Math teacher jobs in Petal, MS - 1,471 jobs

Head of School - Cathedral Montessori School - 9 Fortress Road, New Orleans, Louisiana CMS is seeking a Head of School for the 2026-2027 academic year. This is a 12-month, full-time on-campus position. Start date is preferable in June or July 2026. Salary and benefits are commensurate with experience. RESPONSIBILITIES Leadership - Serve as a central leadership figure within the school and as liaison in the local community and with the Cathedral, working closely with the CMS Board of Directors. Administrative Duties - Ensure the success of all school programs, maintain compliance with applicable laws, and assure proper day-to-day operations. Responsible for all aspects of school operation, administration, financial management, supervision, and oversight. Curriculum and Staff Development - Work with the Director to coordinate curricula and oversee the development of educational programs and enhancement programs for teachers and staff. Parent Relations - Conduct weekly meetings with the Director about classroom issues with students, teachers, and parents. Community Engagement - Represent the school in the Greater New Orleans area and with the Cathedral, working closely with the CMS Board of Directors. QUALIFICATIONS Master's Degree, Knowledge of Montessori Education, and experience as an educator and supervisor/coordinator. Experience in strategic planning, financial management, and educational policy. Strong leadership abilities with integrity and the ability to mentor faculty and nurture the academic, social, emotional, and spiritual growth of students. PRINCIPAL DUTIES OF THE HEAD OF SCHOOL OVERALL Responsible for the administrative success of the operation of the school and all school programs, including office and financial responsibility and oversight. Ensure compliance with applicable governmental laws and regulations, board requirements, and Cathedral board expectations. Coordinate scheduling of and attend all required school functions and activities. Work with public relations staff to publicize the school. Coordinate programs involving the Cathedral or Cathedral interaction. Oversee the completion and updating of the annual school policy publication. FINANCE Serve as business manager for CMS and oversee all expense matters, reporting financial matters to the CMS Board. Implement the financial policy set by the board, including communicating policy decisions to parents and prospective parents. Assist the bookkeeper and board treasurer with financial issues, planning, and adherence to the annual budget. Apply for and maintain grants and assist in coordination and execution of fundraising plans. Serve as a resource for the fundraising chair and ensure yearly stewardship to the cathedral. PERSONNEL Teaching Staff: Assist in recruitment of teaching staff and create teacher agreements. Complete staffing hires and communicate regarding hiring issues. Collaborate with the Director to monitor teachers and programs across classrooms. Identify after-school enrichment programs, ensure implementation, and oversee them. Develop professional development for staff and implement hiring requirements in line with board policy. Non-Teaching Staff Select and employ non-teaching personnel as needed for school operations. Advise the Board on the status of non-teaching staff. ENROLLMENT Explain CMS school mission and programs to prospective families. Oversee and coordinate recruitment of students and admissions processes with the Director. Oversee enrollment of graduating sixth graders into respective middle schools. Oversee and implement school scholarships or discount programs. EDUCATION Meet regularly with the Director to coordinate curricula and guide teachers toward educational goals. Assist where needed to resolve classroom issues and maintain school discipline policy. PUBLIC RELATIONS Coordinate internal and external school communications and serve as spokesperson for CMS. Maintain constructive liaisons with other educational institutions and associations. Foster participation in CMS activities and events and maintain a good relationship with the Cathedral. SCHOOL FACILITIES AND OPERATIONS Oversee daily operations to ensure a safe and welcoming environment. Address tasks related to school operation (communication, security, maintenance) as needed. Supervise maintenance of all equipment and facilities and ensure CMS remains aesthetically attractive and safe. Advise the Board on facilities and equipment improvements. OPERATIONS SUPPORT Remain informed of trends, research, and legislation affecting CMS management, operation, and policy. Advise the Board on policy changes or actions as needed. Maintain comprehensive records on students, staff, and prospective students. RESPONSIBILITY TO BOARD OF DIRECTORS Serve as a non-voting member of the Board and attend all board meetings. Keep the Board President informed of all aspects of school operations. Highlight issues that may require Board action or education. Communicate all Board policies and changes to staff; serve as a resource for policy development and financial matters. Represent Board decisions and policies to parents when appropriate. WEBSITE: cathedralmontessori.org/about TO APPLY CMS is seeking a Head of School for the 2026-2027 academic year. Start date is preferable in June or July 2026. This is a 12-month per year position and the Head of School is expected to work full time on campus. Salary and benefits are commensurate with experience level. To apply, submit a current vitae, cover letter, and written educational philosophy to: Barbara Wolf, HOS Search Committee, CMS Board, ********************** #J-18808-Ljbffr

Elementary Math Teacher Posting example created Qualifications • Education: Minimum of Bachelor's degree in education from an accredited college or university. • A valid NE Teaching Certificate or the ability to obtain one with appropriate endorsement(s) • A demonstrated philosophy that all students can and will learn. • Excellent attendance record • Excellent communication skills oral and written • Demonstrated knowledge and understanding of Best Instructional Practices • Positive interpersonal skills • Professional verification of successful classroom teacher performance and/or student teaching experience. • Evidence of the willingness and the ability to comply with the standards for ethical and professional performance established by the State Board of Education. • This individual will exhibit skills pertinent to foster positive human relationships and the ability to work effectively with students, staff, parents and the community • A willingness and demonstrated abilities conducive to a continuous quest for quality education. Other Information Reports to: Building Principal Work Schedule: 190 Day Contract Hours to Work: 8 hours / day Responsibilities • Developing students' cognitive capacity and respect for learning • Positively fostering students' self-esteem • Working with and understanding a diverse student population • Integration of leadership, technology, and communication into the curriculum • Planning for and guiding the learning process to help students achieve program objectives • Maintaining a classroom atmosphere conducive to learning • Implementing useful diagnostic and progress assessment measures • Selecting and using effective instructional methods and learning materials • Establishing a cooperative relationship with all assigned students • Maintaining open lines of communication with parents/ guardians/ staff • Engaging in professional growth activities through an ongoing program of job related knowledge and skill development • Working collaboratively to achieve the overall purpose of the school's program and support the District's vision, aims and goals • Integrating of the themes of leadership, technology, and communication with a diverse population How To Apply You must complete the entire online application to be considered for a position. Providing a resume, and additional attachments are optional. Please also provide complete reference information for each reference including name, address, phone and email address. Equal Employment Opportunity Aligned with the mission of the Omaha Public Schools is the commitment to educational equity for all students, staff, and patrons of the school system. In all places and in all activities of the Omaha Public Schools, it is expected that every individual will be treated in a fair and equitable manner. All conduct will reflect a belief in the dignity and value of each person regardless of the individual's race, color, religion, sex, sexual orientation, national origin, disability, age, marital status, citizenship status, or economic status.

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

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

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

Teacher - Geometry ($3,000 Hiring Stipend - Must Be Certified) JobID: 15933 High School/High School - Mathematics 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 Aviation Academy: Helix Aviation Academy is a STEM-focused, public charter school within the Helix Community Schools network, dedicated to empowering students through rigorous academics, real-world learning, and innovative technology integration. Position Overview: We are seeking a passionate, skilled Algebra 1 Teacher who believes all students can achieve at high levels and is committed to creating dynamic, technology-enhanced learning experiences. The ideal candidate will possess strong content knowledge, a commitment to equity, and the ability to foster positive relationships with students and families. 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. 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. 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 Aviation 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

High School Teaching/Mathematics (High-Needs School) Date Available: 08/01/2021 District: South Pike School District

Founded in 1912 as an adoption agency, Canopy Children's Solutions is Mississippi's most comprehensive nonprofit provider of children's behavioral health, educational, and family support solutions. Canopy employs a diverse group of mission-driven individuals committed to honoring the voice of Mississippi children and families. Being an integral part of the Canopy team involves committing to the Core Values that drive our organization forward: The voice of our children and families always comes first Relationships matter and our differences make us stronger We take great joy in service to others Our families and our communities deserve our very best Canopy has been designated a Great Place to Work for the fifth consecutive year and is one of only nine companies in Mississippi to qualify for this certification in 2025-2026. Canopy's employees are charged with building a healthy work culture within their teams, that focus on trust, and the collective goal of helping kids thrive and families to overcome extraordinary challenges. We offer a comprehensive benefits package for all eligible full-time employees. Benefits include, but are not limited to: Competitive Compensation 403b Retirement Plan with Match Medical, Dental, Vision Insurance PTO/Vacation Employee Wellness Program and Counseling Services Teacher - Position Overview The role and responsibility of the Teacher shall include all components necessary for preparing and administering a curriculum and or an individualized education plan for each student receiving educational services at CARES School Job Responsibilities: Weekly plans are written and ready for implementation no later than Monday morning. Mississippi College and Career Standards are the primary source for goals and objectives. IEPs goals and objectives are included as individualized components of written plans. IEPs goals and objectives are monitored according to stated schedule and method. Delivery of Instruction Utilizes differentiated instruction to reach all learners. Activities and strategies exhibit varied levels of complexity. Assessments are appropriate for the expected outcome and records of assessments are accurately documented. Activities exhibit best practice strategies, which include engaging, learner-involved, technology and hands on activities. Classroom Management Students are on task and engaged Procedures for maintaining daily routines are in place and effective The learning environment is neat, orderly and supports student achievement An effective system is in place to support positive classroom behavior Professional Responsibility Arrives on time for work, duty, and other activities Performs extra duties as assigned Required paperwork, grades, and reports are in on time Current student work is displayed Required Qualifications: Single A teaching license from the State of MS and two academic school years teaching experience preferred. Advanced degree and AA teaching license may be substituted for teaching experience. Master's in Special Education preferred. One academic school year teaching experience dealing with emotionally disturbed children preferred. Must have a Mississippi Department of Education License in subject area of teaching responsibility. AA 206 Emotionally Disability license must be obtained within three years from date of hire to maintain employment if hired for teaching special education classes.

Founded in 1912 as an adoption agency, Canopy Children's Solutions is Mississippi's most comprehensive nonprofit provider of children's behavioral health, educational, and family support solutions. Canopy employs a diverse group of mission-driven individuals committed to honoring the voice of Mississippi children and families. Being an integral part of the Canopy team involves committing to the Core Values that drive our organization forward: * The voice of our children and families always comes first * Relationships matter and our differences make us stronger * We take great joy in service to others * Our families and our communities deserve our very best Canopy has been designated a Great Place to Work for the fifth consecutive year and is one of only nine companies in Mississippi to qualify for this certification in 2025-2026. Canopy's employees are charged with building a healthy work culture within their teams, that focus on trust, and the collective goal of helping kids thrive and families to overcome extraordinary challenges. We offer a comprehensive benefits package for all eligible full-time employees. Benefits include, but are not limited to: * Competitive Compensation * 403b Retirement Plan with Match * Medical, Dental, Vision Insurance * PTO/Vacation * Employee Wellness Program and Counseling Services Teacher - Position Overview * The role and responsibility of the Teacher shall include all components necessary for preparing and administering a curriculum and or an individualized education plan for each student receiving educational services at CARES School Job Responsibilities: * Weekly plans are written and ready for implementation no later than Monday morning. * Mississippi College and Career Standards are the primary source for goals and objectives. * IEPs goals and objectives are included as individualized components of written plans. * IEPs goals and objectives are monitored according to stated schedule and method. Delivery of Instruction * Utilizes differentiated instruction to reach all learners. * Activities and strategies exhibit varied levels of complexity. * Assessments are appropriate for the expected outcome and records of assessments are accurately documented. * Activities exhibit best practice strategies, which include engaging, learner-involved, technology and hands on activities. Classroom Management * Students are on task and engaged * Procedures for maintaining daily routines are in place and effective * The learning environment is neat, orderly and supports student achievement * An effective system is in place to support positive classroom behavior Professional Responsibility * Arrives on time for work, duty, and other activities * Performs extra duties as assigned * Required paperwork, grades, and reports are in on time * Current student work is displayed Required Qualifications: * Single A teaching license from the State of MS and two academic school years teaching experience preferred. * Advanced degree and AA teaching license may be substituted for teaching experience. * Master's in Special Education preferred. One academic school year teaching experience dealing with emotionally disturbed children preferred. * Must have a Mississippi Department of Education License in subject area of teaching responsibility. * AA 206 Emotionally Disability license must be obtained within three years from date of hire to maintain employment if hired for teaching special education classes.

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

6th Grade Math TeacherPrimary Purpose: Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Qualifications: Education/Certification: Bachelor's degree from accredited university Valid Texas teaching certificate with required endorsements or training for subject and level assigned Demonstrated competency in the core academic subject area assigned Special Knowledge/Skills: Knowledge of core academic subject assigned Knowledge of curriculum and instruction Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills Experience: One year student teaching or approved internship Major Responsibilities and Duties:Instructional Strategies Develop and implement lesson plans that fulfill the requirements of district's curriculum program and show written evidence of preparation as required. Prepare lessons that reflect accommodations for differences in individual student differences. Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations. Conduct assessment of student learning styles and use results to plan instructional activities. Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP). Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements. Plan and assign work to instructional aide(s) and volunteer(s) and oversee completion. Student Growth and Development Conduct ongoing assessment of student achievement through formal and informal testing. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal. Be a positive role model for students; support mission of school district. Classroom Management and Organization Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior in accordance with Student Code of Conduct and student handbook. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Assist in selecting books, equipment, and other instructional materials. Compile, maintain, and file all reports, records, and other documents required. Communication Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members. Professional Growth and Development Participate in staff development activities to improve job-related skills. Comply with state, district, and school regulations and policies for classroom teachers. Attend and participate in faculty meetings and serve on staff committees as required. Supervisory Responsibilities: Direct the work of assigned instructional aide(s). Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)] Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment Environment: Work inside, may work outside; regular exposure to noise Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

For description, see form: ************* google. com/document/d/1ZNHJPJ-s5k7JJqW_2Jo4o64n8xPTsfwZ/edit?usp=drive_link&ouid=1***********325625003&rtpof=true&sd=true

Teacher - Geometry ($3,000 Hiring Stipend - Must Be Certified) JobID: 15955 High School/High School - Mathematics 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

Support Services/Teacher Assistant Date Available: 01/19/2026 Closing Date:

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

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