates collaboration between teams of teachers * The assistant principal develops a school culture that allows effective teaching and learning to occur through the use of effective and frequent collaboration between teams of teachers. * The assistant principal reinforces the school culture, along with the teachers, students and stakeholders, through practices and actions that say: this is how we do school here. * The assistant principal establishes a culture of learning, wherein teachers identify and teach core academic skills across the curriculum and implement shared instructional practices to improve student achievement; using work that is rigorous and aligned with the Compass rubric. Component B: Provides opportunities for professional growth and develops a pipeline of teacher leaders * The assistant principal expects professional growth from all members of the teaching staff that is aligned with the vision of the school and the Compass rubric. * The assistant principal facilitates meaningful, targeted professional development opportunities aligned to teacher needs and designed to improve instructional practice. * The assistant principal cultivates a pipeline of teacher leaders and develops their leadership skills to provide additional support to teachers in the school and allows them to take on additional leadership opportunities. Component C: Creates and upholds systems that result in a safe and orderly school environment. * The assistant principal ensures that the school building is clean and safe, all basic facilities are in working order and that the physical plant fosters major academic priorities and initiatives. * The assistant principal consistently implements and discusses across all classrooms, an age appropriate code of conduct with written values and beliefs, that is aligned with district and school priorities. * The assistant principal utilizes all support staff, including certificated and non-certificated employees, to strategically support the achievement of school goals. Domain III: Instruction Component A: Observes teachers and provides feedback on instruction regularly. * The assistant principal observes teachers to provide on-going actionable, clear and transparent feedback on instruction; these observations will become a part of both formative and summative assessments of teacher effectiveness. * The assistant principal ensures that all instruction is focused on the development and implementation of goals and objectives that are aligned with the Common Core Standards. Component B: Ensures teachers set clear, measurable objectives aligned to Common Core. * The assistant principal guarantees that all instruction is grounded in and guided by the Common Core Standards. * The assistant principal implements a curricular scope and sequence that fosters rigorous instruction and activities that are designed to cognitively challenge students using the Common Core Standards. * The assistant principal supplies teachers with supporting curricular materials that allow them to implement the curriculum with fidelity. Component C: Ensures teachers use assessments reflective of Common Core rigor. * The assistant principal facilitates and supports staff use of aggregated and disaggregated data to identify and prioritize students' needs in relation to the Common Core Standards. * The assistant principal will ensure that all assessments are Common Core aligned and will maintain teacher accountability for on-going analysis of student data to provide rigor, differentiation, rapid interventions and updated intervention assignments to reflect student needs and progress. OTHER DUTIES AND RESPONSIBILITIES: * Observes and supervises assigned personnel at the school level while performing designated duties. * Assists in selecting, requisitioning, and administering supplies, materials, equipment, textbooks and services. * Assists in supervising the maintenance of the school plant including the operation of custodial services, food services and transportation, as assigned. * Assists in establishing and enforcing rules and regulations related to student rights and responsibilities. * Assists in accounting for student attendance. * Assists in the supervision of extra-curricular activities. * Assists the principal in investigating, evaluating and implementing instructional changes on the school level. * Assists in maintaining accurate records related to curriculum procedures, instructional practices, and student records. * Assists in the evaluation and development of the school staff including appropriate professional development activities. * Performs other duties as designated by the principal. 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. PROFESSIONAL CONDUCT Minimum Qualifications: Minimum of five years of successful teaching experience during the five-year period immediately preceding appointment to the position of assistant principal. Holds a valid Type "A" or Level 3 Louisiana teaching certificate with authorization as Provisional Principal, School Principal, or Educational Leader 1 or 2 and other requirements as set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746). Personal Characteristics: Ability to plan, organize, and oversee the work of the school staff; ability to work tactfully and harmoniously with schools, staff, parents and/or the public; ability to gain the respect of staff, parents and students; ability to hold records, reports and conversations in confidence and encourage cooperation between teachers and parents in order to ensure a professional instructional climate for students; physical stamina and emotional stability to work effectively under pressure and to keep all aspect of the job under control; exhibits professionalism in dealing with all members of the staff; neat, well groomed appearance. Terms of Employment: Elementary: 194 days; Middle: 195 days; High: 200 days Reports to: School Principal Supervises: Assigned school personnel at school site Salary Range: See Caddo Salary Schedules for Assistant Principals

TECHNOLOGY Job Title: Operations Specialist Reports To: Immediate Supervisor Prepared By: The Division of Human Resources Board Approved Date: Pay Grade Range: DA107 Summary: The job of Technology Operations Specialist is done for the purpose/s of receiving, organizing, and maintaining technology assets within the District; answering Help Desk calls as needed; creating accounts and making changes in the active directory; conducting inventories; scheduling use and maintenance of equipment; and setting passwords and security levels. Essential Duties and Responsibilities: Assist district staff as needed (e.g. Help Desk, email accounts, etc.) for ensuring the efficient use of technology and associated applications. Conduct inventory (e.g. general and special funds, etc.) for ensuring equipment in the Technology Department is accounted for and records are in accordance with District policies. Create purchase orders for the Technology Department for ensuring the department has necessary materials and equipment to function optimally while staying within budget guidelines. Facilitate meetings (e.g. staff meetings, in-services, workshops, etc.) for conveying and gathering information required to perform job functions. Maintain a variety of systems (e.g. equipment log, SMART equipment, etc.) for ensuring availability of systems. Monitor a variety of systems (e.g. scheduled updates, email groups, etc.) for ensuring availability for use by District personnel. Perform a variety of actions with technology (e.g. scheduled maintenance, labels for drives needing ghosting, etc.) for meeting the technology needs of the users. Prepare a variety of information (e.g. work orders, schedules, inventory reports, etc.) for documenting activities, providing written reference, and conveying information. Research a variety of work-related topics (e.g. general trends in the field, software upgrades, best prices, etc.) for remaining current in work-related technology. Respond to requests from a wide variety of stakeholders (e.g. Help Desk personnel, administrators, etc.) for providing information, addressing changes, and referring to alternate resources. Troubleshoot a variety of systems as needed (e.g. SMART systems, etc.) for providing immediate assistance to users for problem resolution. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Extensive knowledge of computer / technical operations. Comfort in use of technology. Confidentiality in that at times the Operations Specialist will handle sensitive documents and information. Education and Experience: Associate's degree required or certification from a technical program or college. Bachelor's degree preferred. Two (2) years experience operating computer equipment is required and one year of experience should be at an increased level of responsibility. Work Environment Conditions: 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. Professional Conduct: The Employees are 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 East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment. The East Baton Rouge Parish School System and all of its entities (including Career and Technical Education Programs) do not discriminate on the basis of age, race, religion, national origin, disability, or gender in its educational programs and activities (including employment and application for employment), and it is prohibited from discriminating on the basis of gender by Title IX (20 USC 168) and on the basis of disability by Section 504 (42 USC 794). The Title IX Coordinator is Andrew Davis, Director of Risk Management - **********************, **************. The Section 504 Coordinator is Danielle Staten-Ojo - **********************, **************

CLERICAL/PROFESSIONAL SERVICES Safety Asbestos Specialist Key Qualifications: Environmental Science Construction Project Management Asbestos Safety Relevant certifications related to these fields Job Title: Safety Asbestos Specialist Reports To: Immediate Supervisor Prepared By: The Division of Human Resources Board Approved Date: Pay Grade Range: SU104 Summary: Assumes total responsibility for the asbestos abatement program for the East Baton Rouge Parish School System. Assume responsibility for safety and safety education for the well being of all persons in East Baton Rouge Parish School System facilities. Keep the District in compliance with all Parish, State and Federal law, ordinances, and regulations regarding safety and environment, especially Department of Environmental Quality (DEQ) requirements. Essential Duties and Responsibilities: Act as liaison between the Environmental Services Provider, the Program Management Group and Maintenance Services Provider for daily operations of the department. Work closely with all governmental agencies to ensure that the School System is in compliance with all laws and regulations regarding asbestos abatement and safety. Ensures that all Asbestos Management Plans are up to date and copies are available at each facility. Ensure that all Six-Month and Three-Year Asbestos Inspections are performed according to law and properly documented. In association with the Environmental Services Provider, develop bid specifications and documents in accordance with State Bid Laws for all abatement projects. Provide adequate surveillance and inspection on all asbestos abatement and safety projects to ensure compliance with the specifications for the execution of the work. Resolves issues and complaints associated with asbestos, mold remediation, lead based paint abatement. Applies for and maintains permits for waste water and grease traps at district facilities. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Must have completed all the courses and training and possess a current license in the State of Louisiana for Asbestos Abatement Program within a School Setting. Must have completed all courses In Applied Microbial Remediation for a Technician. Must be an active member of the Louisiana Emergency Preparedness Association. Must have taken Environmental Protection Agency (EPA) Indoor Air Quality training and experience in mold remediation. Education and Experience: Graduation from an accredited college or university with a minimum of a Bachelor's Degree in Environmental Sciences or related field, with a minimum of five (5) years of practical experience in safety and asbestos supervision. Twelve (12) years of practical experience in safety and asbestos supervision may be used in lieu of a degree and experience. Work Environment Conditions: 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. Professional Conduct: The Employees are 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 East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment.

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

CURRICULUM SUPPORT/Educational Diagnostician Date Available: 01/25/2024 Closing Date: 10/31/2025 Attachment(s):

TRANSPORTATION Job Title: Transportation Service Technician Reports To: Immediate Supervisor Prepared By: The Office of Human Resources Board Approved Date: Salary Range: TRH02 to TRH03 $31,242 to $55,265 Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment. Summary: This is skilled mechanical work in the maintenance and repair of automotive transportation and other light vehicles operated by the School Board. Essential Duties and Responsibilities: Services and repairs automobiles, buses, trucks and other motorized equipment to include servicing, preventive maintenance, and component repair or overhaul. Repairs and replaces broken springs, stop signals, door opening mechanisms, and minor body and fender repairs, etc. Performs such tasks as grinding valves, setting tappets, adjusting and lining brakes, repairing universal joints, steering gears and hydraulic brake systems, etc. Performs road test on vehicles after repair. Performs basic diagnostic testing as necessary. Performs legible documentation of repairs on work orders. Makes service calls to disabled vehicles in the field. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Education and Experience: Completion of a standard high school, trade or vocational school course(s); or any equivalent combination of experience and training. Knowledge of the standard practices, methods, tools, and equipment of the trade. Considerable experience in repairing automotive, medium truck, or school bus equipment in a general garage or automotive service station. Skill in the operation of simple equipment employed in motor repairs. Considerable knowledge of standard practices and equipment of the automotive mechanic trade; knowledge of the principles of operation of gasoline and diesel engines and of mechanical repairs on buses and vehicles. Must have sufficient automotive mechanical experience to pass the required maintenance test, and must have a valid drivers' license. Valid, or ability to obtain, Louisiana CDL license preferred. Work Environment Conditions: 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. Professional Conduct: The Employees are 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 East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. The East Baton Rouge Parish School System and all of its entities (including Career and Technical Education Programs) do not discriminate on the basis of age, race, religion, national origin, disability, or gender in its educational programs and activities (including employment and application for employment), and it is prohibited from discriminating on the basis of gender by Title IX (20 USC 168) and on the basis of disability by Section 504 (42 USC 794). The Title IX Coordinator is Andrew Davis, Director of Risk Management - **********************, **************. The Section 504 Coordinator is Danielle Staten-Ojo - **********************, **************.

SCOPE OF RESPONSIBILITIES: Counseling and guidance services which assist students in making maximum use of their abilities by providing social, behavioral and academic group and individual counseling. PERFORMANCE RESPONSIBILITIES/ESSENTIAL FUNCTIONS: Provides individual counseling. Provides group counseling and guidance. Participates in teacher/parent conferences. Assists with the orientation of students, parents and school personnel concerning guidance and counseling services as well as total school operation. Provides testing and placement services. Provides follow-up guidance services. Assists with scheduling of students. Discuss future high school requirements, training programs, and career plans with students and parents. Checks incoming cumulative records, evaluates transcripts for completeness and prepares students records to be sent to high schools, State Department or other school. Provides follow-up on students eligible for summer school. Maintains inventory of guidance materials, testing supplies and career materials. Attends counselor workshops. Serves as a consultant to members of the administrative and teaching staff. Reviews and assesses counseling and guidance services. Schedules a counseling session with individual students after the second suspension. Completes and forwards to MIS completed dropout cards on a weekly basis. Performs all other duties as assigned by the principal. WORK ENVIRONMENT/HOURS WORKED: A counselor is required to work in an office type setting, climate control environment adhering to School Board energy policy and in the outside areas which are subject to climate extremes. The work day consists of eight hours per day including one hour for lunch. Junior/Middle School counselors work same amount of days as a regular teacher. High School counselors work an additional twenty (20) days. COMMUNICATION SKILLS: A certified counselor must be able to communicate in standard English both orally and in writing. Communication must be commensurate with age and skill of listener. Must have ability to accurately give and receive information via tele-communication system. Must be able to communicate successfully and pleasantly with the public. Must be able to accurately compile and access data, summarize information and provide written report to supervisor. Must have ability to represent school system at various public functions. EQUIPMENT USED: Telephone, typewriter, micro computer, facsimile machine, calculator, copy machine, printers, folding machines, intercom and P.A systems, security alarm system and other appropriate office machines. PHYSICAL INVOLVEMENT: Sitting, standing, walking, running as required during the work day. Must be able to operate office equipment. Reaching, bending, lifting 10 pounds is sometimes required as well as the physical restraint of another person or persons. Ability to provide own transportation to schools, work locations and meeting sites. Mobility skills necessary to access a variety of work locations. MENTAL INVOLVEMENT: Must understand and interpret written and verbal instructions from supervisor and must be cognizant of policy and procedures governing counselor and student services in the Jefferson Parish Public School System and their implementation. Ability to make appropriate referrals to community agencies. HUMAN RELATIONS INVOLVEMENT: Must be able to work compatibly in group settings. Must serve as a resource to administrators, faculty, staff, students, parents and community. Must be able to respond positively to supervision and to accept suggestions for improvement. MINIMUM QUALIFICATIONS: Valid Louisiana Elementary/Secondary Certificate Completion of a standards-based master's degree program in school counseling from a regionally accredited college or university approved by the Council for Accreditation of Counseling and Related Education Program (CACREP) Practicum/internship requirements In school counseling to include 100 contacthours in a school setting An internship in school counseling to include 600 contact hours in a school setting Completion of the Praxis examination in school counseling (5422) Compensation: JP Schools offers a competitive salary that is commensurate with experience. JP Schools also offers a competitive benefits package.

CURRICULUM SUPPORT/Behavior Strategist Date Available: 03/12/2025 Attachment(s): * Behavior Strategist (1).pdf

Reporting to the Director of Speech and Hearing in the Student Support Unit, the Speech-Language Pathologist Assistant provides screenings and therapeutic services excluding assessment under the direct supervision of supervising speech-language pathologists for students with special communication needs in assigned schools. Reports To: Director of Speech and Hearing Scope of Responsibility: Conducts non-interpretive speech-language screenings co-signed by Supervising SLP. Performs hearing screenings limited to pass/fail determinations. Provides direct treatment as determined by the Supervising SLP and as stipulated to R.S.37:2650-2666 Follows treatment plans or protocol with documented approval of the Supervising SLP. Documents patient/student progress and reports this information to the Supervising SLP. Schedules activities, prepares charts, records, graphs, etc. Inspects and maintains equipment. Participates in IEP conferences, parent conferences, case conferences, and interdisciplinary team conferences. Performs other duties excluding assessment as assigned by the Director of Speech and Hearing or the Executive Director of Health and Related Services. Skills and Qualifications: Bachelor's Degree in educational program for speech-language pathology. Licensed in the State of Louisiana as a Speech Language Pathologist-Assistant required. Appropriate certification as a Speech Language Pathology Assistant as described in Bulletin 746 of the Louisiana Department of Education required. Must understand and interpret written and verbal instructions from the supervisor. Ability to manage, direct, and supervise students. Must be able to work compatibly with students, school personnel, parents, and professionals. Must be able to respond positively to supervision and to accept suggestions for improvements. Must be able to work independently with minimal supervision. Must be able to communicate in English both orally and in writing. Must have the ability to communicate successfully and pleasantly with students, professionals and parents. Working knowledge of federal and state laws and regulations as well as school system regulations regarding special education. Proficient in Microsoft Office and skilled in Google Suite. Strong written and Oral communication skills in multiple settings. Ability to work collaboratively with team members. Desirable Qualifications: Familiarity with assistive technology. Varied experience with children who exhibit communication disorders. Bilingual. Physical Involvement: Sitting, standing, walking, climbing, reaching, bending, and lifting are generally required throughout the day. Mobility skills are necessary to access assigned school(s) and various areas within assigned school(s), Area Speech and Hearing Office, and meeting sites. Ability to provide own transportation to school(s), Speech and Hearing Office, and meeting sites. Compensation: JP Schools offers a competitive salary that is commensurate with experience. JP Schools also offers a competitive benefits package.

PART-TIME WORK/Part-time Employee Job Title: Part-time Observer Reports To: Immediate Supervisor Prepared By: The Division of Human Resources Board Approved Date: Summary: The job of part time observer is done for the purpose of providing data on the typical experiences of children in a classroom using the appropriate infant, toddler, or pre-k tool as required in Louisiana's Bulletin 140 requirements for Early Childhood. The part time class observer is certified/reliable in the CLASS infant, toddler, and/or pre-k tool and will observe birth to age four classrooms in the EBR Early Childhood Community Network which includes publicly funded schools, childcare providers, Early Head Start, and Head Start entities within the cities of Baton Rouge and Baker. The data the part time class observer provides will also be used to determine the Early Childhood Performance Profile Rating (PPR), for each Early Childhood provider in the EBR Early Childhood Community Network and the EBR Early Childhood Community Network PPR, which in part is the average CLASS score of all publicly funded early care and education providers in the cities of Baton Rouge and Baker. Essential Duties and Responsibilities: Conducts a two hour CLASS observation in an assigned pre-kindergarten classroom (ages infant to four), using Teachstone's CLASS tool. Enter CLASS observation scores into the Louisiana Department of Education (LDOE) Early Childhood Portal within 10 business days. Complete and submit the (LDOE) debriefing form to the site at which observation occurred within 10 business days. Obtain and maintain CLASS certification in the age group(s) of choice. Recertify in the CLASS tool annually and provide updated certification to community network lead agency office. Attend one calibration session per semester. Submit invoices, observation data, and other required documents to the community network lead agency office by specified pay period deadlines. Attend mandatory training meetings each semester to understand community network lead agency policies. Observe classes as assigned by the community network lead agency that do not present a conflict of interest as defined by Bulletin 140. Maintain Childcare Criminal Background check as required every five years and place it on file with the community network lead agency office. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Education and Experience: High school diploma or high school equivalent. Have at least three years experience in education or related fields. Be certified by Teachstone as a reliable observer for every age group that will be observed by that observer in the current school year (updated certificate to remain on file with community network lead agency); Participate in on-going calibration exercises at least once per observation period; and Have a valid Louisiana Child Care Criminal Background Check (CCCBC) that is on file with the community network lead agency (for early learning center observers only) Work Environment Conditions: 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. Professional Conduct: The Employees are 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 East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment.

PARAPROFESSIONAL/Paraprofessional- Special Education Additional Information: Show/Hide Job Title: Paraprofessional Reports To: Immediate Supervisor Prepared By: The Division of Human Resources Summary: Assists teachers to provide for the physical and instructional needs of students with disabilities in a special education setting. Assists in the implementation of classroom programs, including self-help, behavior management, and instruction programs. Work under general supervision of the principal and immediate direction of the certified teacher. Essential Duties and Responsibilities: * Assists teachers in preparing instructional materials and classroom displays. * Help maintain a neat and orderly classroom. * Help with inventory, care, and maintenance of classroom equipment. * Assists teachers in maintaining administrative records and preparing required reports. * Provides orientation and assistance to substitute teachers. * Assists students with physical disabilities according to their needs, including transferring to and from wheelchairs, lifting, or positioning. * Assists students with physical needs and personal care, including feeding, bathroom needs, and personal hygiene; including catheterization, after proper training is provided * Helps manage the behavior of students. This includes intervening in crisis situations and restraining disruptive or dangerous student behavior as needed. * Assumes responsibility for learning and adapting to each student's special medical, physical, communicative need. * Works with individual students or small groups to develop motor skills and conduct instructional exercises assigned by the teacher. * Helps supervise students throughout the school day, inside and outside the classroom. This includes lunchroom, bus, and playground duty. * Keeps teachers informed of special needs or problems of individual students. * Participates in staff development training programs, faculty meetings, and special events as assigned. * Maintains a professional level of confidentiality concerning personnel and students. * Upholds and adheres to safety rules and policies. * Supports the goals and objectives of the school district and follows all district policies. * Demonstrates the ability to attend work on a regular and routine basis to avoid disruption to district operations. Other Duties: Other duties as assigned that are related to the functions of the position. Essential Functions/Qualifications/Requirements: Education and Experience: High school diploma or high school equivalent. Completed two (2) years of study at an institution of higher education (48 college credit hours with required courses); or received an Associate's degree (or higher) from an accredited institution of higher learning; or a minimum score of 450 on the ETS Parapro Exam. Work Environment Conditions: 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. Professional Conduct: The Employees are 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 East Baton Rouge Parish School System policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. Technological Abilities: To perform this job successfully, an individual must be proficient in general use of a computer, the use of Email as a form of communication, and other job-specific equipment, software, and/or applications. Note: New employees coming to EBRPSS/current employees new to a position, must use the Verifent website to verify qualifying years of experience (outside of EBRPSS) aligned to the . All new employees to the district/current employees new to a position will receive 0 years of experience aligned to the until the verification of previous experience aligned to the job description is received. Verifient Link Experience verifications must be received in the Office of Human Resources within the first 6 months of employment in order to be eligible for a retroactive payment.

SCOPE OF RESPONSIBILITIES: To assist the plant manager in maintaining safety, security, cleanliness and appearance of the physical plant. PERFORMANCE RESPONSIBILITIES/ESSENTIAL FUNCTIONS: Maintain cleanliness of halls and entrances. Cleans walls and windows. Check dressing rooms. Cleans classroom units as specified in accordance with working schedule and minimum cleaning schedule specific school needs. Be responsive to coordinator, plant manager and/or assistant custodian where appropriate. Perform all other duties as required by the plant manager or Coordinator of Maintenance & Custodial Services. WORK ENVIRONMENT/HOURS WORKED: All weather conditions, winter and summer. Employee is expected to provide and wear appropriate clothing for conditions of the day. Plant Managers/custodial personnel may be required to work a split shift. COMMUNICATION SKILLS: Must be able to read and comprehend service order and repair request documents. EQUIPMENT USED: Electric buffers, stripper, mop, push broom, etc. PHYSICAL INVOLVEMENT: Trunk flexion and squatting are necessary requirements in accomplishing tasks such as working under raised buildings, in attic spaces, toilet room enclosures, etc., again often necessitating carrying tools, building materials, etc. MENTAL INVOLVEMENT: Comprehend written instructions. HUMAN RELATIONS INVOLVEMENT: Conduct activities in group settings maintaining an objective attitude, decorum and diplomacy, tact and discretion. MINIMUM QUALIFICATIONS: Must be able to read and write and to comprehend instructions on operation of equipment of all types and on the use of chemicals used in cleaning operation. Compensation: JP Schools offers a competitive salary that is commensurate with experience. JP Schools also offers a competitive benefits package.

MINIMUM QUALIFICATIONS: High school diploma or equivalency and Passing score on Praxis Para Pro Test or Associate's Degree or 48 hrs. of approved college coursework 18 years of age or older for employment in elementary and middle schools 21 years of age or older for employment in high schools DESIREABLE QUALIFICATIONS: Previous experience working with children LENGTH OF WORK YEAR: 9 months Compensation: JP Schools offers a competitive salary that is commensurate with experience. JP Schools also offers a competitive benefits package.

SCOPE OF RESPONSIBILITIES: Counseling and guidance services which assist students in making maximum use of their abilities by providing social, behavioral and academic group and individual counseling. PERFORMANCE RESPONSIBILITIES/ESSENTIAL FUNCTIONS: Provides individual counseling. Provides group counseling and guidance. Participates in teacher/parent conferences. Assists with the orientation of students, parents and school personnel concerning guidance and counseling services as well as total school operation. Provides testing and placement services. Provides follow-up guidance services. Assists with scheduling of students. Discuss future high school requirements, training programs, and career plans with students and parents. Checks incoming cumulative records, evaluates transcripts for completeness and prepares students records to be sent to high schools, State Department or other school. Provides follow-up on students eligible for summer school. Maintains inventory of guidance materials, testing supplies and career materials. Attends counselor workshops. Serves as a consultant to members of the administrative and teaching staff. Reviews and assesses counseling and guidance services. Schedules a counseling session with individual students after the second suspension. Completes and forwards to MIS completed dropout cards on a weekly basis. Performs all other duties as assigned by the principal. WORK ENVIRONMENT/HOURS WORKED: A counselor is required to work in an office type setting, climate control environment adhering to School Board energy policy and in the outside areas which are subject to climate extremes. The work day consists of eight hours per day including one hour for lunch. Junior/Middle School counselors work same amount of days as a regular teacher. High School counselors work an additional twenty (20) days. COMMUNICATION SKILLS: A certified counselor must be able to communicate in standard English both orally and in writing. Communication must be commensurate with age and skill of listener. Must have ability to accurately give and receive information via tele-communication system. Must be able to communicate successfully and pleasantly with the public. Must be able to accurately compile and access data, summarize information and provide written report to supervisor. Must have ability to represent school system at various public functions. EQUIPMENT USED: Telephone, typewriter, micro computer, facsimile machine, calculator, copy machine, printers, folding machines, intercom and P.A systems, security alarm system and other appropriate office machines. PHYSICAL INVOLVEMENT: Sitting, standing, walking, running as required during the work day. Must be able to operate office equipment. Reaching, bending, lifting 10 pounds is sometimes required as well as the physical restraint of another person or persons. Ability to provide own transportation to schools, work locations and meeting sites. Mobility skills necessary to access a variety of work locations. MENTAL INVOLVEMENT: Must understand and interpret written and verbal instructions from supervisor and must be cognizant of policy and procedures governing counselor and student services in the Jefferson Parish Public School System and their implementation. Ability to make appropriate referrals to community agencies. HUMAN RELATIONS INVOLVEMENT: Must be able to work compatibly in group settings. Must serve as a resource to administrators, faculty, staff, students, parents and community. Must be able to respond positively to supervision and to accept suggestions for improvement. MINIMUM QUALIFICATIONS: Valid Louisiana Elementary/Secondary Certificate Completion of a standards-based master's degree program in school counseling from a regionally accredited college or university approved by the Council for Accreditation of Counseling and Related Education Program (CACREP) Practicum/internship requirements In school counseling to include 100 contacthours in a school setting An internship in school counseling to include 600 contact hours in a school setting Completion of the Praxis examination in school counseling (5422) Compensation: JP Schools offers a competitive salary that is commensurate with experience. JP Schools also offers a competitive benefits package.