Lead teacher jobs in Louisiana - 311 jobs

BASIS Baton Rouge Materra Campus is accepting applications for Future Elementary Teacher Opportunities for the 2026-2027 School Year! Visit ******************************************** to learn more about us! As a BASIS Ed Elementary Learning Expert Teacher, you are able to use your expertise in learning to address the differentiated needs of your students. Through the collaboration with you, the Subject Expert Teachers handle the main instruction in the classes, so you aren't preparing multiple lessons every day. This allows you to truly focus on the individual results and needs of your students so you can raise their ability to learn. Required Qualifications: A Bachelor's or Master's degree. A valid fingerprint clearance and/or satisfactory applicable state background check Demonstrated passion for student achievement and directed effort to raise individual student outcomes. Preferred Qualifications: Experience as an elementary educator Strong communication skills Open to new ideas in teaching methods LETs Role in our Co-Teaching Model: BASIS Elementary Teachers are knowledgeable, passionate and believe in transforming education. Our K-3 (or K-4, depending on campus location) classrooms are co-taught with not one, but two elementary school teachers co-creating with students at all times. Our Learning Expert Teachers (LETs) cultivate a joyful learning culture where hard work is celebrated and where intellectual pursuits result in an extraordinary student outcomes. LETs at the elementary level customize education to meet the individual needs of each student. Our elementary teachers love teaching and our students love learning. BASIS teachers celebrate the art of elementary education and, guided by the belief that any child can excel, our elementary teachers' deep pedagogical expertise ensures that each student receives a world-class education. Primary Job Responsibilities: Responsible for one cohort of students and lead them through classroom transitions during the day Collaborate work with the Subject Expert Teacher (SET) for each class period Utilize expertise in elementary education teaching methods to provide individualized or small group instruction to meet the differentiated needs of students Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere in the classroom About BASIS Ed Benefits and Salary: Salary for this position is competitive and dependent on education and experience BASIS Ed offers a comprehensive benefits package, including but not limited to: Employer paid medical and dental insurance Vision insurance PTO Ability to add dependents 401k with partial match that grows over time Employee Assistance Program Childcare Savings Opportunity (KinderCare tuition discount) BASIS Charter Schools embrace subject expertise and passion in the classroom! Our teachers are part of one of the nation's most collaborative and professional learning communities. All of our schools use the acclaimed BASIS Charter School Curriculum. At the same time, our teachers are given the autonomy and academic freedom to teach in the manner that suits them. They choose how best to create dynamic lessons that foster student enthusiasm for new ideas and high-level learning. They help guide students to reach their greatest potential while preparing them for the demands of higher education, a rewarding career, and global citizenship. BASIS Charter School teachers spend their time teaching engaged students and teaming up with fellow educators -- creating an intellectual, inspiring, supportive, and Collegial school community. Reasonable Accommodations Statement To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Notice of Non-Discrimination: In accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990, the Boy Scouts of America Equal Access Act and applicable state law, BASIS* does not discriminate on the basis of actual or perceived race, color, religion, national origin, sex, age, disability, gender identity or expression, or any other classification protected by law in any of its business activities, including its educational programs and activities which comply fully with the requirements of state and federal law and Title IX. * As used in this policy, the term "BASIS" refers to: BASIS Educational Group, LLC, BASIS Schools, Inc., BTX Schools, Inc., BDC, A Public School, Inc., BBR Schools, Inc., and all affiliated entities.

UPLOAD ALL DOCUMENTS REQUESTED Applicants must have a valid Louisiana Teaching Certificate which includes certification in the area of employment as specified by Bulletin 746, Revised, Louisiana Department of Education or eligibility to obtain. Must be able to establish and maintain positive working relationships with school stakeholders, state and federal agencies and the general public. The background check will be done upon employment recommendation. You are not required to be fingerprinted to apply. TEACHER - OTHER: Band, Art, PE, Librarian, Foreign Language, etc. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

High School Teaching TITLE Master Teacher QUALIFICATIONS Valid Louisiana Teaching certificate Master's Degree Preferred Minimum of 5 documented years of successful teaching Physical and mental stamina and ability to perform job functions, tasks and duties. REPORTS TO School Principal/Academy Director SUPERVISES Non-Applicable TERMS OF EMPLOYMENT 10 Month PAY FACTOR: 1.111 JOB GOAL To assist and support the school principal in providing vision, culture, and instructional leadership that efficiently and effectively results in increased student achievement. PERFORMANCE RESPONSIBILITIES/JOB DUTIES: 1. SCHOOL MISSION, VISION, & STRATEGIC GOAL SETTING 1.1. Goal-Setting and Monitoring 1.1.1. Establishes rigorous and obtainable data-driven goals and comprehensive action plans to ensure achievement. 1.1.2. Disaggregates current and relevant data in depth in order to create, support, and monitor school goals. 1.1.3. Strategically uses current and relevant student data to impact significant student achievement. 1.1.4. Plans, implements, supports, monitors and/or evaluates/refines action steps, including acceleration and interventions. 1.1.5. Systematically enlists teachers to analyze student data and student work to monitor attainment of goals, and to guide and inform instruction. 1.2. Communication of Mission, Vision, and Goals 1.2.1. Establishes and communicates a school mission and vision that drives instruction and school activities. 1.2.2. Communicates the mission, vision, and goals of the school with staff members, students, families, and other stakeholders. 1.2.3. Invests teachers, students, and stakeholders in contributing to the school vision in order to reach established goals. 1.3. Expectations 1.3.1. Advocates for the best interests and needs of all students to ensure student achievement. 1.3.2. Establishes high standards for students, teachers, and staff members. 1.3.3. Models expectations and creates opportunities for students, teachers, and staff to establish high and demanding expectations. 2. INSTRUCTIONAL LEADERSHIP 2.1. Curriculum and Assessment 2.1.1. Develops all teachers' abilities to effectively utilize established schoolwide instructional plans where high-quality instructional materials are consistent with schoolwide goals. 2.1.2. Develops teachers to set clear, measurable objectives aligned to the depth and rigor of the state standards. 2.1.3. Develops teachers to utilize systems where teachers analyze formative and summative data to monitor and systematically adjust teaching and learning as needed to meet student achievement goals and increase their proficiency. 2.1.4. Plans and monitors professional learning to ensure that teachers grow in the areas of curriculum, assessment, and instructional practices. 2.1.5. Utilizes existing structures (e.g. TC, ILT) to strategically engage in conversations about assessments and student progress. 2.2. Teacher Effectiveness 2.2.1. Develops and organizes a leadership team's (e.g. ILT) ability to utilize a schoolwide evaluation system and coaching plans to increase teacher effectiveness. 2.2.2. Develops and supports a leadership team's ability to evaluate teaching and learning through current and relevant student data. 2.2.3. Develops and supports a leadership team's ability to provide evidence from the observed lesson that connects to an overall area of strength, an area of growth, and a specific recommendation for the next steps. 2.2.4. Develops and supports a leadership team's ability to use teacher and student data gathered through observations to determine what development activities or instructional strategies will best meet the needs of each teacher to improve overall teacher effectiveness. 2.2.5. Develops, organizes, and supports a system that ensures teachers receive a differentiated targeted coaching plan based on classroom evaluations. 2.2.6. Strategically develops, organizes, and supports opportunities for teachers to implement learning in different ways and ensures teacher ownership of new learning. 2.2.7. Organizes and supports opportunities where teachers work and plan together to impact student achievement. 2.3. Meeting Student Needs 2.3.1. Develops teachers' abilities to utilize data to identify students in need of intervention, acceleration, extension, or other additional supports. 2.3.2. Creates and implements a systematic monitoring process where all educators monitor, evaluate, and review student progress to ensure the academic needs of all students are being met. 2.3.3. Develops teachers to adjust instruction by utilizing instructional supports within high-quality instructional materials, when available, to ensure that all students master the content. 2.3.4. Creates and implements systems that develop teachers in implementing instructional practices that meet the needs of all learners. 2.3.5. Develops teachers' abilities to implement systems so all students access rigorous, on-grade-level instruction. 2.4. Instructional Focus 2.4.1. Creates and implements a schoolwide schedule and routines that maximize instructional time; monitors effectiveness and makes adjustments when necessary with input from other instructional leaders or key personnel. 2.4.2. Plans and prioritizes his/her schedule in order to engage in instructional leadership activities focused on teaching and learning. 2.4.3. Ensures teachers have access to and effectively use high-quality instructional materials to instruct all students; regularly monitors teachers' use of these materials and evaluates the impact on student achievement. 2.4.4. Plans and prioritizes instructional practices based on system and school goals when making decisions. 2.4.5. Develops schoolwide systems that ensure that there are specific roles for other instructional leaders on campus in supporting and building teacher capacity in order to meet both teacher and student goals. 2.4.6. Develops instructional leaders who lead instructional staff meetings and/or ongoing applied professional learning with adult learning principles. 3. CAPACITY BUILDING 3.1. Reflective Practices 3.1.1. Openly/transparently reflects on his/her own leadership practice resulting in strategic action plans that lead to a significant increase in student achievement and teacher proficiency. 3.1.2. Self-reflects to determine areas of growth and sets rigorous goals routinely to strengthen his/her own leadership practice. 3.1.3. Implements and adjusts schoolwide action plans based on feedback and data collected in order to enhance student achievement and educator effectiveness. 3.1.4. Collaborates with colleagues at the school and system levels to implement local and schoolwide initiatives that consistently result in gains in student achievement and educator effectiveness. 3.2. Leadership Development 3.2.1. Develops school leaders to utilize teacher and student observational data to increase teacher effectiveness and ensure student growth. 3.2.2. Fosters self-reflection in teacher leaders by creating systems for strong collaboration and coaching resulting in ongoing capacity-building and student achievement. 3.2.3. Develops his/her leadership skills and those of others by establishing a career pipeline to assume additional responsibilities. 3.2.4. Provides opportunities for teachers and staff members to participate and apply new learning. 3.3. Collaborative Practices 3.3.1. Ensures collaborative opportunities/ structures for capacity-building of teachers to continuously examine evidence of student learning and make strong instructional adjustments to ensure student success. 3.3.2. Fosters a strong sense of purpose by ensuring meaningful contribution from teachers that includes analysis of significant student or teacher data to inform decisions, build teacher capacity, and increase student achievement. 3.3.3. Monitors and actively supports the quality of content within collaborative opportunities/structures (e.g., TC, ILT) to ensure it is a logical continuum that results in significant increases in student learning and teacher effectiveness. 3.4. Continuous Improvement 3.4.1. Prepares, plans, and monitors new staff by providing induction and mentoring systems and support. 3.4.2. Systematically fosters and empowers the continuous learning and improvement of teachers and staff to the highest levels of practice through job-embedded professional learning opportunities. 3.4.3. Ensures individualized professional learning, aligned to the coaching plan, is provided to support teachers' and staff members' skills, is guided by an understanding of adult learning principles, and is measured with student data. 4. SCHOOL & COMMUNITY ENVIRONMENT 4.1. School Atmosphere 4.1.1. Establishes systems that ensure a safe and positive campus atmosphere for students, staff members, families, and community stakeholders. 4.1.2. Manages conflict among stakeholders effectively. 4.1.3. Develops structures and processes that result in ongoing, positive collaboration with a school leadership team. 4.2. Community Engagement 4.2.1. Develops productive and positive relationships with stakeholders. 4.2.2. Uses communication to enhance student learning and build support for goals. 4.2.3. Provides services for students, families, and the community during and beyond school hours. 4.2.4. Creates opportunities for diverse and broad stakeholder engagement to support learning. 4.3. Discipline 4.3.1. Develops, implements, and monitors a campus-wide discipline system/plan to promote a positive learning environment for all students. 4.3.2. Addresses student misconduct in a positive, and fair manner. 4.3.3. Incorporates problem-solving skills to manage student behavioral challenges. 4.3.4. Supports and coaches teachers in resolving discipline concerns. 4.4. Access to High-Quality Education 4.4.1. Implements and monitors systems that allow all students to have access to effective teachers. 4.4.2. Develops and monitors initiatives to ensure all students have learning opportunities and academic and social supports that lead to academic success. 4.4.3. Supports and coaches teachers with identifying and utilizing resources for providing all students with educational opportunities. 4.5. Responsiveness to Stakeholders 4.5.1. Incorporates and articulates a commitment to all students in the school mission and vision. 4.5.2. Incorporates the history, values, and background of students' communities in the curriculum. 4.5.3. Creates organizational structures at the school and system levels that empower all students and parents across communities. 5. PROFESSIONALISM & INTEGRITY 5.1. Professional Norms 5.1.1. Monitors and supports an established environment that is open, productive, caring, professional, and trusting for teachers and staff. 5.1.2. Monitors and promotes accountability among teachers and staff for each student's success and the effectiveness of the school as a whole. 5.2. Professional Behavior 5.2.1. Models professional behavior by acting respectfully and responsibly in personal conduct, and in relationships with others, and monitors staff and students to do the same. 5.2.2. Demonstrates and promotes the values of integrity, trust, collaboration, perseverance, and continuous improvement. 5.2.3. Makes all decisions based on what is best for children and holds self and others responsible for the academic achievement and well-being of all students. 5.3. Policy 5.3.1. Understands, implements, and supports school personnel in following school and system expectations and policies to maintain consistency and impartiality. 5.3.2. Models and ensures that all stakeholders understand, comply, and adhere to federal, state, and local laws, rights, policies, and regulations. 6. SCHOOL OPERATIONS/MANAGEMENT 6.1. Administrative Operations 6.1.1. Models and manages the governance processes and internal and external politics toward achieving the school's mission and vision. 6.1.2. Recruits, hires, retains and builds the instructional capacity of a diverse group of highly qualified professional staff. 6.1.3. Establishes and monitors a system that ensures all staff members (including but not limited to clerical, cafeteria, custodial, and transportation) are productive and use their time effectively by focusing on student needs and student achievement. 6.2. Fiscal and Physical Management 6.2.1. Seeks, acquires, and manages fiscal, physical, and other resources to support student learning and community engagement. 6.2.2. Creates systems for all stakeholders to routinely analyze allocated resources and provides recommendations for adjustments in order to maximize student achievement. TERMS OF EMPLOYMENT: As set by the Iberville Parish School Board and applicable by law. EVALUATION: Evaluation shall be conducted in accordance with the Iberville Parish School Board Personnel Evaluation Plan. PROFESSIONAL ETHICS Maintains good attendance. Reports to work on time. Displays professional ethics on and off duty. Adheres to all Iberville Parish School Board's Policies Reports job-related injuries within 24 hours of work accident to the immediate supervisor. Assumes responsibility for the implementation of emergency procedures. Seeks and maintains a positive attitude toward promoting school and community relations. Participates in and promotes harmonious working relationships with students, colleagues, parents, and community members. Attends meetings as directed. Serves on task force and decision-making committees, when appropriate. Additional Duties Participate in events related to the profession including but not limited to: faculty meetings, open house, family nights, graduation, athletic events, awards programs, supervising co- and extracurricular events, and other types of activities as part of job duties as assigned by his/her supervisor. Fulfill duties and/or supervise activities traditionally associated with the education profession. ? Ensure submission of lesson plans and alignment to state standards. ? Supervise instruction of students, ensure timely submission and integrity of grades, and parent collaboration, when appropriate. ? Supervision of students when students are on campus and/or at all times while representing the school - including between classes, recess, breakfast/lunch, assemblies, extra-curricular activities, etc. ? Supervision of students prior to school/morning arrival process and after school/afternoon dismissal process ? Facilitate and/or attend meetings generally associated with the instruction and well-being of students. ? Facilitate faculty, staff, and department meetings. ? Facilitate training sessions. ? Attend IEP/504 meetings, upon request. ? Attend parent-teacher conferences, upon request. ? Facilitate back-to-school and open-house events. ? Communicate attendance and IPSB policies to students, staff, and parents ? Coordinates with appropriate District personnel and parents the placement of students into alternative educational programs ? ?Collaborates with school personnel in gathering and utilizing data on a case-by-case basis, and assists in planning strategies or modifying inappropriate student behavior ? Communicate with parents regarding alternative placements and discipline decisions ? Serves as mediator in conflicts between patrons and administrators, faculty and staff, when necessary ? Acts as student advocate in matters involving students in the program ? Gives notice to all sites, no later than one week prior to returning any student to the regular school setting ? Oversees and participates in the design of a strong transition plan for students ? Ensures a thorough transition process is used with every student returning to their home school so the returning student is re-acclimated to the regular school setting ? Provides individual and small group counseling to students in the program ? Coordinates school guidance services with the students in the program; ? Works with students and parents to prevent students from dropping out of school; ? Signs off on and reviews all individualized education plans for each student entering the IAAPS program ? Schedules conferences with parents as needed; ? Performs any additional duties assigned by the superintendent and/or evaluator.

Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Co-Teacher available for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Assist in c reating a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Assist in b uilding classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to help create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required : • A Bachelor's Degree. • Certification or progress toward certification to be a highly qualified teacher in the state of Louisiana. • An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. • Ability to grow strong instructional and classroom management skills. Highly Preferred: • High level of personal organization and planning. • Experience in diverse classrooms. • Proficiency in Spanish or Vietnamese • Desire to have a long-term career in education. Additional Information Co-teachers receive weekly coaching from leadership staff, daily real-time coaching from Coach, and mentoring from Lead teacher to hone their instructional and management skills, developing as a teacher. Co-teacher should have or be working on their teaching certification and is committed to staying in the classroom, thus looking for opportunities to grow and lead their own class as the school grows.

Job Summary: The Master Teacher is a highly skilled educator who provides leadership, instructional expertise, and mentorship to teachers and staff within the school. This role combines advanced classroom teaching with a focus on supporting the professional growth of other educators, improving instructional practices, and ensuring high academic standards. The Master Teacher collaborates with school leadership to implement curriculum initiatives, fosters a culture of continuous improvement, and supports both individual and collective professional development across the school community. Key Responsibilities: Achieving an 80% or greater rate of teachers reaching a proficient level or higher. This involves providing the support, resources, and guidance teachers need to develop their skills, improve their teaching practices, and become more effective educators. Working directly with students to ensure they learn the subject matter and skills necessary for their academic growth. Success in this area means fostering an environment where students take accountability for their own learning, work toward becoming high achievers, and develop the skills necessary to be lifelong learners. Analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. Spend on average, 2 hours per day teaching students. Master teachers are partners with the principal in observing other teachers. Provide expert guidance on best practices in pedagogy, instructional strategies, and classroom management to support teachers in delivering high-quality education. Model exemplary teaching practices in the classroom, offering strategies for differentiated instruction, student engagement, and effective assessment. Assist in the development and implementation of curriculum materials and resources that align with state and district standards. Evaluate teaching methods and recommend adjustments to improve instructional effectiveness and student learning outcomes. Lead school-wide or grade-level initiatives focused on improving student achievement, including instructional planning, assessment practices, and project-based learning. Mentor and coach teachers to enhance their instructional techniques, classroom management, and professional development. Conduct regular classroom observations to provide constructive feedback and suggest actionable steps for improvement. Facilitate peer collaboration and provide ongoing support through co-teaching, team teaching, and modeling lessons. Lead and participate in professional learning communities (PLCs) or teacher study groups focused on instructional improvement, data analysis, and student performance. Develop and lead professional development sessions, workshops, and training for teachers to promote continuous growth and excellence in teaching practices. Collaborate with school leadership and the curriculum team to develop, implement, and assess school-wide curriculum initiatives and instructional strategies. Assist teachers in aligning their lesson plans and instructional activities with district and state standards. Support the integration of technology into teaching practices and promote the use of digital tools and resources to enhance learning. Lead curriculum review and evaluation processes, helping to ensure that instructional materials and approaches meet the needs of all students. Use student achievement data (e.g., test scores, assessments, classroom observations) to assess instructional effectiveness and identify areas for improvement. Collaborate with teachers and administrators to analyze data, identify trends, and create targeted action plans to improve student performance. Support teachers in interpreting data from assessments to inform instruction and meet the diverse needs of students. Implement strategies to close achievement gaps and provide additional support to struggling students, including differentiated instruction and targeted interventions. Work closely with the principal and other school leaders to set academic goals and develop strategies for improving school performance. Provide regular updates and reports to the administration regarding the progress of instructional initiatives and teacher development efforts. Act as a liaison between teachers and school leadership, advocating for resources, support, and professional development opportunities. Assist in school-wide assessments and improvement plans, contributing to the school's strategic goals and continuous improvement efforts. Foster a positive, collaborative, and inclusive school culture that values academic excellence, professional growth, and mutual respect. Lead or contribute to the development of school-wide programs, initiatives, and events that promote student engagement, community involvement, and school spirit. Promote student-centered learning environments by supporting teachers in creating inclusive classrooms that meet the needs of diverse learners. Perform other related duties as required. Develop the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups' progress toward goals. Master Teachers are formally evaluated two (2) times a year (1 announced / 1 unannounced) by a member of the Instructional Leadership Team: Executive Master Teacher Principal and/or Chief Academic Officer Stipends: A stipend is paid for this role and in return for the stipend that is paid, master teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/Executive Master Teacher. A stipend in the amount of $8,000 will be provided for the school year. The stipend will be paid in two equal installments. The first payout will be in December and the final payout will be in May. Qualifications: Bachelor's degree in Education or a related field (required). Master's degree in Education, Curriculum and Instruction, or a related field (preferred). Valid state teaching certification (required). At least 5 years of successful classroom teaching experience, demonstrating high student achievement and advanced pedagogical skills. Experience in curriculum development, instructional coaching, or educational leadership is preferred. Experience leading professional development or mentoring colleagues is highly desirable. Expertise in instructional strategies, curriculum design, and assessment practices. Strong leadership skills, with the ability to motivate and inspire colleagues while maintaining a collaborative and respectful approach. Excellent communication skills, both verbal and written, for interacting with students, staff, and school leadership. Proficient in using technology for educational purposes, including digital learning tools and classroom management systems. Ability to analyze data to inform instructional practices and student support strategies. Strong organizational and time-management skills, with the ability to balance multiple priorities and responsibilities. Physical Demands: Ability to stand, sit, and move throughout the school building as needed. Ability to lift and carry materials or classroom supplies (up to 25 pounds). Ability to engage in physical activities such as monitoring recess or conducting classroom activities. Work Environment: The position is primarily performed in a classroom or office setting, with occasional movement between classrooms and school facilities. The role involves frequent interaction with students, staff, and school leaders. Some evening or weekend hours may be required for meetings, professional development, or school events. The position requires flexibility and the ability to adapt to the evolving needs of the school community.

Role Description: As a Lower School Co-Teacher, you will work collaboratively with a Lower School Lead teacher to co-plan, co-instruct, and co-manage a classroom, providing a comprehensive and supportive learning environment for our early elementary students. In this role, you will be responsible for providing direct instruction in whole-group and small-group classroom settings. An Élan Academy Teammate… Does whatever it takes. We are Élan Academy teachers, not just individual classroom teachers. We recognize that we are all responsible for building, preserving, and maintaining our school culture. Embodies our core values. We want to build a culture of open, honest, and productive dialogue with one another. We are expected to share our ideas, thoughts, and concerns. We value the power of shared leadership. Believes results come from hard work. Our preparation creates the opportunity for success. We understand that Élan Academy's success is the result of persistent effort, resilience, and a shared dedication to continuous improvement. Sweats the small stuff. Every detail matters and helps us build strong daily habits that contribute to success. Embodies no-nonsense nurturing. We build meaningful relationships with our students and hold them accountable to meet high expectations. Teaches ALL students until they learn. We are committed to providing an equitable learning environment. We ensure that all students have access to high-quality instructional resources and support in order to meet their most rigorous learning outcomes. Understands that we are members of one school with one mission, working together at all times. We share our passion for teaching and learning with our colleagues, our students, and our families to achieve the mission. Responsibilities: -Embody & Élan Academy's mission, vision, and values; -Participate in an annual summer staff orientation and training; -Internalize scripted lesson plans and instructional frameworks from various curriculums. -Collaboratively plan and deliver engaging and differentiated instruction to meet the diverse needs of scholars. -Utilize various teaching strategies, including hands-on activities, technology integration, and small group instruction. -Create and maintain a positive, inclusive, and organized classroom environment conducive to learning. -Implement classroom management techniques that promote positive behavior and encourage student participation. -Work collaboratively with the lead teacher to develop and adapt curriculum aligned with state standards and district goals. -Assist in the design and implementation of formative and summative assessments to monitor student progress. -Analyze student data to inform instructional practices and provide targeted interventions or enrichment. -Provide individualized support and accommodations to students with diverse learning needs, including those with special educational requirements or English language learners. -Collaborate with support staff, such as special education teachers, counselors, and specialists, to ensure comprehensive student support. -Foster an inclusive and equitable learning environment that celebrates diversity and promotes social-emotional development. -Maintain effective communication and collaboration with the lead teacher, teammates, and parents/guardians. -Participate in professional development opportunities to enhance pedagogical skills, subject knowledge, and classroom management strategies. -Contribute to the overall school community by attending meetings, participating in committees, and supporting school-wide initiatives. Qualifications: Education Requirements: Associate Degree in Early Childhood Education or a related field (required) Bachelor's Degree (preferred) Experience in co-teaching or collaborative teaching models (preferred) Mindset Requirements: Believe that there is not a more urgent task than providing an outstanding academic and character education to ALL scholars regardless of race, socioeconomic status, gender, Believe that the children of New Orleans have been historically underserved, and they deserve an excellent education. Believe the opportunity gap can be eliminated and that this can be accomplished not through heroics but through focused instruction. Believe children can thrive academically, creatively, and emotionally in a highly organized learning environment. Believe fostering great relationships with families and stakeholders can lead to transformational learning opportunities. Believe high-quality schools focus on scholar learning and intentionally use data to influence outcomes. Believe that all members of the Élan Academy Community are capable of growth. We invest in consistent, measurable, and meaningful learning opportunities that promote academic and personal advancement for all scholars and adults. Believe that the standardized exams our students take (NWEA, iReady, STEP, and our Interim Assessments) provide valuable data that must inform our instruction. Physical Requirements: Ability to lift and carry up to 25 pounds. Ability to stand, walk, stoop, and bend for extended periods. Ability to assist students with physical tasks as needed. Compensation: Élan Academy offers a generous compensation package, including a 401 (K) contribution match, health, dental, and vision insurance, and more! Élan Academy also ensures that ALL staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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.

Requirements REQUIRED QUALIFICATIONS: A master's degree or higher in relevant academic discipline Valid Louisiana Teaching License in Elementary or Secondary Education At least 5 years of successful teaching as measured by performance evaluations For teachers in TAP schools, exemplary evaluation scores on TAP Rubrics Excellent communication skills and understanding of how to facilitate growth Student data that illustrates the teacher's ability to increase student achievement through utilizing specific instructional interventions Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least two (or more) of the following: TAP Experience Core Knowledge Experience Experience with Blended Learning At least two years of successful teaching in an urban environment

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

Teacher - STEM Health Elective JobID: 16068 High School/High School - Other High School Elective Additional Information: Show/Hide Your application must be submitted online and will only be considered if the following REQUIRED documentation is attached: * Resume * Three professional references with contact information * Proof of education (teaching certificate, high school or college diploma/transcript) Your application and documentation must be submitted by 4:30 PM on the deadline date.

Employment Type: Full-Time School Year: 2025-2026 About Helix Mentorship & Maritime Academy: Helix Mentorship and Maritime Academy (HMMA) is a public charter high school within the Helix Community Schools network. Located in the heart of downtown Baton Rouge, HMMA is transitioning into a maritime-focused academy that merges rigorous academics with hands-on, real-world learning. We are committed to preparing students for success in college, careers, and citizenship through relevant, innovative, and culturally responsive instruction. Position Overview: HMMA is seeking a knowledgeable, student-focused Algebra I Teacher to deliver engaging and rigorous science instruction. The ideal candidate will have a strong background in biological sciences, a passion for inquiry-based learning, and a commitment to using technology to enhance student engagement and understanding. Key Responsibilities: Plan and deliver high-quality, standards-aligned Algebra 1 instruction. Use data to inform instruction and improve student learning outcomes. Integrate technology consistently into classroom instruction in support of our mission as a Verizon Innovative Learning School. Develop engaging lesson plans that support diverse learning styles. Collaborate with colleagues in professional learning communities to share strategies and monitor student progress. Maintain clear and consistent communication with students and families. Uphold school policies and contribute to a positive school culture. Use assessments to monitor and evaluate student progress. Maintain a positive and respectful classroom environment. Additional Expectations: All staff are expected to sponsor one club or Enrichment during school hours when scheduled. Additional pay is not provided as this is a part of every teacher's job role. All teachers who teach at Helix Community Schools will be expected to constantly grow in the use of technology to enhance student learning because we are a part of Verizon Innovative Learning Schools and genuinely believe in digital equity for our students. Qualifications: Bachelor's degree in Education or a related field (required) Valid Louisiana teaching certification in Mathematics or eligibility to obtain one Previous experience teaching Algebra 1 or middle/high school math (preferred) Strong commitment to equity, high expectations for all learners, and continuous professional growth Experience or willingness to integrate digital tools into instruction Why Join Helix Mentorship & Maritime Academy? Opportunity to be part of an innovative, mission-driven school Collaborative and supportive team culture Access to ongoing professional development focused on instructional technology and best practices A chance to make a lasting impact on students' lives and future opportunities

Job Description Primary Location Lake Area New Tech Early College High School Salary Range Per Year Shift Type Full-Time

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

Algebra I Teacher JobID: 1417 High School/Math Teacher- High School

Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Co-Teacher available for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Assist in c reating a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Assist in b uilding classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to help create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required : • A Bachelor's Degree. • Certification or progress toward certification to be a highly qualified teacher in the state of Louisiana. • An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. • Ability to grow strong instructional and classroom management skills. Highly Preferred: • High level of personal organization and planning. • Experience in diverse classrooms. • Proficiency in Spanish or Vietnamese • Desire to have a long-term career in education. Additional Information Co-teachers receive weekly coaching from leadership staff, daily real-time coaching from Coach, and mentoring from Lead teacher to hone their instructional and management skills, developing as a teacher. Co-teacher should have or be working on their teaching certification and is committed to staying in the classroom, thus looking for opportunities to grow and lead their own class as the school grows.

MASTER TEACHER Department: Martin Behrman (PK-8 th ) Workdays: 10.5 Month Reports To: Executive Master Teacher FLSA Status: Exempt Last Revised Date: 05/01/2025 Job Summary: The Master Teacher is a highly skilled educator who provides leadership, instructional expertise, and mentorship to teachers and staff within the school. This role combines advanced classroom teaching with a focus on supporting the professional growth of other educators, improving instructional practices, and ensuring high academic standards. The Master Teacher collaborates with school leadership to implement curriculum initiatives, fosters a culture of continuous improvement, and supports both individual and collective professional development across the school community. Key Responsibilities: Achieving an 80% or greater rate of teachers reaching a proficient level or higher. This involves providing the support, resources, and guidance teachers need to develop their skills, improve their teaching practices, and become more effective educators. Working directly with students to ensure they learn the subject matter and skills necessary for their academic growth. Success in this area means fostering an environment where students take accountability for their own learning, work toward becoming high achievers, and develop the skills necessary to be lifelong learners. Analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. Spend on average, 2 hours per day teaching students. Master teachers are partners with the principal in observing other teachers. Provide expert guidance on best practices in pedagogy, instructional strategies, and classroom management to support teachers in delivering high-quality education. Model exemplary teaching practices in the classroom, offering strategies for differentiated instruction, student engagement, and effective assessment. Assist in the development and implementation of curriculum materials and resources that align with state and district standards. Evaluate teaching methods and recommend adjustments to improve instructional effectiveness and student learning outcomes. Lead school-wide or grade-level initiatives focused on improving student achievement, including instructional planning, assessment practices, and project-based learning. Mentor and coach teachers to enhance their instructional techniques, classroom management, and professional development. Conduct regular classroom observations to provide constructive feedback and suggest actionable steps for improvement. Facilitate peer collaboration and provide ongoing support through co-teaching, team teaching, and modeling lessons. Lead and participate in professional learning communities (PLCs) or teacher study groups focused on instructional improvement, data analysis, and student performance. Develop and lead professional development sessions, workshops, and training for teachers to promote continuous growth and excellence in teaching practices. Collaborate with school leadership and the curriculum team to develop, implement, and assess school-wide curriculum initiatives and instructional strategies. Assist teachers in aligning their lesson plans and instructional activities with district and state standards. Support the integration of technology into teaching practices and promote the use of digital tools and resources to enhance learning. Lead curriculum review and evaluation processes, helping to ensure that instructional materials and approaches meet the needs of all students. Use student achievement data (e.g., test scores, assessments, classroom observations) to assess instructional effectiveness and identify areas for improvement. Collaborate with teachers and administrators to analyze data, identify trends, and create targeted action plans to improve student performance. Support teachers in interpreting data from assessments to inform instruction and meet the diverse needs of students. Implement strategies to close achievement gaps and provide additional support to struggling students, including differentiated instruction and targeted interventions. Work closely with the principal and other school leaders to set academic goals and develop strategies for improving school performance. Provide regular updates and reports to the administration regarding the progress of instructional initiatives and teacher development efforts. Act as a liaison between teachers and school leadership, advocating for resources, support, and professional development opportunities. Assist in school-wide assessments and improvement plans, contributing to the school's strategic goals and continuous improvement efforts. Foster a positive, collaborative, and inclusive school culture that values academic excellence, professional growth, and mutual respect. Lead or contribute to the development of school-wide programs, initiatives, and events that promote student engagement, community involvement, and school spirit. Promote student-centered learning environments by supporting teachers in creating inclusive classrooms that meet the needs of diverse learners. Perform other related duties as required. Develop the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups' progress toward goals. Master Teachers are formally evaluated two (2) times a year (1 announced / 1 unannounced) by a member of the Instructional Leadership Team: Executive Master Teacher Principal and/or Chief Academic Officer Stipends: A stipend is paid for this role and in return for the stipend that is paid, master teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/Executive Master Teacher. A stipend in the amount of $8,000 will be provided for the school year. The stipend will be paid in two equal installments. The first payout will be in December and the final payout will be in May. Qualifications: Bachelor's degree in Education or a related field (required). Master's degree in Education, Curriculum and Instruction, or a related field (preferred). Valid state teaching certification (required). At least 5 years of successful classroom teaching experience, demonstrating high student achievement and advanced pedagogical skills. Experience in curriculum development, instructional coaching, or educational leadership is preferred. Experience leading professional development or mentoring colleagues is highly desirable. Expertise in instructional strategies, curriculum design, and assessment practices. Strong leadership skills, with the ability to motivate and inspire colleagues while maintaining a collaborative and respectful approach. Excellent communication skills, both verbal and written, for interacting with students, staff, and school leadership. Proficient in using technology for educational purposes, including digital learning tools and classroom management systems. Ability to analyze data to inform instructional practices and student support strategies. Strong organizational and time-management skills, with the ability to balance multiple priorities and responsibilities. Physical Demands: Ability to stand, sit, and move throughout the school building as needed. Ability to lift and carry materials or classroom supplies (up to 25 pounds). Ability to engage in physical activities such as monitoring recess or conducting classroom activities. Work Environment: The position is primarily performed in a classroom or office setting, with occasional movement between classrooms and school facilities. The role involves frequent interaction with students, staff, and school leaders. Some evening or weekend hours may be required for meetings, professional development, or school events. The position requires flexibility and the ability to adapt to the evolving needs of the school community.

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: GEO Prep Mid-City is a part of a network of high-quality public charter schools that deliver the innovative GEO Academies model developed by the GEO Foundation. It joins GEO Prep Academy, GEO Next Generation High School, and GEO Prep Baker in delivering a high-quality learning experience to parents and students in Louisiana. GEO Prep Mid-City is a tuition-free, public charter school that serves students in grades K-8. Our dedicated faculty are committed to providing an outstanding education for students each day as they transition from elementary school to middle school to high school and COLLEGE. Through our partnership with local colleges and universities, our students will be able to take dual credit courses on the college campus to earn college and career credits at no cost to the student. Our curriculum and our teaching methods are designed using Core Knowledge, Teach Like a Champion and blended learning model. We are a TAP school! REPORTS TO/TERM: Principal 10-month school calendar with 10 additional days during the summer break ESSENTIAL POSITION FUNCTIONS: A Master Teacher is required to perform the following duties: * Willing to teach up to 3 class periods of a core subject * Use communication as a tool to build a commitment for and establish a pressing sense of urgency to achieve organizational goals * Provide leadership in facilitating group processes, including consensus building and conflict resolution * Maintain high expectations for all students and staff members * Model school culture by being a regular presence in classrooms * Lead the implementation of the GEO Prep Academy instructional model; provide ongoing training and development in the implementation of a rotational blended learning model * Develop an exemplary instructional and academic improvement plan * Continuously analyze results of assignments, standardized assessments, and other data points in order to develop targeted interventions to ensure the academic success of all students * Lead weekly data team meetings with teachers and instructional support staff * Read lesson plans and give feedback weekly * Locate research-based strategies that will support student achievement in the identified areas of need as revealed from a thorough analysis of student and teacher performance data; provide adequate modeling and follow-up to ensure proper implementation of strategies * Lead the implementation of the teacher support and development system; including weekly professional learning and data team meetings * Clearly articulate benchmark and end-of-year student performance goals for each course; assist teachers in developing individual performance goals and action steps; check progress towards goals at regular intervals; provide training, resources, and support for meeting goals. * Conduct classroom evaluations and conferences for both extended classroom visits and weekly walkthroughs * Communicate teacher performance to the principal, highlighting teachers in need of coaching due to insufficient performance; assist the principal in the development of individual growth plans for teachers that have received poor performance ratings and/or student growth results * Communicate and collaborate with teachers and school administrators * Attend all required staff meetings * Participate in staff development opportunities * Willing to perform other duties when asked by supervisor. Requirements REQUIRED QUALIFICATIONS: * A master's degree or higher in relevant academic discipline * Valid Louisiana Teaching License in Elementary or Secondary Education * At least 5 years of successful teaching as measured by performance evaluations * For teachers in TAP schools, exemplary evaluation scores on TAP Rubrics * Excellent communication skills and understanding of how to facilitate growth * Student data that illustrates the teacher's ability to increase student achievement through utilizing specific instructional interventions * Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement * Demonstrated volunteer or community service * At least two (or more) of the following: * TAP Experience * Core Knowledge Experience * Experience with Blended Learning * At least two years of successful teaching in an urban environment

Algebra II Teacher JobID: 1418 High School/Geometry/Algebra II Teacher