Preschool teacher jobs in Metairie, LA - 47 jobs

Minimum Qualifications: Elementary Teacher certification in accordance with Louisiana Department of Education, Bulletin 746, Revised. Please attach a copy of your certificate and/or official transcript. Please apply online at ***************************************** ALL SJBP employees must pass a criminal records check and drug screen. Please use the link below to access the Job Description: ************************************************************************* ST. JOHN THE BAPTIST PARISH SCHOOL BOARD IS AN EQUAL OPPORTUNITY EMPLOYER AND DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, RELIGION, GENDER, AGE, HANDICAP, NATIONAL ORIGIN, VETERANS STATUS, DISABILITY, GENETIC INFORMATION OR TESTING, OR SEXUAL ORIENTATION.

FirstLine Schools: Special Education Lead Teacher Reports to: Principal/Assistant Principal FLSA Status: Exempt Position Type: Full-Time FirstLine Schools is currently seeking talented, passionate Special Education Teachers. At FirstLine Schools, we know that it is the effectiveness of our teachers that matters the most when it comes to impacting the success of our students. To ensure that we are an organization of excellent teachers, we expect our teachers to demonstrate effectiveness through our Vision of Teaching Excellence. Teachers will be responsible for implementing the teaching curriculum, ensuring the success of our students, and working with a team of teachers within the school and network community. SPED teachers are critical to helping our students who have IEPs meet their learning goals. SPED teachers regularly collaborate with a variety of student support staff members, leaders, and teachers/staff members to make sure that students' needs are being met in and out of the classroom. Our SPED teachers must be certified or working towards certification and work to ensure that our students have the necessary skills to prepare them for life, college, and beyond FirstLine's Vision Of Teaching Excellence: We develop teachers at FirstLine by focusing on excellence in teaching. To do so, we coach teachers and center professional development on our Vision of Excellence in Teaching rubric the components of which include: On Task (Maintaining high expectations and maximizing instructional time) Essential Content (Planning effectively) Cognitive Engagement (Maintaining High Academic Expectations and Building Thinking Skills) Demonstration of Learning (Leading Instruction, Checking for Understanding, Responding to Student Misunderstanding) Community of Learners (Establishing Expectations and Responding to Student Behaviors) Position Responsibilities: Designs lessons that lead to standards mastery and are aligned to grade level expectations/learning connectors for students with disabilities and end-of-year assessments Provides feedback to scholars by asking pertinent, scaffolded follow-up questions that affirm correctly understood content, clarify misunderstood content or extend scholars' thinking Establishes effective classroom routines and manages students effectively without disruptions (redirect inappropriate behavior) Inspires and invests students in achieving their goals and in believing that goals are achieved through effort and not innate abilities Prepares scholars to solve complex problems with no obvious answer Seeks out and constructively responds to feedback from and engages in problem-solving with others Provides IEP minutes Ensures compliant IEP documentation for all students on caseload by facilitating IEP development, FBA/BIPs development and implementation, transition planning, and maintaining other supporting documentation related to service delivery (logs, progress reports, Extended School Year, etc) Education & Experience: 2 or more years of lead teaching (as the teacher of record) Demonstrated success working with students in an urban, open admissions school A BA or BS A strong background in and command of content area Louisiana Teacher Certification (SPED) Completed or in progress (or be eligible to hold for our out-of-state applicants) in the specific disability/grade levels served, as necessary Desired Qualities & Characteristics: Believe in every student's ability to achieve in a rigorous college or career prep curriculum Achieve results based on agreed-upon expectations Take personal responsibility Highly detail-oriented Open to learning and evolving with AI as a tool at work Collaborate effectively with a range of stakeholders Share a commitment to creating great schools in New Orleans Strong written and verbal communication skills Ability to embed and model the FirstLine Commitments: We Keep Learning, We Work Together, We Are Helpful, We Are the Safekeepers of our Community, We Share Joy, We Show Results! Physical Requirements: The physical demands described here represent 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. Occasional physical exertion is required, including exerting up to 20 pounds of force as needed to move objects. Supervises: No About FirstLine Schools: In 1998, FirstLine Schools started the first charter school in New Orleans. FirstLine now operates several (Pre) K-8th grade schools. Our mission is to create and inspire great, open-admissions public schools in New Orleans. Our staff is a diverse and talented group dedicated to our students' success and to their own growth. Our schools are led by leaders who hold themselves accountable for student achievement and teacher development. Salary is competitive and commensurate with experience. FirstLine Schools offers a comprehensive benefits package including a 403b plan. FirstLine Schools is an equal employment opportunities (EEO) organization.

Science/Social Studies Master Teacher- Elementary Reports to the Principal and Director of TAP About Algiers Charter Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team. What Success Means In This Position The Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year. This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners. Position Description & Expectations The primary role of the master teacher is to 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. They also spend, on average, 2 hours per day teaching students. Master teachers are partners with the principal in evaluating other teachers. Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: New Teacher Induction Opening Professional Development for Teachers Job embedded Professional Development Faculty and Grade-Level Meetings Other meetings as designated by school leaders Participate in all TAP trainings and become a Certified TAP Evaluator Leadership Team Participation Some of the responsibilities a Elementary Science/Social Studies Master Teacher will have as a member of this team are to: analyze student data to identify student learning goals; develop a school academic achievement plan; create school assessment plan; monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs); assess teacher evaluation results; and maintain inter-rater reliability. Cluster Group Planning and Implementation As a cluster group leader, the Elementary Science/Social Studies Master Teacher will be responsible for: developing 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. A critical component of this role is to interact regularly with students. This is achieved through regular classroom teaching time. Manage Teacher Individual Growth Plans The Elementary Science/Social Studies Master teacher oversees groups of teachers in developing goals, provides instructional interventions with proven results, facilitates teacher proficiency with these new strategies through classroom-based follow-up, and ensures that the progression of teacher skill development as aligned with changing student learning needs. Evaluations/Conferencing The Elementary Science/Social Studies Master Teacher conducts classroom evaluations and post conferences for both formal and informal observations. Classroom Follow-up The Elementary Science/Social Studies Master Teacher is expected to work with all teachers to develop lessons for the classrooms. He/ She/ They will guide the work of the teachers and provide them with expert advice along the way. The master teacher also provides classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons" and team-teaching based on individual teacher mentoring situations). Professional Growth While the Elementary Science/Social Studies Master Teacher is expected to come to the job with a high level of educational knowledge, they will be afforded the opportunity to work with TAP director and other master teachers to enhance their skills and provide their teachers with only the best instructional interventions and strategies. In some cases, mentor teachers will also attend selected in-service training sessions. Evaluation Elementary Science/Social Studies Master Teachers are formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team: Director of Performance and Accountability Director of TAP Principal and/or Master Teacher Other Job Duties and Responsibilities As stated earlier, Elementary Science/Social Studies Master Teachers will teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability. Understand the unique AC environment and be able to uphold the mission of the school. Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards. Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines. Assist the administration in implementing all school and AC policies. Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy. Consult with administrator(s), colleagues, students and/or parents on a regular basis. Serve on and participate in professional staff committees/meetings required. Perform other related duties as required. Strive to maintain and improve personal and professional competence. Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs Stipend In return for the stipend that is paid, Elementary Science/Social Studies 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/directors. In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year. All teachers are subject to re-qualification each year the Teacher Advancement Program is funded. Termination The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice. Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area. An existing career teacher cannot be moved to accommodate a former master teacher. Qualifications Bachelor Degree in Education or related area of study, required Master's Degree in Education or related area of study, highly preferred Two years of teaching experience preferred Valid Louisiana Teaching Certificate with Louisiana Certification, preferred Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred Desire and ability to succeed in a student-friendly, detail-oriented, community environment Demonstrate attributes of a growth mindset Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback View all jobs at this company

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.

Invite a friend All applications will be reviewed and responded to as quickly as we are able. While we wish we could personally speak with each applicant, we are unable to do so due to the volume of applicants. With that in mind, please do not call in to follow up on your application Job Description: Opportunity: Hoffman Early Learning Center is searching for an Early Childhood Pre-K Teacher for the current school year. The Early Childhood Pre-K Teacher will be responsible for maintaining a loving, kind, rigorous, and joyful learning environment for children and families. If you are relentless about seeing students achieve at high levels, this is a chance to work at a network that does whatever it takes to ensure success for all children. Responsibilities: Design classroom instruction using research-based strategies Develop curriculum using principles of backwards design Execute research-based programs according to best practices Frequently analyze results from multiple sources to drive instruction Maintain school culture of high behavioral expectations Maintain frequent communication with student families Experience and Skills: Qualifications: Bachelor's degree required Constant learner: Solicits feedback and implements new ideas in instruction, stays abreast of current research on teaching and learning, enhances professional skills Solutions-Oriented: concentrates on finding ways to solve problems and improve systems Enthusiasm: exhibits passion and excitement over work High Expectations: An unwavering belief that all students can achieve at high levels Results Oriented: Proven track record of producing dramatic, demonstrable student achievement gains as a teacher Work ethic: possesses a strong willingness to work hard and long hours to get the job done Intelligence: learns quickly, demonstrates ability to quickly and proficiently absorb new information Experienced: Successful manager of a classroom who emulates the belief that structure and clear expectations are drivers of student success Teamwork: Demonstrated ability to work well in a team Benefits Compensation: We offer a competitive salary and benefit package.

The Childcare Teacher is responsible for helping to plan and implement a developmentally appropriate program for young children and communicating with families about their child's progress. * Must have the ability to relate sensitively to children and their families * Must be able to work cooperatively with families and staff * Must complete a health screening which states the applicant is in good health and able to care for children * Must be agile and energetic enough to perform daily work required for the care of infants, toddlers, and/or children * Must be able to lift, move, push, pull or carry items weighing up to 50 pounds, as well as the ability to sit, stand, walk or run * Must pass a criminal background record check from the state police prior to employment * Must join an early childhood professional organization within 30 days of employment * High school diploma or general education degree (GED) * Two years' experience working in an early childhood program * Child Development Associate (CDA) Credential awarded by the Council for Professional * Recognition, or must obtain CDA within 18 months of hire date * Bachelor's or Associate's degree in Early Childhood Education

Information Position Title Lead Teacher Position Number 500210 Salary Range $30,700.00 Position Type Unclassified Staff Department Information Ending Effective Date of Temporary Employment Department Early Childhood Initiatives Responsibility / Duty Engaging Students in Learning * Poses open-ended/higher order (HOT) questions to children designed to promote thinking and understanding * Creates discussion among children as developmentally appropriate, providing adequate time for children to respond * Employ a range of developmentally appropriate strategies to engage children in classroom discussions * Provide learning tasks and activities that are aligned with the instructional outcomes/objectives and are designed to challenge children's thinking, * Scaffold activities to support engagement. * Most children are intellectually engaged in the lesson. * Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking. * Children are provided options in how they complete learning tasks. * Variety of groupings as determined by developmental progression * Materials and resources support the learning goals and require intellectual engagement, as appropriate. * Provide children time to become intellectually engaged in activities. * Maintain displays inside and outside of the classroom that exhibit children's work Percentage Of Time 20 Responsibility / Duty Using Assessment in Instruction * Use formative and summative assessments regularly to guide instruction * Provides accurate, specific, and developmentally appropriate feedback as developmentally appropriate * Collects and assesses evidence of learning through questions, prompts, and assessment. * Completes any data driven assessments as required by center administration and/or state policies (TS Gold) * Carries through with center-wide management, assessment procedures (organizing portfolios), and any other instructional and developmental methods as directed by higher-level personnel Percentage Of Time 20 Responsibility / Duty Setting Instructional Outcomes * Design instructional outcomes that represent developmentally appropriate learning in the early childhood environment. * Design instructional outcomes that are clear, suggest viable methods of assessment, are observable, and follow DAP and the Louisiana Department of Education state standards for children ages Birth to Five. * Design outcomes/objectives that reflect several different types of learning opportunities for coordination and a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication. * Design outcomes that take into account the varying developmental needs of children. Percentage Of Time 20 Responsibility / Duty Maintains: * Knowledge and compliance with the policies and procedures set forth in the staff handbook and any additional verbal directives * Physical demands requiring frequent lifting, carrying, transferring, of objects of a considerable weight * Duties related to and in support of the educational process and care and safety of all children * Participation in staff planning and evaluation meetings as well as professional meetings * Sharing of appropriate information with other staff members * Confidentiality of children, parents, and all staff members. * Compliance with all university, LDOE licensing, Health Department, and Fire Marshal policies and procedures . * All necessary employment requirements by established due dates. Percentage Of Time 15 Responsibility / Duty Managing Classroom Procedures * Maximizes instructional time * Manages children's behavior in instructional groups, transitions, and/or handling of materials and supplies consistently * Establishes classroom routines to be followed by children with minimal guidance and prompting as aligned to children's developmental progression * Maintain cleanliness and organization within classroom Percentage Of Time 15 Responsibility / Duty Professionalism * Dresses appropriately for the job assigned. * Establishes and maintains appropriate respectful and collaborative relationships with all administrative supervisors, center staff, enrolled children, families, center visitors, donors, etc. * Seeks, shares, and respects ideas of others. * Exhibits a positive attitude towards others. * Participates in continued professional growth activities (seminars, conferences, workshops). * Communication * Understands and interprets written and verbal instructions from upper-level administrators. * Assists center-based administrators in all operational components of the center. * Reports any abuses of policy or negative situations through the appropriate chain of command. * Reports to work at the assigned time, attends work consistently, and contacts supervisor when absent * Completes task in a safe manner and reports any observed unsafe conditions/ incidents/injury/damage/suspicion of abuse or neglect and the like IMMEDIATELY to the necessary individuals/departments AND provides written documentation to the supervisor Percentage Of Time 10 Posting Detail Information Minimum Experience Required Preschool experience (or comparable child development continuing education coursework and/or professional development hours) Minimum Education Required CDA (Child Development Associates Certification) obtained through a Louisiana approved CDA pathway program OR Willing to complete an approved certification program within 2 years of hire date Minimum Licenses Required Louisiana Department of Education Early Childhood Ancillary Certification OR Willing to complete an approved certification program within 2 years of hire date Other Minimum Requirements 21 years of age or older CPR/First Aid Certification OR willing to become CPR certified Valid Child Care Criminal Background Check (CCCBC) Test(s) Required Preferred Education Bachelors or higher degree in Early Childhood Education or related field Preferred Experience A minimum of five (5) years experience in full-time employment within an Early Childhood or comparable program Preferred Licenses Other Preferred Requirements Physical Demands Be able to frequently stand, walk, speak, hear, and lift up children/weighted objects. Be able to bend or twist at the neck more than the average person. Be able to occasionally push or lift up to 50 lbs. such as boxes of books and carts. Be able to read handwritten or typed material, and maintain the ability to adjust visual focus. Employment Year Fiscal Year If Grant Period or Specified Period selected, please specify begin date If Grant Period or Specified Period selected, please specify end date Employment Basis Full-time Proposed Ending Date (for faculty and grant funded positions) Posting Date 12/18/2025 Closing Date 01/11/2026 Special Instructions to Applicants This position is located in Donaldsonville, LA. Quick Link for Postings <

Sylvan Learning Center of Metairie & New Orleans Sylvan Learning Center of Metairie & New Orleans is looking for a Part-Time Teacher's Assistant/Aide. We are seeking a motivated and energetic individual to help our teachers prepare for instruction and assist them during instruction. You will also be responsible for supervising our students between class periods. It is an excellent opportunity for job seekers who are looking to obtain anywhere from 4-20 hours a week. The position of an aide in a Sylvan classroom works with us to support learning in one of our private school contracts. It's a great way for the students to practice instructing reading and math. We work with students in grades K-12. We teach during normal school hours and have some after-school positions as well. Teaching assistants also get feedback and professional development for their instructional skills. This job involves clerical and administrative duties and requires strong computer and organization skills. You should have excellent customer service and communication skills. Experience in a prior position working with children in an education setting is a plus. To qualify, you need a high school diploma or higher. This is a fast-paced, multi-tasking educational environment. Part-time hourly rate depends on experience. Send your resume and the hours you are available to work. Interested job seekers can reach us at ************ or at *********************************. Required education: High School Diploma or equivalent

Nature of Work Assist classroom staff in implementing the individualized goals and objectives set forth for a particular child/children that has been identified as needing specialized assistance. Aide will observe and record specific behavioral data as well as targeted goals and objectives and routinely communicate observations and progress with program staff, consultants and parents. Education A child development associate (CDA) credential or be enrolled in a CDA credential program that will be completed within 2 years; or have an college degree from an accredited institution or be enrolled in a program leading to a degree in Early Childhood Education (ECE), child development (CD) or related field. Essential Functions * Be familiar with and adhere to the Head Start Program Performance Standards, State of Louisiana licensing requirements, the RCCDC written work plan, and agency's policies and procedures * Maintain an open, friendly, professional relationship with all staff and families, to include respect for culture, diversity and ethnicity. * Participate in annual program self-assessment and continuous quality improvement initiatives of the overall program. * Monitor and ensure confidentiality of children records Position Specific Essential Functions: Classroom Activity 1. Adapt planned activities, materials and equipment to facilitate participation by special needs child/children. 2. Help promote communication, play and socialization between the special needs child/children and other children in the classroom. 3. Perform required care-giving activities for child/children, i.e. feeding, toileting, dressing etc. 4. Implement behavior management techniques and monitor progress & effectiveness 5. Observe, record and monitor child's/children's progress in the classroom Collaboration with Classroom Staff 1. Assist staff in implementing curriculum and individualized goals for the special needs child/children to promote growth and learning in all developmental areas. 2. Routinely communicate observations and progress with classroom staff, consultants and parents. Insure that professional ethics and confidentiality are maintained. Additional Job Responsibilities 1. Attend meetings, trainings, and professional development activities. 2. Serve as 2nd bus monitor for centers with bus transportation 3. Generate In-Kind. 4. Other duties as requested. Required Knowledge, Skills and Abilities * Ability to closely monitor and supervise special needs child/children. * Strong written and verbal communication skills. Bilingual English/Spanish skills highly desirable. * Ability to respond to behavioral issues with appropriate behavior management processes * Routine decision making such as when to communicate to teachers and parents and when changes in program are needed, when emergencies arise etc. * Sits with children during family style meal times and eats the same "Head Start" lunch as the children, providing a model for good nutritional habits. * Ability to respond appropriately to an emergency or a crisis situation. * Occasional driving for home visits sometimes in outlying areas. * Must be able to maintain regular and consistent attendance. Reports to work on time, maintains a stable work attendance record. SPECIAL CONSIDERATIONS Employees within this classification are required to: * Pass a criminal background check. * Pass a physical examination every three years * Complete Tuberculosis (TB) test every three years. * Maintain a current First Aid, CPR, ( training provided ) * Maintain a valid driver's license with a driving record in compliance with RCCDC's insurance carrier requirements. * Lift up to 50 lbs. * Daily kneeling, stooping, bending, and sitting on the floor to attend to children's needs * Perform duties in an active environment with changes in climate and noise level.

Job DescriptionThe Role We are seeking a compassionate and dedicated Child Specific Aide to provide one-on-one support to a student throughout the school day. In this role, you will help the student achieve academic, behavioral, and social goals outlined in their IEP, BIP, and safety plans, while fostering independence and positive interactions in the classroom. This position is ideal for someone who is patient, attentive, and committed to supporting the individual needs of a student in a structured, nurturing environment. What You'll Do Shadow and provide one-on-one support to a specific student throughout the day, following IEP, BIP, and safety plans. Ensure the student's academic, behavioral, and social needs are met. Facilitate engagement in instructional activities and monitor progress toward learning goals. Assist in developing skills that promote independence. Support positive interactions between the student and peers. Escort and assist the student as needed during transitions and activities. Maintain accurate documentation of student behavior and progress. Communicate effectively with teachers, parents, and school personnel regarding student performance. Uphold professional expectations including attendance, teamwork, and professional development. Stay current with educational best practices and trends through ongoing professional learning. Perform related duties as assigned and ensure compliance with school policies and procedures. Qualifications Associate's Degree or minimum of 3 years' experience working with children in an educational setting. Strong interpersonal and communication skills, both written and oral. Proficiency with basic computer and technology tools. Ability to work independently while following prescribed routines and instructions. Positive attitude, reliability, and ability to work under pressure. Commitment to supporting student growth, safety, and well-being. About Us Join Focused Staffing Group and be a catalyst for positive change! At Focused Staffing, we don't just fill positions-we transform lives, one rockstar talent at a time. Whether you're eager to make a meaningful difference in behavioral health or dedicated to empowering students in K-12 education, our mission is to connect skilled, passionate professionals with the communities that need them most. As a leader in specialized staffing, we provide exceptional opportunities and support for every member of our team, creating lasting impact for those we serve and those who serve with us. Discover how your unique strengths can help build brighter futures across schools and behavioral health organizations nationwide. Want to love what you do? Let's make it happen! Check out our candidates' success stories!

Green Trees is the early childhood division within Isidore Newman School. The school offers full-day and half-day programs for children ages six weeks to four-years-old from August through May, with summer camp options available in June and July. We strive to develop children's ability to think critically and creatively in a safe, stimulating, and rigorous learning environment. A Green Trees education fosters both cognitive and social-emotional learning that is developmentally appropriate for the child. The important qualifications include: 2+ years teaching experience in a highly rated early childhood education program A reflective practice, committed to a continuous process of self-improvement and lifelong learning Ability to facilitate learning and maintain a developmentally appropriate and cognitively engaging classroom environment Commitment to learn and use technology for teamwork and communicating with colleagues and families Must be available to work 8am-5pm each day with the flexibility to attend monthly meetings and/or events before and after school. The significant responsibilities include: Professional Responsibilities Conduct self in a professional manner as a representative of Green Trees and Newman Maintain a safe environment and adhere to state licensing guidelines Adhere to the expectations and routines of daily life at Green Trees Attend and actively participate in school-wide and divisional meetings Engage in a variety of professional development opportunities both required and self-initiated Classroom Responsibilities Ensure that children are safe, well cared for, and supported in their growth Engage and be fully present with children throughout the day Work with team to design and facilitate an enriching classroom environment that is age appropriate, inclusive, beautiful, inspiring, and reflects the work of the child Support with establishing and leading a flow of the day embedded with routines and rituals that build classroom community throughout the school day and extended care Reflect on written observations and documentation to collaboratively plan an intentional and meaningful classroom curriculum centered around the interests and developmental needs of the class Assist with conducting informal assessments to inform curriculum planning, student support, narratives, conferences and family communications Establish and maintain strong relationships with families in order to enrich the learning and development of their children Assistant Responsibilities Learn and use best practices that exemplify the philosophy of Green Trees Maintain respectful and productive relationships with teammates by utilizing clear and effective communication Set and work towards goals with the support of the Mentor teacher Lead Later Gators, extended care program Community Engagement (primarily outside of the classroom) Create opportunities for learning by seeking out and utilizing partnerships with families and resources from community at large Collaborate with colleagues to support one another, spur new ideas, and foster experiences Lean into civil discourse by engaging in dialogue that demonstrates awareness of intent and impact Interested applicants should submit a cover letter, updated resume and names of three professional references.

Full-time Description Primary Role: The Educare Classroom Aide works cooperatively with the Educare Lead Teacher and Educare Assistant Teacher to plan and implement the daily education program for the children. Under the reflective supervision of the Lead Teacher, the Classroom Aide will execute classroom activities and help maintain a classroom environment that are developmentally appropriate and meet the individual needs of children as mandated by federal, state, accreditation and local standards, and that reflect the agency's philosophy and curriculum - to include Head Start, the Educare Learning Network and Clover. Duties and Responsibilities: Child Development In conjunction with the Lead and Assistant Teachers, provide opportunities for children to develop positive self-images and experience success. In conjunction with the Lead and Assistant Teachers, develop an individualized educational strength plan for each child. Participate in Family/Child reviews. Provide information to the Lead and Assistant Teachers that will assist in the referral process for children with special needs. As assigned, observe, assess and document each child's health, skills, behavior, growth and development. Curriculum Assist in planning and implementation of developmentally appropriate classroom activities that will enhance the social, emotional, physical and cognitive development of each child. Assist in the development of lesson plans with goals, objectives, activities and outcomes. Classroom Environment Assist the Lead and Assistant Teachers in maintaining a classroom environment which includes positive guidance techniques, that meets state and local licensing regulations, Head Start Program Performance Standards, the Educare Learning Network's and Clover's philosophy and curriculum. Ensure that all children are under appropriate supervision at all times. In the absences of the Lead and Assistant Teachers, delegate child development responsibilities to the substitute staff, intern and/or volunteers. Administration Accurately complete all assigned program documentation and submit in a timely manner to the Lead Teacher and/or Education Supervisor. Assist in completing daily attendance and meal participation reports and submit to the Lead Teacher. In conjunction with the Lead and Assistant Teacher, develop and maintain confidential educational information for each child and ensure all confidential information is protected. Other Follow all mandates of federal regulations, state and local licensing, accreditation. Head Start, the Educare Learning Network's and Clover's philosophy and curriculum. Attend all required meetings and trainings. Participate in home visits and Parent Staff Conferences as requested by the Lead Teacher. Help promote parent participation in the program. Perform other duties as assigned within the scope of the job description. Requirements Job Requirements: Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items of up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. Must be able to manually operate and use a computer and other office equipment. Must be able to clearly communicate with staff, students, parents and other stakeholders. Required Skills/Abilities: Knowledge of and ability to implement Early Head Start/Head Start and other developmentally appropriate child care programs. Knowledge of and ability to implement child development and early childhood principles, practices and curricula for the specific age group (0-3 or 3-5). Willingness to participate in Educare's commitment to continuously review, analyze and apply data/statistical findings from local and national evaluations to current program design. Ability to work within an interdisciplinary team as a cooperative and supportive team member. Ability and willingness to work in a program located in a high-risk, low income community. Ability to communicate and work with diverse families and professionals. Ability to exercise discretion in handling confidential information and materials. Ability to obtain First Aid and CPR certification. Basic knowledge of computer applications and the ability to learn and master other computer technology /software programs as needed. Ability to communicate and respond in a manner that demonstrates respect and concern. Must be able to remain abreast of early childhood education and pedagogy to enhance professional growth and development. In the absence of the teacher assistant, the Classroom Aide will assume the role and responsibilities of the Assistant Teacher. Assist with weekly preparation and implementation of daily activities for children. (Ex: meals, field trips, rest-time, etc.) Assist with daily cleanliness, aesthetic appearance and organization of classroom and restroom to ensure an environment that is conducive to learning. Maintain contact and communication with parents of children in assigned classroom as appropriate. Ensure that the outside playground is free of hazardous materials before allowing children on the playground. Educational Requirement and Experience: Child Development Associate (CDA) Certification with an Infant/Toddler or Preschool Endorsement. Salary Description $16.27-$18.71/hour

Job Description FirstLine Schools: Special Education Lead Teacher Reports to: Principal/Assistant Principal FLSA Status: Exempt Position Type: Full-Time FirstLine Schools is currently seeking talented, passionate Special Education Teachers. At FirstLine Schools, we know that it is the effectiveness of our teachers that matters the most when it comes to impacting the success of our students. To ensure that we are an organization of excellent teachers, we expect our teachers to demonstrate effectiveness through our Vision of Teaching Excellence. Teachers will be responsible for implementing the teaching curriculum, ensuring the success of our students, and working with a team of teachers within the school and network community. SPED teachers are critical to helping our students who have IEPs meet their learning goals. SPED teachers regularly collaborate with a variety of student support staff members, leaders, and teachers/staff members to make sure that students' needs are being met in and out of the classroom. Our SPED teachers must be certified or working towards certification and work to ensure that our students have the necessary skills to prepare them for life, college, and beyond FirstLine's Vision Of Teaching Excellence: We develop teachers at FirstLine by focusing on excellence in teaching. To do so, we coach teachers and center professional development on our Vision of Excellence in Teaching rubric the components of which include: On Task (Maintaining high expectations and maximizing instructional time) Essential Content (Planning effectively) Cognitive Engagement (Maintaining High Academic Expectations and Building Thinking Skills) Demonstration of Learning (Leading Instruction, Checking for Understanding, Responding to Student Misunderstanding) Community of Learners (Establishing Expectations and Responding to Student Behaviors) Position Responsibilities: Designs lessons that lead to standards mastery and are aligned to grade level expectations/learning connectors for students with disabilities and end-of-year assessments Provides feedback to scholars by asking pertinent, scaffolded follow-up questions that affirm correctly understood content, clarify misunderstood content or extend scholars' thinking Establishes effective classroom routines and manages students effectively without disruptions (redirect inappropriate behavior) Inspires and invests students in achieving their goals and in believing that goals are achieved through effort and not innate abilities Prepares scholars to solve complex problems with no obvious answer Seeks out and constructively responds to feedback from and engages in problem-solving with others Provides IEP minutes Ensures compliant IEP documentation for all students on caseload by facilitating IEP development, FBA/BIPs development and implementation, transition planning, and maintaining other supporting documentation related to service delivery (logs, progress reports, Extended School Year, etc) Education & Experience: 2 or more years of lead teaching (as the teacher of record) Demonstrated success working with students in an urban, open admissions school A BA or BS A strong background in and command of content area Louisiana Teacher Certification (SPED) Completed or in progress (or be eligible to hold for our out-of-state applicants) in the specific disability/grade levels served, as necessary Desired Qualities & Characteristics: Believe in every student's ability to achieve in a rigorous college or career prep curriculum Achieve results based on agreed-upon expectations Take personal responsibility Highly detail-oriented Open to learning and evolving with AI as a tool at work Collaborate effectively with a range of stakeholders Share a commitment to creating great schools in New Orleans Strong written and verbal communication skills Ability to embed and model the FirstLine Commitments: We Keep Learning, We Work Together, We Are Helpful, We Are the Safekeepers of our Community, We Share Joy, We Show Results! Physical Requirements: The physical demands described here represent 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. Occasional physical exertion is required, including exerting up to 20 pounds of force as needed to move objects. Supervises: No About FirstLine Schools: In 1998, FirstLine Schools started the first charter school in New Orleans. FirstLine now operates several (Pre) K-8th grade schools. Our mission is to create and inspire great, open-admissions public schools in New Orleans. Our staff is a diverse and talented group dedicated to our students' success and to their own growth. Our schools are led by leaders who hold themselves accountable for student achievement and teacher development. Salary is competitive and commensurate with experience. FirstLine Schools offers a comprehensive benefits package including a 403b plan. FirstLine Schools is an equal employment opportunities (EEO) organization. Powered by JazzHR IXAD8DvAmu

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.

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 Description Opportunity: Hoffman Early Learning Center is searching for an Early Childhood Pre-K Teacher for the current school year. The Early Childhood Pre-K Teacher will be responsible for maintaining a loving, kind, rigorous, and joyful learning environment for children and families. If you are relentless about seeing students achieve at high levels, this is a chance to work at a network that does whatever it takes to ensure success for all children. Responsibilities: Design classroom instruction using research-based strategies Develop curriculum using principles of backwards design Execute research-based programs according to best practices Frequently analyze results from multiple sources to drive instruction Maintain school culture of high behavioral expectations Maintain frequent communication with student families Qualifications: Bachelor's degree required Constant learner: Solicits feedback and implements new ideas in instruction, stays abreast of current research on teaching and learning, enhances professional skills Solutions-Oriented: concentrates on finding ways to solve problems and improve systems Enthusiasm: exhibits passion and excitement over work High Expectations: An unwavering belief that all students can achieve at high levels Results Oriented: Proven track record of producing dramatic, demonstrable student achievement gains as a teacher Work ethic: possesses a strong willingness to work hard and long hours to get the job done Intelligence: learns quickly, demonstrates ability to quickly and proficiently absorb new information Experienced: Successful manager of a classroom who emulates the belief that structure and clear expectations are drivers of student success Teamwork: Demonstrated ability to work well in a team Benefits: Compensation: We offer a competitive salary and benefit package.

Job Description Green Trees is the early childhood division within Isidore Newman School. The school offers full-day and half-day programs for children ages six weeks to four-years-old from August through May, with summer camp options available in June and July. We strive to develop children's ability to think critically and creatively in a safe, stimulating, and rigorous learning environment. A Green Trees education fosters both cognitive and social-emotional learning that is developmentally appropriate for the child. The important qualifications include: 2+ years teaching experience in a highly rated early childhood education program A reflective practice, committed to a continuous process of self-improvement and lifelong learning Ability to facilitate learning and maintain a developmentally appropriate and cognitively engaging classroom environment Commitment to learn and use technology for teamwork and communicating with colleagues and families Meets and maintains any and all federal, state and local requirements to work in an educational childcare setting Availability to work Monday - Friday 12:00pm - 5:30pm. The significant responsibilities include: Professional Responsibilities Conduct self in a professional manner as a representative of Green Trees and Newman Maintain a safe environment and adhere to state licensing guidelines Adhere to the expectations and routines of daily life at Green Trees Attend and actively participate in school-wide and divisional meetings Engage in a variety of professional development opportunities both required and self-initiated Classroom Responsibilities Ensure that children are safe, well cared for, and supported in their growth Engage and be fully present with children throughout the day Work with team to facilitate an enriching classroom environment that is age appropriate, inclusive, beautiful, inspiring, and reflects the work of the child Support with leading a flow of the day embedded with routines and rituals that build classroom community throughout the school day and extended care Establish and maintain strong relationships with families in order to enrich the learning and development of their children Assistant Responsibilities Learn and use best practices that exemplify the philosophy of Green Trees Maintain respectful and productive relationships with teammates by utilizing clear and effective communication Set and work towards goals with the director Lead Later Gators, extended care program Community Engagement (primarily outside of the classroom) Collaborate with colleagues to support one another, spur new ideas, and foster experiences Lean into civil discourse by engaging in dialogue that demonstrates awareness of intent and impact Job Posted by ApplicantPro

Nature of Work Assist classroom staff in implementing the individualized goals and objectives set forth for a particular child/children that has been identified as needing specialized assistance. Aide will observe and record specific behavioral data as well as targeted goals and objectives and routinely communicate observations and progress with program staff, consultants and parents. Education A child development associate (CDA) credential or be enrolled in a CDA credential program that will be completed within 2 years; or have an college degree from an accredited institution or be enrolled in a program leading to a degree in Early Childhood Education (ECE), child development (CD) or related field. Essential Functions Be familiar with and adhere to the Head Start Program Performance Standards, State of Louisiana licensing requirements, the RCCDC written work plan, and agency's policies and procedures Maintain an open, friendly, professional relationship with all staff and families, to include respect for culture, diversity and ethnicity. Participate in annual program self-assessment and continuous quality improvement initiatives of the overall program. Monitor and ensure confidentiality of children records Position Specific Essential Functions: Classroom Activity 1. Adapt planned activities, materials and equipment to facilitate participation by special needs child/children. 2. Help promote communication, play and socialization between the special needs child/children and other children in the classroom. 3. Perform required care-giving activities for child/children, i.e. feeding, toileting, dressing etc. 4. Implement behavior management techniques and monitor progress & effectiveness 5. Observe, record and monitor child's/children's progress in the classroom Collaboration with Classroom Staff 1. Assist staff in implementing curriculum and individualized goals for the special needs child/children to promote growth and learning in all developmental areas. 2. Routinely communicate observations and progress with classroom staff, consultants and parents. Insure that professional ethics and confidentiality are maintained. Additional Job Responsibilities 1. Attend meetings, trainings, and professional development activities. 2. Serve as 2nd bus monitor for centers with bus transportation 3. Generate In-Kind. 4. Other duties as requested. Required Knowledge, Skills and Abilities Ability to closely monitor and supervise special needs child/children. Strong written and verbal communication skills. Bilingual English/Spanish skills highly desirable. Ability to respond to behavioral issues with appropriate behavior management processes Routine decision making such as when to communicate to teachers and parents and when changes in program are needed, when emergencies arise etc. Sits with children during family style meal times and eats the same "Head Start" lunch as the children, providing a model for good nutritional habits. Ability to respond appropriately to an emergency or a crisis situation. Occasional driving for home visits sometimes in outlying areas. Must be able to maintain regular and consistent attendance. Reports to work on time, maintains a stable work attendance record. SPECIAL CONSIDERATIONS Employees within this classification are required to: Pass a criminal background check. Pass a physical examination every three years Complete Tuberculosis (TB) test every three years. Maintain a current First Aid, CPR, ( training provided ) Maintain a valid driver's license with a driving record in compliance with RCCDC's insurance carrier requirements. Lift up to 50 lbs. Daily kneeling, stooping, bending, and sitting on the floor to attend to children's needs Perform duties in an active environment with changes in climate and noise level.

Green Trees is the early childhood division within Isidore Newman School. The school offers full-day and half-day programs for children ages six weeks to four-years-old from August through May, with summer camp options available in June and July. We strive to develop children's ability to think critically and creatively in a safe, stimulating, and rigorous learning environment. A Green Trees education fosters both cognitive and social-emotional learning that is developmentally appropriate for the child. The important qualifications include: 2+ years teaching experience in a highly rated early childhood education program A reflective practice, committed to a continuous process of self-improvement and lifelong learning Ability to facilitate learning and maintain a developmentally appropriate and cognitively engaging classroom environment Commitment to learn and use technology for teamwork and communicating with colleagues and families Meets and maintains any and all federal, state and local requirements to work in an educational childcare setting Availability to work Monday - Friday 12:00pm - 5:30pm. The significant responsibilities include: Professional Responsibilities Conduct self in a professional manner as a representative of Green Trees and Newman Maintain a safe environment and adhere to state licensing guidelines Adhere to the expectations and routines of daily life at Green Trees Attend and actively participate in school-wide and divisional meetings Engage in a variety of professional development opportunities both required and self-initiated Classroom Responsibilities Ensure that children are safe, well cared for, and supported in their growth Engage and be fully present with children throughout the day Work with team to facilitate an enriching classroom environment that is age appropriate, inclusive, beautiful, inspiring, and reflects the work of the child Support with leading a flow of the day embedded with routines and rituals that build classroom community throughout the school day and extended care Establish and maintain strong relationships with families in order to enrich the learning and development of their children Assistant Responsibilities Learn and use best practices that exemplify the philosophy of Green Trees Maintain respectful and productive relationships with teammates by utilizing clear and effective communication Set and work towards goals with the director Lead Later Gators, extended care program Community Engagement (primarily outside of the classroom) Collaborate with colleagues to support one another, spur new ideas, and foster experiences Lean into civil discourse by engaging in dialogue that demonstrates awareness of intent and impact